INVESTIGACIÓN DOCENTE

• Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33, 1409-1453. (pincha aquí)
• Anderson, J.R. (1993). Problem Solving and Learning. (pincha aquí)
• Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482. (pincha aquí)
• Black & Wiliam, 1998. Assessment and Classroom Learning (pincha aquí)
• Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. (pincha aquí)
• Carpenter, S.K., Witherby, A.E., & Tauber, S.K. (2020). On Students’ (Mis)judgements of Learning and Teaching Effectiveness.    (pincha aquí)
• Deans for Impact, 2015. The Science of Learning (pincha aquí)
• Dunlosky et al., 2013. Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology (pincha aquí)
• Ferrero, 2020. Can Research Contribute to Improve Educational Practice? (pincha aquí)
• Hattie & Timperley, 2007. The Power of Feedback (pincha aquí)
• Kalyuga et al., 1998. Levels of Expertise and Instructional Design (pincha aquí)
• Karpicke & Roediger, 2008. The Critical Importance of Retrieval for Learning (pincha aquí)
• Koriat, A., & Bjork, R. A. (2005). Illusions of Competence in Monitoring One’s Knowledge During Study.  (pincha aquí)
• Lipnevich & Panadero, 2021. A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions (pincha aquí) Y segunda parte (pinchando aquí)
• McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. (pincha aquí)
• McDaniel et al., 2008. Learning Styles: Concepts and Evidence (pincha aquí)
• Mujis, Kyriakides et al., 2014. State of the art – teacher effectiveness and professional learning (pincha aquí)
• Paivio, 2006. Dual Coding and Education (pincha aquí)
• Pashler et al., 2007. Organizing Instruction and Study to Improve Student Learning (pincha aquí)
• Presley, M., & Harris, K. R. (2008). Cognitive Strategies Instruction: From Basic Research to Classroom Instruction. The Journal of Education, 189(1/2), 77–94 (pincha aquí)
• Roediger, H.L., & Karpicke, J.D. (2006). Test-Enhances Learning: Taking Memory Tests Improves Long-Term Retention. (pincha aquí)
• Rohrer, D., & Taylor, K. (2007). The Shuffling of Mathematics Problems Improves Learning. (pincha aquí)
• Rosenshine, 2012 Principles of Instruction (pincha aquí)
• Ryan & Deci, 2000 Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being (pincha aquí)
• Soderstrom & Bjork, 2015. Learning Versus Performance: An Integrative Review. (pincha aquí)
• To, Panadero & Carless, 2021. A systematic review of the educational uses and effects of exemplars (pincha aquí)
• Tricot & Sweller, 2013. Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work (pincha aquí)
• Webb & Sheehan, 2006. Does Changing Behavioral Intentions Engender Behavior Change? A Meta-Analysis of the Experimental Evidence (pincha aquí)
• Zimmerman, 1989. A Social Cognitive View of Self-Regulated Academic Learning (pincha aquí)

• Libro IMPRESCINDIBLE: Patterns of attachment. Ainsworth et al., 2015. (pincha aquí)
• Libro IMPRESCINDIBLE: In their own words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting. (pincha aquí)
• Libro IMPRESCINDIBLE: Evaluación formativa y compartida en educación: experiencias de éxito en todas las etapas educativas. Pérez Pueyo, A; López Pastor, V.M. (coord.). (pincha aquí)
• Libro IMPRESCINDIBLE: Psicología del aprendizaje. Óscar Pineño, Miguel A. Vadillo y Helena Matute. (pincha aquí)
• Libro IMPRESCINDIBLE: 50 Great Myths of Popular Psychology. Lilienfeld, Lynn, Ruscio and Beyestein (pincha aquí)

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