Formación en investigación e investigación formativa en la educación superior
Palabras clave:
Formación en investigación, investigación formativa, Bilingüísmo, Inglés, Pedagogía, Educación SuperiorSinopsis
El libro Formación en Investigación e Investigación Formativa en la Educación Superior concebido desde la experiencia y la reflexión académica, no solo es testimonio de la dedicación y el esfuerzo de sus autores, sino que también representa un compromiso con la excelencia educativa. A través de sus páginas, se despliega un análisis exhaustivo y coherente que aborda desde los fundamentos teóricos hasta las prácticas pedagógicas contemporáneas, iluminando así las diversas facetas de la investigación formativa y la formación en investigación en la educación superior.
Así, este texto invita a educadores, administradores, políticos y estudiantes a un viaje de descubrimiento, reflexión y acción. Se espera que, al adentrarse en su contenido, los lectores no solo adquieran un conocimiento profundo sobre estos temas de gran relevancia actual, sino que igualmente, se sientan inspirados a contribuir activamente al diálogo y al desarrollo continuo en el campo educativo.
De otra parte, la obra propone un diálogo más amplio y significativo sobre cómo podemos, colectivamente, mejorar la calidad de la educación superior a través de una formación en investigación y una investigación formativa más efectivas. Estamos ante un texto que pretende aportar a la literatura académica en el ámbito superior; asimismo, se postula como una herramienta para aquellos comprometidos con el futuro de la enseñanza y el aprendizaje universitario con propósito social.
La investigación se centró en el análisis y la síntesis de la literatura académica existente en torno a la formación en investigación y la investigación formativa en el contexto de la educación superior. Este estudio tuvo como propósito principal, identificar tendencias, desafíos y oportunidades que pudieran contribuir a la mejora de estas prácticas educativas, prestando especial atención a sus implicancias pedagógicas y educativas.
Biografía del autor/a
Docente tiempo completo del Departamento de Estudios Pedagógicos de la Facultad de Educación de la Universidad de Nariño; doctor en Educación; magíster en Etnoliteratura; licenciado en Lengua Castellana y Literatura; normalista Superior con énfasis en Lengua Castellana y Literatura. Integrante del grupo de investigación GIDEP.
Docente del programa de Licenciatura en Educación Básica Primaria de la Facultad de Educación de la Universidad Mariana; magíster en Educación; licenciado en Educación Básica Humanidades, Lengua Castellana e Inglés. Integrante del grupo de investigación INDAGAR.
Directora Doctorado en Pedagogía de la Facultad de Educación de la Universidad Mariana; doctora en Educación; especialista en Pedagogía del Folclor; licenciada en Artes Plásticas; tecnóloga en Educación Preescolar. Integrante del grupo de investigación FORMA.
Referencias bibliográficas
Åkerlind, G. S. (2008). An academic perspective on research and being a researcher: An integration of the literature. Studies in Higher Education, 33(1), 17-31. https://doi.org/10.1080/03075070701794775
Allison, B., O'Sullivan, T., Owen, A., & Rothwell, A. (1996). Research skills for students. Kogan Page.
American Association of Colleges and Universities (AAC&U). (2024). A voice and a force for liberal education. https://www.aacu.org/
American Library Association. (2000). Information literacy competency standards for higher education. American Library Association. https://doi.org/10.5860/crln.61.3.207
Anderson, E. (2008). Experts, ideas, and policy change: The Russell Sage Foundation and small loan reform 1909-1941. Theory and Society, 37(3), 271-310. https://doi.org/10.1007/s11186-007-9050-0
Anderson, T. & Kanuka, H. (2003). E-Research: Methods, Strategies, and Issues. Allyn and Bacon.
Ashwin, P. (2009). Analysing teaching-learning interactions in higher education: Accounting for structure and agency. Continuum.
