Edición de «Serie prácticas educativas/23. Pedagogía efectiva en ciencias sociales/Referencias»

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# 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.
# Dillon, J.T. (1985). Using questions to foil discussion. ''Teaching and teacher education, 1''(2), 109–121.
# 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.
# Harnett, P. (1993). Identifying progression in children’s understanding: The use of visual materials to assess primary school children’s learning in history. ''Cambridge journal of education, 23''(2), 137.
# Hess, D.; Posselt, J. (2002). How high school students experience and learn from the discussion of controversial public issues. ''Journal of curriculum and supervision, 17''(4), 283–314.
# 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.
# Hootstein, E.W. (1995). Motivational strategies of middle school ''social studies teachers. Social education, 59''(1), 23–26.
# Jackson, A.; Rees Leahy, H. (2005). “Seeing it for real …?” Authenticity, theatre and learning in museums. ''Research in drama education, 10''(3), 303–325.
# 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 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.
# 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.
# Nuthall, G. (2007).'' The hidden lives of learners''. Wellington: NZCER.
# 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.]
# Swan, S.; White, R. (1994). ''The thinking books.'' London: The Falmer Press.
# 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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