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− | # 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. | + | # 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. |
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− | # 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. (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. | | # 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 | + | # 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. |
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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. |
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| + | # 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. |
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| + | # Laney, J.D. (2001). Enhancing economic education through improved teaching methods: Common sense made easy. In: J. Brophy, (Ed.), ''Subject-specific instructional methods and activities.'' New York, NY: Elsevier. (Advances in Research on Teaching, vol. 8.). |
| + | # 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. |
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| + | # 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''. |
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| + | # 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 neighborhood. ''Equity & excellence in education, 40''(2), 166–176. |
| + | # 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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| + | # 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] |
| + | # Tyson, C.A. (2002). “Get up offa that thing”: African American middle school students respond to literature to develop a framework for understanding social action. ''Theory and research in social education, 30''(1), 42–65. |
| + | # Wall, K.; Higgins, K. (2006). Facilitating metacognitive talk: A research and learning tool. ''International journal of research and method in education, 29''(1), 39–53. |
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| + | [[Categoría:Herramientas]][[Category:Book:Prácticas_educativas_23._Pedagogía_efectiva_en_ciencias_sociales]] |