Astin, A. W. & Astin, H. S. (1992). Undergraduate science education: The impact of different college environments on the educational pipeline in the sciences. Final report. https://files.eric.ed.gov/fulltext/ED362404.pdf
Bacca, D. J., Bejarano, J. A., Martínez, P. E., Valverde, Y. y Yela, A. (2022). Estrategias de aprendizaje en investigación educativa para la formación de maestros. Editorial UNIMAR. https://doi.org/10.31948/editorialunimar.154
Bain, K. (2004). What the best college teachers do. Harvard University Press.
Ball, S. J. (1994). Education reform: A critical and post-structural approach. Open University Press.
Bamber, V. & Saunders, M. (2009). Enhancing learning, teaching, assessment and curriculum in higher education. Open University Press.
Bammer, G. & Smithson, M. (Eds.). (2008). Uncertainty and risk. Multidisciplinary perspectives. Routledge.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Banks, J. A. (Ed.). (2006). Diversity and citizenship education: Global perspectives. Jossey-Bass.
Barell, J. (2006). Problem-based learning: An inquiry approach. Corwin Press, a SAGE Publications Company.
Barnett, R. (2000). Realizing the university in an age of supercomplexity. The Society for Research into Higher Education and Open University Press.
Barrantes, L., Valverde, E. y Quesada, E. (2018). La integración de la extensión, la docencia y la investigación universitarias: el caso del Proyecto Team-UNA de la Sede Regional Brunca. Universidad en Diálogo, Revista de Extensión, 8(1), 73-84. https://doi.org/10.15359/udre.8-1.5
Barrass, R. (2002). Scientists must write: A guide to better writing for scientists, engineers and students. Routledge.
Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311. https://doi.org/10.1080/10508406.1998.9672056
Barron, B. & Darling-Hammond, L. (2008a). Powerful learning: Studies show deep understanding derives from collaborative methods. https://www.edutopia.org/inquiry-project-learning-research.
Barron, B. & Darling-Hammond, L. (2008b). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. Book excerpt. George Lucas Educational Foundation.
Barrows, H. S. & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical Education, 20(6), 481-486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
Becher, T. & Trowler, P. R. (2001). Academic tribes and territories: Intellectual enquiry and the culture of disciplines (2nd ed.). Open University Press.
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distance Learning, 12(3), 98-118. https://doi.org/10.19173/irrodl.v12i3.902
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. https://doi.org/10.1080/00098650903505415
Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377. https://doi.org/10.1080/09500690802582241
Benneworth, P. & Jongbloed, B. (2010). Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorization. Higher Education, 59(5), 567-588. https://doi.org/10.1007/s10734-009-9265-2
Benneworth, P. (2013). University engagement with socially excluded communities. Springer Nature. https://doi.org/10.1007/978-94-007-4875-0
Bentley, P. J. & Kyvik, S. (2012). Academic work from a comparative perspective: A survey of faculty working time across 13 countries. Higher Education, 63(4), 529-547. https://doi.org/10.1007/s10734-011-9457-4
Biesta, G. (2023). La buena educación en la era de las mediciones. Ética, política y democracia. Ediciones Morata.
Biggs, J. (1999). Teaching for quality learning at university: What the student does. The Society for Research into Higher Education and Open University Press.
Biggs, J. & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education.
Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195. https://doi.org/10.1037/h0034701
Black, P. & Dylan, W. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. David McKay Company Inc.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. https://doi.org/10.1080/00461520.1991.9653139
Boote, D. N. & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15. https://doi.org/10.3102/0013189X034006003
Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgeralg, W. T. (2016). The craft of research (16.a ed.). The University of Chicago Press.
Bornmann, L. (2011). Scientific peer review. Annual Review of Information Science and Technology, 45(1), 199-245. https://doi.org/10.1002/aris.2011.1440450112
Boud, D. & Feletti, G. (1997). The challenge of problem-based learning. Routledge. https://doi.org/10.4324/9781315042039
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.
Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. https://doi.org/10.1080/02602930600679050
Bourdieu, P. (1988). Homo Academicus. Stanford University Press.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. The Carnegie Foundation for the Advancement of Teaching.
