Eficacia de un programa de intervención para la integración de procesos cognitivos superiores en la formación en didáctica de una lengua extranjera

Referencias bibliográficas

• Adey, P., Robertson, A. y Venville, G. (2001). Let’s Think!. Windsor: NFER-Nelson.
• Adey, P. (2006). A model for the professional development of teachers of thinking.Thinking Skills and Creativity, 1, 49-56. DOI: 10.1016/j.tsc.2005.07.002
• Allen, L. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37 (2), 232-239. DOI:10.1111/j.1944-9720.2004.tb02196.x
• Alnofaie, H. (2012). An investigation of the effects of critical thinking on thequality of classroom discussions: A case study. En A. Akbarov (Ed.). Approaches and methods in second and foreign language teaching (pp. 257-266). Sarajevo: IBU.
• American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
• Anderson, L.W. y Krathwohl, D.R. (Eds.), (2001).A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
• Bagnall, R. (2000). Lifelong learning and the limits of economic determinism.International Journal of Longlife Education, 19 (1), 20-35. DOI:10.1080/026013700293430
• Beckett, G. y Slater, T. (2005). The project framework: A too for language, content, and skills integration. ELT Journal, 59 (2), 108-116. DOI:10.1093/eltj/cci024
• Beyer, B.K. (1997).Improving student thinking: A comprehensive approach. Boston: Allyn and Bacon.
• Beyer, B.K. (2001).Teaching Thinking SkillsDefining the Problem. En A.L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd ed.) (pp. 35-41). Alexandria, Virginia USA: Association for Supervision and Curriculum Development.
• Bloom, B. (1956).Taxonomy of educational objectives: Handbook I. Cognitive Domain. New York: David McKay.
• Bümen, N.T. (2007). Effects of the original versus revised Bloom's Taxonomy on lesson planning skills: A Turkish study among pre-service teachers. Review of Education, 53, 439-455. DOI:10.1007/s11159-007-9052-1
• Burke, L.A. y Williams, J.M. (2008). Developing young thinkers: An intervention aimed to enhance children’s thinking skills. Thinking Skills and Creativity, 3 (2), 104-124. DOI: 10.1016/j.tsc.2008.01.001
• Byrd, P.A. (2002). The Revised Taxonomy and Prospective Teachers. Theory Into Practice, 41 (4), 244-248. DOI: 10.1207/s15430421tip4104_7
• Campbell, D.T. y Stanley, J.C. (1963). Experimental and Quasi-Experimental Designs for Research on Teaching. En N.L. Gage (Ed.), Handbook of Research on Teaching (pp. 171-246). Chicago: Rand McNally.
• Cohen, J. (1977). Statistical power analysis for the behavioral sciences. Revised Edition. New York: Academic Press.
• Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Hillsdale, NJ: Lawrence Earlbaum Associates.
• Comisión Europea (2012). Convocatoria de propuestas 2013EAC/507/12. Programa de Aprendizaje Permanente. (2012/c 232/04). Diario Oficial de la Unión Europea. 3 de agosto de 2012.
• Corbalán Berná, J. y Limiñana Gras, R.M. (2010). El genio en una botella. El test CREA, las preguntas y la creatividad. Introducción al monográfico “El test CREA, inteligencia creativa”. Anales de Psicología, 26 (2), 197-205.
• Corbalán, F.J., Martínez, F., Donolo, D., Tejerina M. y Limiñana, R.M. (2003). CREA Inteligencia Creativa. Una medida cognitiva de la creatividad. Madrid: TEA Ediciones.
• Cornford, I.R. (2002).Learning-to-learn strategies as a basis for effective lifelong learning. International Journal of Longlife Education, 21 (4), 357-368. DOI: 10.1080/02601370210141020
• Cross, J. (2011). Metacognitive instruction for help ingless-skill edlisteners. ELT Journal, 65 (4), 408-416. DOI: 10.1093/elt/ccq073
• Csapó, B. y Nikolov, M. (2009).The cognitive contribution to the development of proficiency in a foreign language. Learning and Individual Differences, 19 (2), 209-218. DOI: 10.1016/j.lindif.2009.01.002
• Dantas-Whitney, M. (2002). Critical reflection in the second language classroom through audio taped journals. System, 30, 543-555. DOI: 10.1016/S0346251X(02)00046-5
• De Bono, E. (1985). The CoRT thinking program. En J.W. Segal, S.F. Chipman, y R. Glaser (Eds.), Thinking and learning skills. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
• De Bono, E. (1991). The direct teaching of thinking in education and the CoRT Method. En S. Maclure y P. Davies (Eds.). Learning to think: Thinking to learn (pp. 3-14). Oxford: Pergamon.
• Department for Education and Employment (DfEE). (1999). National curriculum for modern foreign languages: Key Stages 34. London: DfEE y QCA.
• Elisondo, R.C. y Donolo, D.S. (2010). ¿Creatividad o inteligencia? That is not the question. Anales de Psicología, 26 (2), 220-225.
• Feuerstein, R. (1980). Instrumental Enrichment: An Intervention Programme for Cognitive Modifiability. Baltimore, MD: University Park Press.
