Elementos míticos y paradigmas científicos. Acercamiento crítico al mecanicismo de Newton, al Darwinismo y a la Física astronómica
Contenido principal del artículo
Resumen
Palabras clave:
Descargas
Detalles del artículo
Citas
Allwright, Dick & Bailey, Kathleen, M. (1991). Focus on the language classroom: an introduction to classroom research for language teachers. Cambridge University Press, Cambridge [England]; New York
Apter, T. (2009, May). The science of praise: Praise, whether we’re 6 or 60, presents pleasures and dangers. Psychology Today . Retrieved from http://www.psychologytoday.com/blog/domestic-intelligence/200905/the-science-praise
Barker, G. P., & Graham, S. (1987). Developmental study of praise and blame as attributional cues. Journal of Educational Psychology, 79(1), 62-66. doi:10.1037/0022-0663.79.1.62
Blaney, R. L. (1983). Effects of teacher structuring and reacting on student achievement. Elementary School Journal, 83(5), 568-577. doi: 10.1086/461335
Blöte, A. W. (1995). Students' self-concept in relation to perceived differential teacher treatment. Learning and Instruction, 5(3), 221-236. doi: 10.1016/0959-4752(95)00012-R
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32. Retrieved from www.jstor.org/stable/1170249
Burnett, P. C. (2001). Elementary students’ preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23. Retrieved from www.jstor.org/stable/23870540
Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22, 5-16. doi: 10.1080/01443410120101215
Cambridge Advanced Learner's Dictionary - 4th Edition (2013). Cambridge University Press. Retreived from https://dictionary.cambridge.org/dictionary/english/praise
Cooper, J.M., Garrett, S. S., Leighton, M. S., Martorella, P. H., Morine-Dershimer, G. G., Sadker, D., … Weber, W. A. (1994). Classroom teaching skills (5th ed.). Lexinton, MA: D.C. Heath.
Denny, P. L. (1986). The relationship of teacher praise to teacher orientation and their relationships to students’ perceived competence, intrinsic motivation, and achievement. Dissertation Abstracts International, 46, 2541A. Retrieved from https://archive.org/details/relationshipofte00denn/page/14
Elwell, W. C., & Tiberio, J. (1994). Teacher praise: What students want. Journal of Instructional Psychology, 21(4), 322-329.
Emmer, E. (1987). Praise and the instructional process. The Journal of Classroom Interaction, 23(2), 32-39. Retrieved from www.jstor.org/stable/23869257
Farson, R. E. (1968). Praise reappraised. In Hamacheck, D. E. (Ed.) Human Dynamics in Psychology & Education. Boston: Allyn & Bacon, Inc.
Ferguson, E. & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter’s Assertive Discipline Programme, on children’s on-task behavior. Educational Studies, 18(1). 83-93. doi: 10.1080/0305569920180108
Gettinger, M. (1983). Student behaviors, teacher reinforcement, student ability, and learning. Contemporary Educational Psychology, 8, 391-402. doi:10.1016/0361-476X(83)90025-5
Ginott, H. G. (1965). Between parent and child. New York: Macmillan.
Gordon, T. (1989). Teaching children self-discipline. New York: Random House.
Hancock, D. R. (2000). Impact of verbal praise on college students’ time spent on homework. The Journal of Educational Research, 93(6), 384-389. doi: 10.1080/00220670009598733
Hancock, D. R. (2002). Influencing graduate students’ classroom achievement, homework habits and motivation to learn with verbal praise. Educational Research, 44(1), 83-95. doi: 10.1080/00131880110107379
Henderlong, J. & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795. doi.org/10.1037/0033-2909.128.5.774
Hitz, R. & Driscoll, A. (1989). Praise in the Classroom. Retrieved from https://files.eric.ed.gov/fulltext/ED313108.pdf
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835-847. doi: 10.1037/0012-1649.35.3.835
Kanouse, D. E., Gumpert, P. & Canavan-Gumpert, D. (1981). “The semantics of praise.” In J. H. Harvey, W. Ickes, & R. F. Kidd (eds.), New Directions in Attribution Research, (Vol. 3, 97-115). Hillsdale, NT: Erlbaum.
Luiselli, J., & Downing, J (1980). Improving a student’s arithmetic performance using feedback and reinforcement procedures. Education and Treatment of Children, 3(1), 45-49. Retrieved from www.jstor.org/stable/42900296
Moore, K. D. (2007). Classroom Teaching Skills. McGraw-Hill: New York.
Merrett, F., & Tang, W. M. (1994). The attitudes of British primary school pupils to praise, reward, punishments and reprimands. British Journal of Educational Psychology, 64(1), 91-103. doi: 10.1111/j.2044-8279.1994.tb01087.x
Mertens, D. M. (2014). Research methods in education and psychology: Integrating diversity with quantitative and qualitative methods. Thousand Oaks, CA: Sage Publications
Montessori, M., & George, A. E. (1964). The Montessori Method. New York: Schocken Books.
Moore, D.W., Knott, T., & McNaughton, S. (1989). Pupil speech during morning news: The effects of reducing teacher questions and increasing pauses and praise. Educational Psychology, 9(4), 311-320. doi: 10.1080/0144341890090403
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33-52. doi:10.1037/0022-3514.75.1.33
Munroe, M. J. (1982). Teaching behaviors effective in mainstream classrooms. Tucson, AZ: Arizona Federation Council for Exceptional Children. Retrieved from https://eric.ed.gov/?id=ED213679
Rowe, M. B. (1974). Relation of wait-time and rewards to the development of language, logic and fate control: Part II – Rewards. Journal of Research in Science Teaching, 11, 291-308. doi:10.1002/tea.3660110403
Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviours. Journal of Educational Psychology, 76 (6), 1159-1169. doi: 10.1037/0022-0663.76.6.1159
Shepell, W. (2000). Health Quest: A quarterly newsletter focusing on mental health issues and concerns. Retrieved from http://www.warrenshepell.com/articles/praise.html
Skinner, B. F. (1974). About behaviorism. New York: Knopf.
Stipek, D. & Iver, D. (1989). Developmental change in children’s assessment of intellectual competence. Child Development, 60(3), 521-538. doi:10.2307/1130719.
Stringer, B. R., & Hurt, H. T. (1981). To praise or not to praise: factors to consider before utilizing praise as a reinforcing device in the classroom communication process. Paper presented at the annual meeting of the Southern Speech Communications Association, Austin, Texas. Retrieved from https://pdfs.semanticscholar.org/b7cd/2a441f80da980eb3b135da8f9c17c7c52c95.pdf?_ga=2.126408715.761901483.1578464542-1051254714.1578464542
Thomas, J. (1991). You’re the greatest! A few well-chosen words can work wonders in positive behaviour reinforcement. Principle, 71, 32-33.
Vollmeyer, R. & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15(6), 589-602. doi: 10.1016/j.learninstruc.2005.08.001