12.07.2015 Views

libro-psicologia-educativa

libro-psicologia-educativa

libro-psicologia-educativa

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

586 REFERENCIASPiaget, J. (1965/1995). Sociological studies. Nueva York: Routledge. (Trabajo originalpublicado en 1965).Piaget, J. (1969). Science of education and the psychology of the child. Nueva York:Viking.Piaget, J. (1970a). Piaget’s theory. En P. Mussen (ed.), Handbook of child psychology(3a. ed.) (vol. 1, pp. 703-732). Nueva York: Wiley.Piaget, J. (1970b). The science of education and the psychology of the child. NuevaYork: Orion Press.Piaget, J. (1971). Biology and knowledge. Edinburgh, UK: Edinburgh Press.Piaget, J. (1974). Understanding causality (D. Miles y M. Miles, traductores).Nueva York: Norton.Piaget, J. (1985). The equilibrium of cognitive structures: The central problem of intellectualdevelopment (T. Brown y K. L. Thampy, traductores). Chicago:University of Chicago Press.Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R. y Morrison, F. J. (2008),Classroom effects on children’s achievement trajectories in elementary school.American Educational Research Journal, 45, 365-397.Pierson, L. H. y Connell, J. P. (1992). Effect of grade retention on self-systemprocesses, school engagement, and academic performance, Journal of EducationalPsychology, 84, 300-307.Pigge, F. L. y Marso, R. N. (1997). A seven-year longitudinal multi-factor assessmentof teaching concerns development through preparation and early teaching.Teaching and Teacher Education, 13, 225-235.Pinker, S. (2002). The blank date: The modern denial of human nature. NuevaYork: Penguin.Pintrich, P. R. (2000). Educational psychology at the millennium: A look back anda lookforward. Educational Psychologist, 35, 221-226.Pintrich, P. R. (2003). A motivational science perspective on the role of student motivationin learning and teaching. Journal of Educational Psychology, 95, 667-686.Pintrich, R. R. y DeGroot, E. V. (1990). Motivational and self-regulated learningcomponents of classroom academic performance. Journal of EducationalPsychology, 82, 33-40.Pintrich, P. R., Marx, R. W. y Boyle, R. A. (1993). Beyond cold conceptual change:The role of motivational beliefs and classroom contextual factors in the processof conceptual change. Review of Educational Research, 63, 167-199.Pintrich, P. R. y Schrauben, B. (1992). Students’ motivational beliefs and theircognitive engagement in academic tasks. En D. Schunk y J. Meece (eds.),Students’ perceptions in the classroom: Causes and consequences (pp. 149-183).Hillsdale, NJ: Erlbaum.Pintrich, R. R. y Sinatra, G. M. (2003). Future direction for theory and researchon intentional conceptual change. En G. M. Sinatra y P. R. Pintrich (eds.),Intentional conceptual change (pp. 429-441). Mahwah, NJ: Erlbaum.Pintrich, P. R. y Zusho, A. (2002). The development of academic self-regulation: Therole of cognitive and motivational factors. En A. Wigfield y J. Eccles (eds.),Development of achievement motivation (pp. 249-284). San Diego: Academic Press.Pisha, B. y Coyne, P. (2001). Smart for the start: The promise of universal designfor learning. Remedial and Special Education, 22, 197-203.Pitts, J. M. (1992). Constructivism: Learning rethought. En J. B. Smith y J. C.Coleman, Jr. (eds.), School Library Media Annual (vol. 10, pp. 14-25).Englewood, CO: Libraries Unlimited.Plant, E. A. y Peruche, B. M. (2005). The consequences of race for police officers’responses to criminal suspects. Psychological Science, 16, 180-183.Plucker, J. A., Beghetto, R. A. y Dow, G. T. (2004). Why isn’t creativity more importantto educational psychologists? Potential pitfalls and future directions increativity research. Educational Psychology, 39(2), 83-96.Polk, J. A. (2006). Traits of effective teachers. Arts Education Policy Review, 107(4),23-29.Polson, P. G. y Jeffries, R. (1985). Instruction in general problem-solving skills: Ananalysis of four approaches. En J. Segal, S. Chipman, y R. Glaser (eds.),Thinking and learning skills (vol. 1, pp. 417-455). Mahwah, NJ: Erlbaum.Popham, W. J. (2005a). Classroom assessment: What teachers need to know (4a.ed.). Boston, MA: Allyn & Bacon.Popham, W. J. (2005b). Instructional quality: Collecting credible evidence.Educational Leadership, 62(6), 80-81.Popham, W. J. (2008). Classroom assessment: What teachers need to know (5a. ed.).Boston: Allyn & Bacon.Portes, A. y Hao, L. (1998). E pluribus unum: Bilingualism and loss of languagein the