• Ferguson, C. (2002). Using the Revised Taxonomy to Plan and Deliver TeamTaught, Integrated, Thematic Units. Theory Into Practice, 41 (4), 238-243. DOI: 10.1207/s15430421tip4104_6
• Fung, D. y Howe, C. (2012). Liberal Studies in Hong Kong: A new perspective on critical thinking through group work. Thinking Skills and Creativity, 7 (2), 101-111. DOI: 10.1016/j.tsc.2012.04.002
• Hashemi, M. y Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40 (1), 37-47. DOI: 10.1016%2Fj.system.2012.01.009
• Landis, J.R. y Koch, G.G. (1977).The measurement of observer agreement for categorical data. Biometrics, 33, 159174. DOI: 10.2307/2529310
• Li, L. (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6 (3), 146-158. DOI: 10.1016/j.tsc.2011.05.001
• Lin, M. y Mackay, C. (2004). Thinking through modern foreign languages. Cambridge: Chris Kingston.
• López Martínez, O. y Navarro Lozano, J. (2008). Estudio comparativo de medidas de creatividad: TTCT vs. CREA. Anales de Psicología, 24 (1), 138-142.
• Marzano, R.J., Brandt, R.S., Hughes, C.S., Jones, F., Presseisen, B.Z., Rankin, S.C. y Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
• Mayer, R.E. (2002). Rote Versus Meaningful Learning. Theory Into Practice, 41 (4), 226-232. DOI:10.1207/s15430421tip4104_4
• McGuinness, C. (1999). From thinking skills to thinking classrooms: A review and evaluation of approaches for developing pupils’ thinking. Nottingham: DfEE.
• McGuinness, C. (2005). Teaching thinking; theory and practice. British Journal of Educational Psychology Monograph Series II, 3 Pedagogy-Teaching for Learning, 1 (1), 107-126.
• Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1 (2), 137-168. DOI: 10.1558/japl.2004.1.2.137
• Mercer, N., Wegerif, R. y Dawes, L. (1999). Children's Talk and the Development of Reasoning in the Classroom. British Edu cational Research Journal, 25 (1), 95111. DOI:10.1080/0141192990250107
• Moseley, D., Baumfield, V., Higgins, S., Lin, M., Miller, J., Newton, D. et al. (2004). Thinking Skill Frameworks for Post-16 Learners: An Evaluation. A Research Report for the Learning and Skills Research Centre. London: Learning and Skills Development Agency.
• Näsström, G. (2009). Interpretation of standards with Bloom’s revised taxonomy: A comparison of teachers and assessment experts. International Journal of Research y Method in Education, 32 (1), 39-51. DOI: 10.1080/17437270902749262
• Nickerson, R.S., Perkins, D.N. y Smith, E.E. (1985).Teaching thinking. Hillsdale, New Jersey: Erlbaum.
• Parlamento Europeo y Consejo de la Unión Europea (2006). Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre del 2006sobre las competencias clave para el aprendizaje permanente. Diario Oficial de la Unión Europea. L 394/10-18. 30 de diciembre del 2006.
• Pica, T. (2000).Tradition and transition in English language teaching methodology. System, 28 (1), 1-18. DOI: 10.1016/S0346-251X(99)00057-3
• Pintrich, P.R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory Into Practice, 41 (4), 219-225.
• Porto, M. (2007). Learning diaries in the English as a foreign language classroom: A tool for access inglearners’ perceptions of lessons and developing learner autonomy and reflection. Foreign Language Annals, 40 (4), 672-696. DOI: 10.1111/j.1944-9720.2007.tb02887.x
• Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17 (1), 67-89. DOI: 10.1177/1362168812459151
• Raths, J. (2002). Improving Instruction. Theory Into Practice, 41 (4), 233-237. DOI: 10.1207/s15430421tip4104_5
• Resnick, L.B. (1987). Education and learning to think. Washington, DC: National Academy Press.
• Rosenthal, R. (1991). Meta-Analytic Procedures for Social Research (Revised ed.). Newbury Park, CA: Sage.
• Sanz de Acedo Lizarraga, M.L., Sanz de Acedo Baquedano, M.T., Goicoa, T. y CardelleElawar, M. (2009). Enhancement of thinking skills: Effects of two intervention methods. Thinking Skills and Creativity, 4 (1), 30-43.
• Schwartz, R.J. (1987). Teaching for Thinking: A Developmental Model for the Infusion of Thinking Skills Into Mainstream Instruction. En J. Baron y R. Sternberg, Teacher Thinking Skills: Theory and Practice (pp. 106-126). New York: Freeman.
• Schwartz, R. y Parks, D. (1994).Infusing the Teaching of Critical and Creative Thinking in Elementary Instruction. Pacific Grove, CA: Critical Thinking Press.
• Sokol, A., Oget, D. Sonntag, M. y Khomenko, N. (2008). The Development of Inventive Thinking Skills in the Upper Secondary Language Classroom.Thinking Skills and Creativity, 3 (1), 34-46. DOI: 10.1016/j.tsc.2008.03.001
• Tishman, S., Perkins, D.N. y Jay, E. (1995).The Thinking Classroom: Learning and Teaching in a Culture of Thinking. Boston: Allyn and Bacon.
• Tomic, W., Kingma, J. y Tenvergert, E.M. (1993). Training in measurement. Journal of Educational Research, 86 (6), 340-348. DOI: 10.1080/00220671.1993.9941227
• Wegerif, R. (2010). Mind Expanding. Teaching for thinking and creativity in primary education. Buckingham, UK: Open University Press.
• Zohar, A. (2006). El pensamiento de orden superior en las clases de ciencias: Objetivos, medios y resultados de investigación. Enseñanza de las Ciencias, 24 (2), 157-172.