inteligencias multiples
Páginas: 43 (10539 palabras)
Publicado: 28 de enero de 2014
Rodríguez de la Torre, M.E. (2003). Stop al fracaso escolar. Barcelona: Grijalbo.
Rosenthal, R., y Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart y Winston.
Rosenthal, R., y Rubin, D.B. (1978). Interpersonal expectancy effects: The first
345 studies. The Behavioral and Brain Science, 3, 377-415.
Rutter, M., Maughn, B., Mortimore, J., y Smith, A. (1979).Fifteen thousand hours. Cambridge, MA: Cambridge University Press.
Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge, MA: Cambridge University Press.
Salovey, P. y Mayer, J.D. (1990) Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Sanz de A .(1997). Un estudio sob s de Gardner y las esp Pública de Navarra. Rev
Scarr, S. ( rames of mind: The the ology, 3 (1), 95-100.
Scarr, S. ( ts and consequences for intervention. In R.L. Linn (Ed.), Intelligence: Measurement, theory, and public policy(pp. 74-118). Urbana, IL: University of Illinois Press
Schlechty, P.C. (1990). Schools for 21st Century: Leadersship Imperatives for
Educational Reform. San Francisco, CA: Jossey-Bass.
Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. En R.J. Sternberg y R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everydayworld (pp. 13-30). Cambridge, MA: Cambridge University Press.
Searle, J. (1980). Mind, brains and programs. The behavioral and brain sciences, 3, 417-457.
Seidel, S. (1991). Five phases in the implementation of portfolio assessment in classrooms, schools and school districts. Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.
Seidel, S. (1993).Portfolio practices: Making portfolios take root in Schools.
Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.
Serrano, A.M. (2005). Inteligencias múltiples y estimulación temprana. Madrid: MAD, S.L.
Shores, E., y Grace, C. (2000). El portafolio paso a paso. Barcelona: Grao. Siegle, M. (1991). Children´s thinking. Englewood Cliffs, NJ: PrenticeHall.Spaggiari, S. (2001). , 307, 58-
62.
Spearman, C. (19 mined and measure. Am
Spearman, C. (1927).
Spelke, E.S. (1988). antz (Ed.), Thought with University Press.
Spelke, E.S. (1991).Physical knowledge in infancy: Reflections on Piaget´s theory. En S. Carey y R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 133-169). Hillsdale NJ: Erlbaum.
Standing, E.M. (1988). La revolución montessori en la educación. Madrid: Siglo
XXI.
Sternberg, R,J. (1988). Abilities are forms of developing expertise. Educational
Researcher, 27 (3), 11-20.Sternberg, R.J. (1985). Beyond IQ: a triarchic theory of human intelligence.
New York: Cambridge University Press.
Sternberg, R.J. (1990). Metaphors of Mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
Sternberg, R.J. (1997). Intelligence, information processing and analogical reasonig. Hillsdale, NJ: Erlbaum.
Sternberg, R.J. (2000). Handbook ofintelligence. Cambridge University Press.
Sternberg, R.J., y Berg, C.A. (2003). Integración cuantitativa. Definiciones de inteligencia: una comparación de los simposios de 1921 y de 1986. En R.J. Sternberg y D.K. Detterman (Coords.), ¿Qué es la inteligencia? Enfoque actual de su naturaleza y definición (pp. 185-194). Madrid: Pirámide (1ª edición en castellano: 1987).
Sternberg, R.J., y...
Rodríguez de la Torre, M.E. (2003). Stop al fracaso escolar. Barcelona: Grijalbo.
Rosenthal, R., y Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart y Winston.
Rosenthal, R., y Rubin, D.B. (1978). Interpersonal expectancy effects: The first
345 studies. The Behavioral and Brain Science, 3, 377-415.
Rutter, M., Maughn, B., Mortimore, J., y Smith, A. (1979).Fifteen thousand hours. Cambridge, MA: Cambridge University Press.
Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge, MA: Cambridge University Press.
Salovey, P. y Mayer, J.D. (1990) Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211.
Sanz de A .(1997). Un estudio sob s de Gardner y las esp Pública de Navarra. Rev
Scarr, S. ( rames of mind: The the ology, 3 (1), 95-100.
Scarr, S. ( ts and consequences for intervention. In R.L. Linn (Ed.), Intelligence: Measurement, theory, and public policy(pp. 74-118). Urbana, IL: University of Illinois Press
Schlechty, P.C. (1990). Schools for 21st Century: Leadersship Imperatives for
Educational Reform. San Francisco, CA: Jossey-Bass.
Scribner, S. (1986). Thinking in action: Some characteristics of practical thought. En R.J. Sternberg y R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everydayworld (pp. 13-30). Cambridge, MA: Cambridge University Press.
Searle, J. (1980). Mind, brains and programs. The behavioral and brain sciences, 3, 417-457.
Seidel, S. (1991). Five phases in the implementation of portfolio assessment in classrooms, schools and school districts. Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.
Seidel, S. (1993).Portfolio practices: Making portfolios take root in Schools.
Working paper. Cambridge, MA: Project Zero, Harvard Graduate School of Education.
Serrano, A.M. (2005). Inteligencias múltiples y estimulación temprana. Madrid: MAD, S.L.
Shores, E., y Grace, C. (2000). El portafolio paso a paso. Barcelona: Grao. Siegle, M. (1991). Children´s thinking. Englewood Cliffs, NJ: PrenticeHall.Spaggiari, S. (2001). , 307, 58-
62.
Spearman, C. (19 mined and measure. Am
Spearman, C. (1927).
Spelke, E.S. (1988). antz (Ed.), Thought with University Press.
Spelke, E.S. (1991).Physical knowledge in infancy: Reflections on Piaget´s theory. En S. Carey y R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 133-169). Hillsdale NJ: Erlbaum.
Standing, E.M. (1988). La revolución montessori en la educación. Madrid: Siglo
XXI.
Sternberg, R,J. (1988). Abilities are forms of developing expertise. Educational
Researcher, 27 (3), 11-20.Sternberg, R.J. (1985). Beyond IQ: a triarchic theory of human intelligence.
New York: Cambridge University Press.
Sternberg, R.J. (1990). Metaphors of Mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
Sternberg, R.J. (1997). Intelligence, information processing and analogical reasonig. Hillsdale, NJ: Erlbaum.
Sternberg, R.J. (2000). Handbook ofintelligence. Cambridge University Press.
Sternberg, R.J., y Berg, C.A. (2003). Integración cuantitativa. Definiciones de inteligencia: una comparación de los simposios de 1921 y de 1986. En R.J. Sternberg y D.K. Detterman (Coords.), ¿Qué es la inteligencia? Enfoque actual de su naturaleza y definición (pp. 185-194). Madrid: Pirámide (1ª edición en castellano: 1987).
Sternberg, R.J., y...
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