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Serie prácticas educativas/18. Aprendizaje y desarrollo profesional docente/Mantener el impulso (editar)
Revisión del 04:12 20 sep 2017
, hace 6 años→Lecturas recomendadas
# Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ selfsustaining, generative change in the context of professional development. ''Teaching and Teacher Education,'' 14(1), pp. 67–80.
# Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ selfsustaining, generative change in the context of professional development. ''Teaching and Teacher Education,'' 14(1), pp. 67–80.
# Hattie, J., & Timperley, H. (2007). The power of feedback. ''Review of Educational Research,'' 77(1), pp. 81–112.
# Hattie, J., & Timperley, H. (2007). The power of feedback. ''Review of Educational Research,'' 77(1), pp. 81–112.
# McNaughton, S., Lai, M. K., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of
# McNaughton, S., Lai, M. K., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. ''Australian Journal of Language and Literacy,'' 27(3), pp. 184–197.
comprehension in culturally and linguistically diverse classrooms in New Zealand. ''Australian Journal of Language and Literacy,'' 27(3), pp. 184–197.
[[Categoría:Herramientas]]
[[Categoría:Herramientas]]