Page 445 - Desenvolvimento_Psicológico_e_Educação_Volume2
P. 445
REFERÊNCIAS BIBLIOGRÁFICAS 445
———— . (1986). Psicología cognoscitiva y esquemas eight types of instructional-learning episodes. Learning and
conceptuales de los alumnos. Enseñanza de las Ciencias, Instruction, 9, 57-75.
4(1), 13-15. Elton, L. (1996). Strategies to enhance student motivation:
———— . Asoko, H., Leach, J., Mortimer, E. y Scott, P. Aconceptual analysis. Studies in Higher Education, 21 (1),
(1994). Constructing scientific knowledge in the classroom. 57-68.
Educational Researcher; 23 (7), 5-12. Elliot, E. S. (1999). Approach and avoidance motivation and
———— . Squires, A., Rushworth, P. y Wood-Robinson, V. achievement goals. Educational Psychologist, 34, 169-189.
(1999). Dando sentido a la ciencia en secundaria. Inves- Emihovich, C. (Ed.) (1989). Locating learning: etnographic
tigaciones sobre las ideas de los niños. Madrid: Aprendizaje/ perspectives on classroom research. Norwood, NJ: Ablex.
Visor.
Duckworth, E. (1983). Tener ideas maravillosas. En C. Coll Entwistle, N. J. (1988). La comprensión del aprendizaje en
el aula. Barcelona: Paidós/MEC. [Publicación original en
(Compilador), Psicología genética y aprendizajes escolares (pp. inglés en 1987].
43-56). Madrid: Siglo XXI. [Publicación original, 1973].
Duart, J. M. y Sangrà, A. (Eds.) (1999). Aprenentatge i ———— . (1997). Reconstituting approaches to learning:
a response to Webb. Higher Education, 33, 213-218.
virtualitat. Barcelona: Ediuoc/Portic.
Duffy, S. A. ( 1986). Role of expectations in sentence ———— . (1998). Improving teaching through research
on student learning. In J. J. F. Forest (Ed.), University tea-
integration. Journal of Experimental Psychology: Learning, ching: International perspectives (pp. 73-112). Nueva York:
Memory and Cognition, 12 (2), 208-219. Garland.
Duffy, G. G. y Roehler, L. R. (1984). Direct explanation of
comprehension processes. En G. G. Duffy, L. R. Roehler y ———— . (2000). Approaches to studying and levels of
understanding: The influences of teaching and assessment.
.J. Mason (Eds.), Comprehension instruction: Perspectives
and suggestions (pp. 265-280). Nueva York: Logman. En J. C. Smart (Ed.), Higher education: Handbook of Theory
and Research. Vol. XV (pp. 156-218). Nueva York: Agathon
Dunkin, M. J. y Biddle, B. J. (1974). The study of teaching. Press.
Nueva York: Holt, Rinehart and Winston. ———— . Hanley, M. y Hounsell, D. J. (1979). Identifying
Durán, D. (1999). Tutoría entre iguales. Cuadernos de distinctive approaches to studying. Higher Education, 8,
Pedagogía, 288, 36-39. 365-380.
Dweck, C. y Elliot, D. S. (1983). Achievement motivation. ———— . Hanley, M. y Ratcliffe, G. (1979). Approaches
En P. H. Mussen (General editor) y E. M. Hetherington to learning and levels of understanding. British Educational
(Volume editor), Handbook of Child Psychology. Vol IV: So- Research Journal, 5, 99-114.
cial and personality development (pp. 643-691 ). Nueva
York: Wiley. ———— . y Ramsden, P (1983). Understanding Student
Learning. Londres: Croom Helm.
Echeita, G. (1995). El aprendizaje cooperativo. Un análisis
psicosocial de sus ventajas respecto a otras estructuras de Epstein, J. (1994). Make Language arts a family affair.
aprendizaje. En P. Fernández Berrocal y A. Melero Zabal Interactive homework that goes to parents’s heads!
(Comps.) La interacción social en contextos educativos (pp. Instructor, January 1994, 17-19.
167-189). Madrid: Siglo XXI. Epstein, K. K. (1989). Early school leaving: what the leavers
Eco, U. (1987). Ecrit et média. Ecrit a l’écran, écrit a l’encan? say. Manuscrito no publicado. Barkeley, CA: Universidad
Ponencia presentada en la Conférence internationale “Li- de Califomia.
vre et alphabétisatiom”, Amsterdam. Erickson, F. (1982). Classroom discourse as improvisation:
Edwards, D. (1997). Discourse and cognition. Londres: Sage. relationships between task structure and social participa-
tion structure. En L. Ch. Wilkinson (Comp.) Communicating
Edwards, V. y Furlong, A. (1978). The language of teaching: in the classroom (pp. 153-181). Nueva York: Academic
meaning in classroom interaction. Londres: Heinemann. Press.
Edwards, D. y Mercer, N. (1988). El conocimiento compar- ———— . y Shultz, J. (1997). When is a context? Some
tido. El desarrollo de la comprensión en el aula. Barcelona: issues and methods in the analysis of social competence.
Paidós/MEC [Publicación original en inglés en 1987]. En M. Cole, Y. Engestrom, y O. Vasquez (Eds.), Mind,
———— . Middleton, D. (1986). Joint remembering: culture and activity. Seminal papers from the laboratory of
Constructing an account of shared experience through comparative human cognition (pp. 22-31 ). Cambridge, UK:
conversational discourse. Discourse Processes, 9, 423-459. Cambridge University Press.
———— . y Potter, J. (1992). Discursive psychology. Lon- Ericsson, K. A. (Ed.) (1996). Road to excellence. Hillsdale,
dres: Sage. NJ: Erlbaum.
Ehri, L. (1991). Development of the ability to read words. Fabos, B. y Young, M. D. (1999). Telecommunication in
En R. Barr, M. Kamil, P. B. Mosenthal y P. D. Pearson (Eds.) the classroom: rethoric versus reality. Review of Educational
Handbook of Reading Research .Vol. 2 (pp. 383-417) Nueva Research, 69, 217 -259.
York: Longman. Fenstermacher, G. D. y Richardson, V (1994). Promoting
———— . (1992). Reconceptualizing the development of confusion in educational psychology: how is it done?
sight word reading and its relationship to recoding. En P. Educational Psychologist, 29, 49-55.
Gough, L. Ehri y R. Treiman (Eds.), Reading Acquisition Fernández Berrocal, P. y Melero, A. (1995). Piaget, el
(pp. 107-144). Hillsdale, NJ: Erlbaum.
conflicto sociocognitivo y sus límites. En P. Fernández
Elshout-Mohr, M., Van Hout-Wolters, B. y Broekkamp, H. Berrocal y A. Melero Zabal (Comps.) La interacción social
(1999). Mapping situations in classroom and research: en contextos educativos. (pp. 3-34). Madrid: Siglo XXI.

