Serie prácticas educativas/1. Enseñanza/Referencias

1. Ausubel, D. (1968). Educational psychology: a cognitive view. New York, Holt, Rinehart & Winston.
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3. Bennett, N.; Dunne, E. (1992). Managing small groups. New York, Simon & Schuster.
4. Brophy, J. (1983). «Classroom organization and management». The elementary school journal (Chicago, IL), vol. 83, p. 265-85.
5. Brophy, J. (1998). Motivating students to learn. Boston, McGraw-Hill.
6. Brophy, J.; Alleman, J. (1991). «Activities as instructional tools: a frame-work for analysis and evaluation». Educational researcher (Washington, DC), vol. 20, núm. 4, p. 9-23.
7. Clark, C.; Peterson, P. (1986). «Teachers’ thought processes». En Wittrock, M.C., ed. Handbook of research on teaching, 3a. ed., p. 225-296. New York, MacMillan.
8. Cooper, H. (1994). The battle over homework: an administrator’s guide to setting sound and effective policies. Thousand Oaks, CA, Corwin.
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10. Dempster, F. (1991). Synthesis of research on reviews and tests. Educational leadership (Alexandria, VA), vol. 48, núm. 7, p. 71-76.
11. Denham, C.; Lieberman, A., eds. (1980). Time to learn. Washington, DC, National Institute of Education.
12. Doyle, W. 1986. «Classroom organization and management». En Wittrock, M.C., ed. Handbook of research on teaching, 3a. ed., p. 392-431. New York, Macmillan.
13. Good, T.; Brophy, J. (1986). «School effects». En Wittrock, M.C., ed. Handbook of research on teaching, 3a. ed., p. 570-602. New York, Macmillan.
14. Good, T.; Brophy, J. (2000). Looking in classrooms, 8a. ed. New York, Longman.
15. Johnson, D.; Johnson, R. (1994). Learning together and alone: cooperative, competitive, and individualistic learning, 4a. ed. Boston, Allyn & Bacon.
16. Knapp, M. (1995). Teaching for meaning in high-poverty classrooms. New York, Teachers College Press.
17. Meichenbaum, D.; Biemiller, A. (1998). Nurturing independent learners: helping students take charge of their learning. Cambridge, MA, Brookline.
18. Newmann, F. (1990). «Qualities of thoughtful social studies classes: an empirical profile». Journal of curriculum studies (Basingstoke, UK), vol. 22, p. 253-275.
19. Pressley, M.; Beard El-Dinary, P., guest eds. (1993). «Special issue on strategies instruction». The elementary school journal (Chicago, IL), vol. 94, p. 105- 284.
20. Rosenshine, B. (1968). «To explain: a review of research». Educational leadership (Alexandria, VA), núm. 26, p. 275-280.
21. Rosenshine, B.; Meister, C. (1992). «The use of scaffolds for teaching higher level cognitive strategies». Educational leadership (Alexandria, VA), vol. 49, núm. 7, p. 26-33.
22. Rowe, M. (1986). «Wait time: slowing down may be a way of speeding up!». Journal of teacher education (Thousand Oaks, CA), vol. 37, p. 43-50.
23. Sergiovanni, T. (1994). Building community in schools. San Francisco, JosseyBass.
24. Shuell, T. (1996). «Teaching and learning in a classroom context». En Berliner, D.; Calfee, R., eds. Handbook of educational psychology, p. 726-764. New York, Macmillan.
25. Slavin, R. (1990). Cooperative learning: theory, research, and practice. Englewood Cliffs, NJ, Prentice-Hall.
26. Stiggins, R. (1997). Student-centered classroom assessment, 2a. ed. Upper Saddle River, NJ, Prentice-Hall.
27. Teddlie, C.; Stringfield, S. (1993). Schools make a difference: lessons learned from a 10-year study of school effects. New York, Teachers College Press.
28. Tharp, R.; Gallimore, R. (1988). Rousing minds to life: teaching, learning, and schooling in social context. Cambridge, Cambridge University Press.
29. Wang, M.; Haertel, G.; Walberg, H. (1993). «Toward a knowledge base for school learning». Review of educational research (Washington, DC), vol. 63, p. 249-294.
30. Weinstein, C.; Mayer, R. (1986). «The teaching of learning strategies». En Wittrock, M.C., ed. Handbook of research on teaching, 3a. ed., p. 315-27. New York, Macmillan.
31. Wiggins, G. (1993). Assessing student performance: exploring the purpose and limits of testing. San Francisco, Jossey-Bass.