Serie prácticas educativas/23. Pedagogía efectiva en ciencias sociales/Referencias

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39. Levstik, L.S. (2000). Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance. In: P.N. Stearns; P. Seixas; S. Wineburg (Eds.). Knowing, teaching and learning history: national and international perspectives (pp. 284–305). New York, NY: New York University Press.
40. Levstik, L.S.; Groth, J. (2002). “Scary thing, being an eighth grader”: Exploring gender and sexuality in a middle school U.S. history unit. Theory and research in social education, 30(2), 233–254.
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52. Rubin, B. (2003). Unpacking detracking: When progressive pedagogy meets students’ social worlds. American educational research journal, 40(2), 539.
53. Schultz, B.D. (2007). “Not satisfied with stupid band-aids”: A portrait of a justice-oriented, democratic curriculum serving a disadvantaged neighborhood. Equity & excellence in education, 40(2), 166–176.
54. Sewell, A. (2006). Teachers and children learning together: Developing a community of learners in a primary classroom. Palmerston North, New Zealand Massey University. [Unpublished doctoral thesis.]
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56. Timperley, H. (2008). Teacher professional learning and development. Geneva, Switzerland: International Bureau of Education; Brussels: International Academy of Education. (Educational practices series, 18.) [unesdoc.unesco.org/images/0017/001791/179161e.pdf]
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