second generation. Sociology of Education, 71: 269-294.Posada, G., Jacobs, A., Richmond, M., Carbonell, O. A., Alzate, G., Bustamante,M. R. y Quiceno, J. (2002). Maternal care giving and infant security in two cultures.Developmental Psychology, 38, 67-78.Posner, M. I. (1973). Cognition: An introduction. Glenview, IL: Scott, Poresman.Prawat, R. S. (1991). The value of ideas: The immersion approach to the developmentof thinking. Educational Researcher, 20, 3-10.Prawat, R. S. (1992). Teachers beliefs about teaching and learning: A constructivistperspective. American Journal of Education, 100, 354-395.Prawat, R. S. (1996). Constructivism, modern and postmodern. Issues in Education:Contributions from Educational Psychology, 3, 215-226.Premack, D. (1965). Reinforcement theory. En D. Levine (ed.), Nebraska symposiumon motivation (vol. 13, pp. 123-180). Lincoln, NE: University of Nebraska Press.Pressley, M. (1995). More about the development of self-regulation: complex,long-term, and thoroughly social. Educational Psychologist, 30, 207-212.Pressley, M. (agosto de 1996). Getting beyond whole language: Elementary reading instructionthat makes sense in light of recent psychological research. Documento presentadoen la reunión anual de la American Psychological Association, Toronto.Pressley, M., Barkowski, J. G. y Schneider, W. (1987). Cognitive strategies: Goodstrategy users coordinate metacognition and knowledge. En R. Vasta y G.Whitehurst (eds.), Annals of Child Development (vol. 5, pp. 89-129).Greenwich, CT: JAI Press.Pressley, M. y Harris, K. A. (2006). Cognitive strategies instruction: From basic researchto classroom instruction. En P. A. Alexander y P. H. Winne (eds.),Handbook of educational psychology (2a. ed., pp. 265-286). Mahwah, NJ:Erlbaum.Pressley, M., Levin, J. y Delaney, H. D. (1982). The mnemonic keyword method.Review of Research in Education, 52, 61-91.Pressley, M., Mohan, I., Raphael, L. M. y Fingeret, L. (2007). How does BennettWoods Elementary School produce such high reading and writing achievement?Journal of Educational Psychology, 99, 221-240.Pressley, M., Raphael, L., Gallagher, J. D. y DiBella, J. (2004). Providence St. MelSchool: How a school that works for African American students works. Journalof Educational Psychology, 96(2), 216-235.Pressley, M. y Roehrig, A. (2003). Educational psychology in the modern era: 1960to the present. En B. J. Zimmerman y D. H. Schunk (eds.), Educational psychology:A century of contributions (pp. 333-366). [Proyecto de la División 15(Psicología Educativa) de la American Psychological Association]. Mahwah,NJ: Erlbaum.Pressley, M. y Woloshyn, V. (1995). Cognitive strategy instruction that really improveschildren’s academic performance. Cambridge, MA: Brookline Books.Price, L. F. (2005). The biology of risk taking. Educational Leadership, 62(7), 22-27.Price, W. F. y Crapo, R. H. (2002). Cross-cultural perspectives in introductory psychology(4a. ed.). Pacific Grove, CA: Wadsworth.Proctor, C. P., August, D., Carlo, M. S. y Snow, C. (2006). The intriguing role ofSpanish language vocabulary knowledge in predicting English reading comprehension.Journal of Educational Psychology, 98, 159-169.Public Agenda Foundation. (1994). First things first: What Americans expect frompublic schools. Nueva York: Autor.Pugh, K. J. y Bergin, D. A. (2006). Motivational influences on transfer.Educational Psychologist, 41, 147-160.Puma, M. J., Karweit, N., Porce, C., Ricciuti, A., Thompson, W. y Vadeau-Kierman, M. (1997). Prospects: Final report on student outcomes. Washington,DC: Abt Associates, Inc. for the Planning and Evaluation Service, U.S.Department of Education.Puncochar, J. y Fox, P. W. (2004). Confidence in individual and group decisionmaking:When “Two Heads” are worse than one. Journal of Educational Psychology,96, 582-591.Puntambekar, S. y Hubscher, R. (2005). Tools for scaffolding students in a complexlearning environment: What have we gained and what have we missed?Educational Psychologist, 40, 1-12.Purdie, N., Hattie, J. y Carroll, A. (2002). A review of the research on interventionsfor Attention Deficit Hyperactivity Disorder: What works best? Review ofEducational Research, 72, 61-99.Puustinen, M. y Pulkkinen, L. (2001). Models of self-regulated learning: A review.Scandinavian Journal of Educational Research, 45, 269-286.Rachlin, H. (2000). The science of self-control. Cambridge, MA: Harvard UniversityPress.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!