del aprendizaje

Biemiller, A. (2006), “Vocabulary Development and Instruction: A Prerequisite for School Learning”, in D.K.
Dickinson and S.B. Neuman (eds.), Handbook of Early Literacy Research, Vol. 2, Guilford Press, New York,
pp. 41-51.
Birmingham, J., E.M. Pechman, C.A. Russell, M. Mielke (2005), Shared Features of High-Performing After-School
Programs: A Follow-Up to the TASC Evaluation, prepared for The After-School Corporation and Southwest
Educational Development Laboratory, New York.
Black, A.R., F. Doolittle, P. Zhu, R. Unterman and J.B. Grossman (2008), The Evaluation of Enhanced Academic
Instruction in After-School Programs: Findings After the First Year of Implementation (NCEE 2008-4021),
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
Department of Education, Washington, DC.
Blau, P.M. and O.D. Duncan (1967), The American Occupational Structure, John Wiley & Sons, New York.
Bouchard, T.J. and M. McGue (2003), “Genetic and Environmental Influences on Human Psychological
Differences”, Journal of Neurobiology, Vol. 54, No. 1, pp. 4-45.
Bourdieu, P. (1984), Distinction: A Social Critique of the Judgement of Taste, Harvard University Press,
Cambridge, MA.
Boyle, M.H., K. Georgiades, Y. Racine and C. Mustard (2007), “Neighbourhood and Family Influences
on Educational Attainment: Results from the Ontario Child Health Study Follow-Up 2001”, Child
Development, Vol. 78, No. 1, pp. 168-189.
Bray, M. (2006), “Private Supplementary Tutoring: Comparative Perspectives on Patterns and Implications”,
Compare: A Journal of Comparative and International Education, Vol. 36, No. 4, pp. 515-530.
Bronfenbrenner, U. and S.J. Ceci (1994), “Nature-Nuture Reconceptualized in Developmental Perspective: A
Bioecological Model”, Psychological Review, Vol. 101, No. 4, pp. 568-586.
Brooks-Gunn J. and L.B. Markman (2005), “The Contribution of Parenting to Ethnic and Racial Gaps in School
Readiness”, The Future of Children / Center for the Future of Children, the David and Lucile Packard
Foundation, Vol. 15, No. 1, pp. 139-168.
Bryk, A.S. and B. Schneider (2002), Trust in Schools: A Core Resource for Improvement, Russell Sage Foundation,
New York.
Burchinal, M.R., F.A. Campbell, D.M. Bryant, B.H. Wasik and C.T. Ramey (1997), “Early Intervention and
Mediating Processes in Cognitive Performance of Children of Low-Income, African American Families”,
Child Development, Vol. 68, No. 5, pp. 935-954.
Burgess, S.M., C. Propper and J. Rigg (2004), The Impact of Low Income on Child Health: Evidence from a
Birth Cohort Study (LSE STICER D Research Paper No. CASE 085), University of Bristol, Department of
Economics, UK, May.
Byrd, R.S. and M.L. Weitzman (1994), “Predictors of Early Grade Retention Among Children in the United
States”, Pediatrics, Vol. 93, No. 3, pp. 481-487.
Cabrera, N.J., C.S. Tamis-LeMonda, R.H. Bradley, S. Hofferith and M.E. Lamb (2000), “Fatherhood in the Twenty-
First Century,” Child Development, Vol. 71, No. 1, pp. 127-136.
La naturaleza del aprendizaje: Usando la investigación para inspirar la práctica 207