libro-psicologia-educativa

REFERENCIASAber, J. L., Brown, J. L. y Jones, S. M. (2003). Developmental trajectories towardviolence in middle childhood: Course, demographic differences, and responseto school-based intervention. Developmental Psychology, 39, 324-348.Abi-Nader, J. (1991). Creating a vision of the future: Strategies for motivatingminority students. Phi Delta Kappan, 72, 546-549.Aboud, F. E. (2003). The formation of in-group favoritism and out-group prejudicein young children: Are they distinct attitudes? Developmental Psychology,39, 48-60.Abrams, I. M. y Madaus, G. F. (2003). The lessons of high stakes testing.Educational Leadership, 61(32), 31-35.Ackerman, B. P., Brown, E. D. e Izard, C. E. (2004). The relations betweencontextual risk, earned income, and the school adjustment of children fromeconomically disadvantaged families. Developmental Psychology, 40, 204-216.Ackerman, P. L., Beier, M. E. y Boyie, M. O. (2005). Working memory and intelligence:The same or different constructs? Psychological Bulletin, 131,30-60.Ainley, M., Hidi, S. y Berndorf, D. (2002). Interest, learning, and the psychologicalprocesses that mediate their relationship. Journal of Educational Psychology,94, 545-561.Airasian, P. W. (1996). Assessment in the classroom. Nueva York: McGraw-Hill.Airasian, P. W. (2005). Classroom assessment: Concepts and applications (5a. ed.).Nueva York: McGraw-Hill.Albanese, M. A. y Mitchell, S. A. (1993). Problem-based learning: A review ofliterature on its outcomes and implementation issues. Academic Medicine, 68,52-81.Alber, S. R. y Heward, W. L. (1997). Recruit it or lose it! Training students to recruitpositive teacher attention. Intervention in School and Clinic, 32, 275-282.Alber, S. R. y Heward, W. L. (2000). Teaching students to recruit positive attention:A review and recommendations. Journal of Behavioral Education, 10,177-204.Alberto, P. y Troutman, A. C. (2006). Applied behavior analysis for teachers:Influencing student performance (7a. ed.). Upper Saddle River, NJ: Prentice-Hall/Merrill.Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching andlearning. Mahwah, NJ: Erlbaum.Alexander, P. A. (1992). Domain knowledge: Evolving themes and emerging concerns.Educational Psychologist, 27, 33-51.Alexander, P. A. (1996). The past, present, and future of knowledge research: A reexaminationof the role of knowledge in learning and instruction. EducationalPsychologist, 31, 89-92.Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning:The interplay of cognitive, rnotivational, and strategic forces. Advancesin Motivation and Achievement, 10, 213-250.Alexander, P. A. (2006). Psychology in learning and instruction. Upper SaddleRiver, NJ: Merrill/Prentice-Hall.Alexander, P. A. (2006). Evolution of a learning theory. Educational Psychologist,41, 257-264.Alexander, P. A., Kulikowich, J. M. y Schulze, S. K. (1994). How subject-matterknowledge affects recall and interest. American Educational Research Journal,31, 313-337.Alexander, P.A. y Winne, P. H. (2006). Handbook of educational psychology (2a.ed.). Mahwah, NJ: Erlbaum.Alliance for a Healthier Generation. http://www.healthiergeneration.org/default.aspx.Alliance for Children. (12 de septiembre de 2000). Children and computers: A callfor action. Recuperado el 14 de mayo de 2006, de http://www.allianceforchildhood.net/projects/computers/computers_articles_call_for_action.htm.Alliance for Service Learning in Education Reform. (1993). Standards of qualityfor school based service learning. Equity and Excellence in Education, 26(2),71-77.Allington, R. (1980). Teacher interruption behaviors during primary-grade oralreading. Journal of Educational Psychology, 71, 371-377.Allington, R. L. y McGill-Frazen, A. (2003). The impact of summer setback on thereading achievement gap. Phi Delta Kappan, 85(1), 68-75.Allington, R. L. y McGill-Frazen, A. (2008). Got books? Educational Leadership,65(7), 20-23.Alloway, N. (1984). Teacher expectations. Trabajo presentado en el congreso deAustralian Association for Research in Education, Perth, Australia.Alloway, T. P., Gathercole, S. E. y Pickering, S. J. (2006). Verbal and visuo-spatialshort-term and working memory in children: Are they separable? ChildDevelopment, 77, 1698-1716.Alloy, L. B. y Seligman, M. E. P. (1979). On the cognitive component of learned helplessnessand depression. The Journal of Learning and Motivation, 13, 219-276.Altermatt, E. R., Pomerantz, E. M., Ruble, D. N., Frey, K. S. y Greulich, F. K.(2002). Predicting changes in children’s self-perceptions of academic competence:A naturalistic examination of evaluative discourse among classmates.Developmental Psychology, 38, 903-917.Alton-Lee, A., Diggins, C., Klenner, L., Vine, E. y Dalton, N. (2001). Teacher managementof the learning environment during a social studies discussion in anew-entrant classroom in New Zealand. The Elementary School Journal, 101,549-566.Alvidrez, J. y Weinstein, R. S. (1999). Early teacher perceptions and later studentacademic achievement. Journal of Educational Psychology, 91, 731-746.Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.Amabile, T. M. (2001). Beyond talent: John Irving and the passionate craft of creativity.American Psychologist, 56, 333-336.Amato, L. F., Loomis, L. S. y Booth, A. (1995). Parental divorce, marital conflict,and offspring well-being during early adulthood. Social Forces, 73, 895-915.Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato andKeith (1991) meta-analysis. Journal of Family Psychology, 15, 355-370.Amato, P. R. (2006). Marital discord, divorce, and children’s well-being. En A.Clarke-Stewart y J. Dunn (eds.), Families count: Effects on child and adolescentdevelopment (pp. 179-202). Nueva York: Cambridge University Press.American Association on Intellectual and Developmental Disabilities (AAIDD).http://www.aaidd.org/Policies/faq_mentaI_retardation.shtmlAmerican Association on Mental Retardation (AAMR). (2002). Mental retardation:Definitions, classifications, and systems of support (10a. ed.). WashingtonDC: Autor.American Psychological Association. (2002). Warning signs. Recuperado el 16 deabril de 2002, de http://helping.apa.org/warningsigns.Ames, C. (1990). Motivation: What teachers need to know. Teachers CollegeRecord, 91, 409-421.Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journalof Educational Psychology, 84, 261-271.Anderman, E. M. y Anderman, L. H. (2009). Motivating children and adolescentsin schools. Columbus, OH: Merrill/Prentice Hall.Anderman, E. M. y Maehr, M. L. (1994). Motivation and schooling in the middlegrades. Review of Educational Research, 64, 287-310.Anderman, E. M. y Midgley, C. (2004). Changes in self-reported academic cheatingacross the transition from middle school to high school. ContemporaryEducational Psychology, 29, 499-517.Anderson, C. A. y Bushman, B. J. (2001). Effects of violent video games on aggressivebehavior, aggressive cognition, aggressive affect, physiological arousal, andprosocial behavior: A meta-analytic review of the scientific literature.Psychological Science, 12, 353-359.Anderson, C. W., Holland, J. D. y Palincsar, A. S. (1997). Canonical and socio-culturalapproaches to research and reform in science education: The story ofJuan and his group. The Elementary School Journal, 97, 359-384.563