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Serie prácticas educativas/23. Pedagogía efectiva en ciencias sociales/Referencias (editar)
Revisión del 07:26 20 sep 2017
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# 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.
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# 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.
# 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.
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# Gersten, R. et al. (2006). Eyes on the prize: Teaching complex historical content to middle school students with learning disabilities. ''Exceptional children, 72''(3), 264–280.
# Gillies, R.M.; Boyle, M. (2005). Teachers’ scaffolding behaviours during cooperative learning. Asia-Pacific ''journal of teacher education, 33''(3), 243–259.
# Hamman, L.A.; Stevens, R.J. (2003). Instructional approaches to improving students’ writing of compare–contrast essays: An experimental study. ''Journal of literacy research, 35''(2), 731.
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# Hodkinson, A. (2004). Does the English curriculum for history and its schemes of work effectively promote primary-aged children’s assimilation of the concepts of historical time? Some observations based on current research. ''Educational research, 46''(2), 99.
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# Kanu, Y. (2006). Getting them through the college pipeline: Critical elements of instruction influencing school success among Native Canadian high school students. ''Journal of advanced academics, 18''(1), 116–145.
# Kaomea, J. (2005). Indigenous studies in the elementary curriculum: A cautionary Hawaiian example. ''Anthropology and education quarterly, 36''(1), 24–42.
# Kellett, M. et al. (2004). Just teach us the skills please, we’ll do the rest: Empowering ten-year-olds as active researchers. ''Children and society, 18''(5), 129–343.
# Kohlmeier, J. (2006). “Couldn’t she just leave?”: The relationship between consistently using class discussions and the development of historical empathy in a 9th grade world history course. ''Theory and research in social education, 34''(1), 34–57.
# Ladson-Billing, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. ''Theory into practice, 34''(3), 159–165.
# Laney, J.D. (1993). Experiential versus experience-based learning and instruction. ''Journal of educational research, 86''(4), 228–236.
# Laney, J.D. (2001). Enhancing economic education through
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# 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.
# 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.
# Lynott, P.P.; Merola, P.R. (2007). Improving the attitudes of 4th graders toward older people through a multidimensional intergenerational program. ''Educational gerontology, 33''(1), 63–74.
# Mercer, N.; Wegerif, R.; Dawes, L. (1999). Children’s talk and the development of reasoning in the classroom. ''British educational research journal, 25''(1), 95–111.
# Milson, A.J. (2002). The internet and inquiry learning: Integrating medium and method in a sixth grade social studies classroom. ''Theory and research in social education, 30(3), 330–353''.
# Nairn, K. (1997). Hearing from quiet students: The politics of silence and voice in geography classrooms. In: J.P. Jones; H. Nast; S. Roberts (Eds.), ''Thresholds in feminist geography'' (pp. 93–115). Lanham, MD: Rowman & Littlefield Publishers.
# Nairn, K. (1999). Embodied fieldwork. ''Journal of geography, 98,'' 272–282.
# Nuthall, G. (1999). The way students learn: Acquiring knowledge from an integrated science and social studies unit. ''The elementary school journal, 99''(4), 303–341.
# Nuthall, G. (2000). The role of memory in the acquisition and retention of knowledge in science and social studies units. ''Cognition and instruction, 18''(1), 83–139.
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# Nuthall, G.; Alton-Lee, A. (1993). Predicting learning from student experience of teaching: A theory of student knowledge construction in classrooms. ''American educational research journal, 30''(4), 799–840.
# Otten, M. et al. (2004). Performing history: The effects of a dramatic art-based history program on student achievement and enjoyment. ''Theory and research in social education, 32''(2), 187–212.
# Rojas-Drummond, S. et al. (2003). Talking for reasoning among Mexican primary school children. ''Learning and instruction, 13,'' 653–670.
# Rubin, B. (2003). Unpacking detracking: When progressive pedagogy meets students’ social worlds. ''American educational research journal, 40''(2), 539.
# Schultz, B.D. (2007). “Not satisfied with stupid band-aids”: A portrait of a justice-oriented, democratic curriculum serving a disadvantaged
eighborhood. ''Equity & excellence in education, 40''(2), 166–176.