Investigación y escuela rural¿irreconciliables?

Bibliographische Referenzen

• Aikman, S. y Pridmore, P. (2001) Multigrade schooling in 'remote' areas of Vietnam. International Journal of Educational Development, 21 (6), 521-536.
• Arnold, M. L. (2003). Taking the road less traveled: A reply to Edmondson and Shannon (2003). Journal of Research in Rural Education, 18, 39-41. Disponible en: http://www.jrre.psu.edu/articles/20-6.pdf
• Arnold, M.L., Newman, J.H, Gaddy, B.B. y Dean, C.B. (2005). A look at the condition of rural education research: setting a direction for future research. Journal of Research in Rural Education, 20 (6), 1-25.
• Beck, F.D. y Shoffstall, G.W. (2005). How do rural schools fare under a high stakes testing regime? Journal of Research in Rural Education, 20 (14), 1-12. Disponible en: http://jrre.psu.edu/articles/20-14.pdf
• Benveniste, L.A. y McEwan, P.J. (2000). Constraints to implementing educational innovations : the case of multigrade schools. International Review of Education, 46 (1-2), 31-48.
• Berry, C. (2001). Achievement effets of multigrade and monograde primary schools in the Turks and Caicos Islands. International Journal of Educational Delevopment, 21 (6), 537-552.
• Bustos, A. (2006). Los grupos multigrado de Educación Primaria en Andalucía. Granada: Grupo Editorial Universitario.
• Bustos, A. (2008). Docentes de escuela rural. Análisis de su formación y sus actitudes a través de un estudio cuantitativo en Andalucía. Revista de Investigación Educativa, 26 (2), 485-520.
• Bustos, A. (2010). Aproximación a las aulas de escuela rural : heterogenidad y aprendizaje en los grupos multigrado. Revista de Educación, 352, 353-378.
• Canario, R. (2008). Escola rural: de objecto social a objecto de estudo. Santa Maria, 33 (1), 33-44.
• Coladarci, T. (2007). Improving the yield of rural education research: an editor’s swan song. Journal of Research in Rural Education, 22 (3), 1-9. Disponible en: http://www.jrre.psu.edu/articles/22- 3.pdf
• FAO-UNESCO (2004). Educación para el desarrollo rural. Hacia nuevas respuestas políticas. París: UNESCO.
• Hargreaves, E. (2001). Assessment for learning in the multigrade classroom. International Journal of Educational Development, 21, 553-560.
• Hargreaves, E., Montero, C. , Chau, N. , Sibli, M. and Thanh, T. (2001). Multigrade teaching in Peru, Sri Lanka and Vietnam: an overview. International Journal of Educational Development, 21 (6), 499-520.
• Howley, C.B. (2009). Critique and fiction: doing science right in rural education research. Journal of Research in Rural Education, 24, (15), 1-11. Disponible en: http://www.jrre.psu.edu/articles/24-15.pdf
• Howley, C.B., Theobald, P. y Howley, A. (2005). What rural education research is of most worth? A reply to Arnold, Newman, Gaddy, and Dean. Journal of Research in Rural Education, 20 (18), 1-6. Disponible en: http://jrre.psu.edu/articles/20-18.pdf
• Little, A. (2001). Multigrade teaching: towards an internacional research and policy agenda. International Journal of Educational Development, 21, 481-497.
• Little, A. (2006). Education for All and Multigrade Teaching: Challenges and Opportunities (67-86). Verlag: Springer.
• Mason, D. y Burns, R. (1997). D. Mason and R. Burns, Reassessing the effects of combination classes, Educational Research and Evaluation, 3, (1), 1–53.
• Marland, P. (2004). Preparing teachers for multigrade classrooms: Some questions and answers. University of Southern Queensland.
• McEwan, P.J. (2008). Evaluating multigrade school reform in Latin America. Comparative Education, 44 (4), 465-483.
• McEwan, P.J. y Trowbridge, M. (2007). The achievement of indigenous students in Guatemalan primary schools. International Journal of Educational Development, 27 (1), 61-76.
• Mulryan-Kyne, C. (2005). Teaching and learning in multigrade classrooms: More questions than answers. Oideas, 51, 85–95.
• Mulryan-Kyne, C. (2007). The preparation of teachers for multigrade teaching. Teaching and Teacher Education, 23 (4), 501-514.
• NEMED (2008). NEMED. Disponible en: http://www.ea.gr/ep/nemed/index.asp?lang=es&cat_id=519 (Consulta: 29/01/2010).
• PREAL (2003). Desarrollo de la educación en sectores rurales. Serie Mejores Prácticas. Santiago: PREAL.
• Pridmore, P. (2007). Adapting the primary-school curriculum for multigrade classes in developing countries: a five-step plan and an agenda for change. Journal of Curriculum Studies, 39 (5), 559–576.
• UNESCO (2004). Informe de seguimiento de la Educación Para Todos en el Mundo. París: UNESCO.
• UNESCO (2004). Educación de la población rural: una baja prioridad (Rural education: A low priority). Boletín del Sector Educación de la UNESCO, 9, 9, 4–7.
• UNESCO (2007). Education for All. Disponible en: http://www.unesco.org/education/efa/ed_for_all (Consultado: 29/01/2011).
• Urquiola, M. y Calderón, V. (2006). Apples and oranges: educational enrollment and attainment across countries in Latin America and the Caribbean. International Journal of Educational Development, 26 (6), 572-590.
• Roscigno, V. J., y Crowley, M. L. (2001). Rurality, institutional disadvantage, and achievement/attainment. Rural Sociology, 66 (3), 268 -293.
• Rural Wings (2008). Rural Wings. Disponible en: http://www.ruralwings-project.net/RW/index.html (Consulta: 30/11/2010).
• Sherwood, T. (2000). Where has all the “rural” gone? Rural education research and current federal reform. Journal of Research in Rural Education, 16, 159-167.
• Veenman, S. (1995). Cognitive and non-cognitive effects of multigrade and multi-age classes: A bestevidence synthesis, Review of Educational Research, 65 (4), 319–381.
• Veenman, S. (1997). Combination classrooms revisited, Educational Research and Evaluation, 3 (3), 262– 276.
• Yang, R.K. y Fetsch, R.J. (2007). The self-esteem of rural children. Journal of Research in Rural Education, 22 (5), 1-7. Disponible en: http://www.jrre.psu.edu/articles/22-5.pdf
• World Bank (2005). Central American education strategy: an agenda for action. Washington, DC: World Bank.