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Serie prácticas educativas/23. Pedagogía efectiva en ciencias sociales/Referencias (editar)
Revisión del 07:11 20 sep 2017
, hace 7 añosPágina creada con «{{Título}} {{Like}} # Aitken, G.; Sinnema, C. (2008). Effective ''pedagogy in social sciences/tikanga â iwi: Best evidence synthesis iteration.'' Wellington: Ministry of...»
{{Título}}
{{Like}}
# Aitken, G.; Sinnema, C. (2008). Effective ''pedagogy in social sciences/tikanga â iwi: Best evidence synthesis iteration.'' Wellington: Ministry of Education. [www.educationcounts.govt.nz/goto/BES]
# Alton-Lee, A.G.; Nuthall, G.A.; Patrick, J. (1995). ''Reframing classroom research: A lesson from the private world of children.'' Harvard educational review, 63(1), 50–84. Also in: G. Capella Noya; K. Geismar; G. Nicoleau (Eds.), ''Shifting histories: Transforming education for social change.'' Reframing classroom research: A lesson from the private world of children. Cambridge, MA: Harvard Educational Review Reprint Series. (No. 26.)
# Alton-Lee, A.G. et al. (1997). ''Gendered discourses in social studies: Intermediate students’ learning and participation during studies of Antarctic work and survival focused on women.'' Wellington: Ministry of Education. (Report to the New Zealand Ministry of Education: Understanding Learning and Teaching Project 3.)
# Anderson, A.; Hamilton, R.; Hattie, J. (2004). ''Classroom climate and motivated behaviour in secondary schools. Learning environments research, 7''(3), 211–225.
# Aulls, M.W. (2002). The contributions of co-occurring forms of classroom discourse and academic activities to curriculum events and instruction. ''Journal of educational psychology, 94''(3), 520–538.
# Ballantyne, R.; Packer, J. (2002). Nature-based excursions: School students’ perceptions of learning in natural environments. ''International research in geographical and environmental education, 11''(3), 218–236.
# Barton, K.; Levstik, L.S. (1996). Back when God was around and everything: Elementary children’s understanding of historical time.''American educational research journal, 33''(2), 419–454.
# Beaumont, E. et al. (2006). Promoting political competence and engagement in college students: An empirical study. ''Journal of political science education, 2''(3), 249–270.
# Bishop, R.; Berryman, M. (2006). ''Culture speaks: cultural relationships and classroom learning.'' Wellington: Huia Publishers.
# Boykin, A.W.; Lilja, A.J.; Tyler, K.M. (2004). The influence of communal vs individual learning context on the academic performance in social studies of grade 4–5 African-Americans. ''Learning environments research,'' 7, 227–244.
# Brophy, J. (2001). Subject-specific instructional methods and activities. In: J. Brophy, (Ed.) ''Advances in research on teaching, vol. 8.'' New York, NY: Elsevier.
# Brophy, J.; Alleman, J. (2002). Learning and teaching about cultural universals in primary-grade social studies. ''The elementary school journal,'' 103, 2. [Special issue: Social studies (November 2002), 99–114.]
# Brophy, J.; Alleman, J. (2006). ''Children’s thinking about cultural universals.'' Mahwah, NJ: Lawrence Erlbaum Associates.
# Buford, R.; Stegelin, D. (2003). An integrated approach to teaching social skills to preschoolers at risk. ''Australian journal of early
childhood education, 28''(4), 22–28.
# Byer, J.L. (2000). Measuring the positive effects of students’ perceptions of classroom social climate on academic self-concept. ''Journal of social studies research, 24''(1), 25–34.
# Catterall, J.S. (2007). Enhancing peer conflict resolution skills through drama: An experimental study. ''Research in drama education, 12''(2), 163–178.
# Causton-Theoharis, J.N.; Malmgren, K.W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. ''Exceptional children, 71''(4), 431–444.
#Cochran-Smith, M.; Lytle, S.L. (2009). ''Inquiry as stance: Practitioner research for the next generation.'' New York, NY: Teachers College Press.
# Cohen, E. (1994). ''Designing groupwork'' (2nd ed.). New York, NY: Teachers College Press.
# Cohen, E.G.; Lotan, R.A. (1995). Producing equal-status interaction in the heterogeneous classroom. ''American educational research journal, 32''(1), 99–120.
# Cohen, E.G.; Lotan, R.A.; Holthuis, N.C. (1995). Talking and working together: Conditions for learning in complex instruction. In: M.T. Hallinan, (Ed.), ''Restructuring schools: Promising practices and policies'' (pp. 157–174). New York, NY: Plenum Press.
# Connolly, P.; Hosken, K. (2006). The general and specific effects of educational programmes aimed at promoting awareness of and respect for diversity among young children. ''International journal of early years education, 14''(2), 107–126.
{{Like}}
# Aitken, G.; Sinnema, C. (2008). Effective ''pedagogy in social sciences/tikanga â iwi: Best evidence synthesis iteration.'' Wellington: Ministry of Education. [www.educationcounts.govt.nz/goto/BES]
# Alton-Lee, A.G.; Nuthall, G.A.; Patrick, J. (1995). ''Reframing classroom research: A lesson from the private world of children.'' Harvard educational review, 63(1), 50–84. Also in: G. Capella Noya; K. Geismar; G. Nicoleau (Eds.), ''Shifting histories: Transforming education for social change.'' Reframing classroom research: A lesson from the private world of children. Cambridge, MA: Harvard Educational Review Reprint Series. (No. 26.)
# Alton-Lee, A.G. et al. (1997). ''Gendered discourses in social studies: Intermediate students’ learning and participation during studies of Antarctic work and survival focused on women.'' Wellington: Ministry of Education. (Report to the New Zealand Ministry of Education: Understanding Learning and Teaching Project 3.)
# Anderson, A.; Hamilton, R.; Hattie, J. (2004). ''Classroom climate and motivated behaviour in secondary schools. Learning environments research, 7''(3), 211–225.
# Aulls, M.W. (2002). The contributions of co-occurring forms of classroom discourse and academic activities to curriculum events and instruction. ''Journal of educational psychology, 94''(3), 520–538.
# Ballantyne, R.; Packer, J. (2002). Nature-based excursions: School students’ perceptions of learning in natural environments. ''International research in geographical and environmental education, 11''(3), 218–236.
# Barton, K.; Levstik, L.S. (1996). Back when God was around and everything: Elementary children’s understanding of historical time.''American educational research journal, 33''(2), 419–454.
# Beaumont, E. et al. (2006). Promoting political competence and engagement in college students: An empirical study. ''Journal of political science education, 2''(3), 249–270.
# Bishop, R.; Berryman, M. (2006). ''Culture speaks: cultural relationships and classroom learning.'' Wellington: Huia Publishers.
# Boykin, A.W.; Lilja, A.J.; Tyler, K.M. (2004). The influence of communal vs individual learning context on the academic performance in social studies of grade 4–5 African-Americans. ''Learning environments research,'' 7, 227–244.
# Brophy, J. (2001). Subject-specific instructional methods and activities. In: J. Brophy, (Ed.) ''Advances in research on teaching, vol. 8.'' New York, NY: Elsevier.
# Brophy, J.; Alleman, J. (2002). Learning and teaching about cultural universals in primary-grade social studies. ''The elementary school journal,'' 103, 2. [Special issue: Social studies (November 2002), 99–114.]
# Brophy, J.; Alleman, J. (2006). ''Children’s thinking about cultural universals.'' Mahwah, NJ: Lawrence Erlbaum Associates.
# Buford, R.; Stegelin, D. (2003). An integrated approach to teaching social skills to preschoolers at risk. ''Australian journal of early
childhood education, 28''(4), 22–28.
# Byer, J.L. (2000). Measuring the positive effects of students’ perceptions of classroom social climate on academic self-concept. ''Journal of social studies research, 24''(1), 25–34.
# Catterall, J.S. (2007). Enhancing peer conflict resolution skills through drama: An experimental study. ''Research in drama education, 12''(2), 163–178.
# Causton-Theoharis, J.N.; Malmgren, K.W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. ''Exceptional children, 71''(4), 431–444.
#Cochran-Smith, M.; Lytle, S.L. (2009). ''Inquiry as stance: Practitioner research for the next generation.'' New York, NY: Teachers College Press.
# Cohen, E. (1994). ''Designing groupwork'' (2nd ed.). New York, NY: Teachers College Press.
# Cohen, E.G.; Lotan, R.A. (1995). Producing equal-status interaction in the heterogeneous classroom. ''American educational research journal, 32''(1), 99–120.
# Cohen, E.G.; Lotan, R.A.; Holthuis, N.C. (1995). Talking and working together: Conditions for learning in complex instruction. In: M.T. Hallinan, (Ed.), ''Restructuring schools: Promising practices and policies'' (pp. 157–174). New York, NY: Plenum Press.
# Connolly, P.; Hosken, K. (2006). The general and specific effects of educational programmes aimed at promoting awareness of and respect for diversity among young children. ''International journal of early years education, 14''(2), 107–126.