Branch, R. M. (2009). Instructional design: The ADDIE Approach. Springer. https://doi.org/10.1007/978-0-387-09506-6
Brennan, J. (2010). Burton Clark's The Higher Education System: Academic Organization in Cross-National Perspective. London Review of Education, 8(3), 229-237. https://doi.org/10.1080/14748460.2010.515122
Brew, A. & Boud, D. (1995). Teaching and research: Establishing the vital link with learning. Higher Education, 29(3), 261-273. https://doi.org/10.1007/BF01384493
Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3-18. https://doi.org/10.1080/0729436032000056571
Brew, A. (2006). Research and teaching: Beyond the divide. Palgrave Macmillan. https://doi.org/10.1007/978-0-230-36502-5
Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139-150. https://doi.org/10.1080/07294360903552451
Brew, A. (2012). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 31(1), 101-114. https://doi.org/10.1080/07294360.2012.642844
Brew, A. (2013). Understanding the scope of undergraduate research: a framework for curricular and pedagogical decision-making. Higher Education, 66, 603-618. https://doi.org/10.1007/s10734-013-9624-x
Brew, A. & Mantai, L. (2017). Academics' perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551-568. https://doi.org/10.1080/13562517.2016.1273216
Brewer, J. D. (2000). Ethnography. Open University Press.
Bringle, R. G. & Hatcher, J. A. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58(3), 503-516. https://doi.org/10.1111/1540-4560.00273
Brint, S., Riddle, M., & Hanneman, R. A. (2005). Reference sets, identities, and aspirations in a complex organizational field: The case of American four-year colleges and universities. Sociology of Education, 78(3), 197-227. https://doi.org/10.1177/003804070607900303
Britton, B. K. & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405. https://doi.org/10.1037/0022-0663.83.3.405
Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass Publishers.
Brookhart, S. (2017). How to give effective feedback to your students. ASCD.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.2307/1176008
Brown, S. & Knight, P. (1994). Assessing learners in higher education. Routledge.
Bruce, C. S. (2004). Information literacy as a catalyst for educational change: A background paper. In Danaher, P. A. (Ed.). Proceedings 'Lifelong learning: Whose responsibility and what is your contribution?', 3rd International Lifelong Learning Conference (pp. 8-19). Yeppoon, Queensland.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21-32.
Bruner, J. S. (1996). The culture of education. Harvard University Press. https://doi.org/10.4159/9780674251083
Bryman, A. (2016). Social research methods. Oxford University Press.
Buck Institute for Education (BIE). (s.f.). Project-based learning. https://atlasabe.org/resource/project-based-learning-buck-institute-for-education/
Burnard, P. (1997). Effective communication skills for health professionals (2nd ed.). Nelson Thornes.
Bush, V. (1945). Science, the Endless Frontier. National Science Foundation. https://doi.org/10.2307/3625196
Butin, D. W. (2003). Of what use is it? Multiple conceptualizations of service learning within education. Teachers College Record, 105(9), 1674-1692. https://doi.org/10.1046/j.1467-9620.2003.00305.x
Carini, R. M. & Kuh, G. D. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. https://doi.org/10.1007/s11162-005-8150-9
Carnoy, M. & Levin, H. M. (1985). Schooling and work in the democratic state. Stanford University Press.
Carr, W. & Kemmis, S. (1986). Becoming Critical. Education, knowledge and action research. Routledge. https://doi.org/10.4324/9780203496626
Chan, L., Okune, A., Hillyer, R. Albornoz, A, & Posada, A. (2019). Contextualizing openness: Situating open science. University of Ottawa Press.
Chen, Y. & Hoshower, L. B. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & Evaluation in Higher Education, 28(1), 71-88. https://doi.org/10.1080/02602930301683
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 3-7.
Christensen, C. R. & Carlile, P. R. (2009). Course research: Using the case method to build and teach management theory. Academy of Management Learning & Education, 8(2), 240-251. https://doi.org/10.5465/amle.2009.41788846
Christian, K., Johnstone, C., Larkins, J. A., Wright, W., & Doran, M. R. (2021). A survey of early-career researchers in Australia. eLife, 10, e60613. https://doi.org/10.7554/eLife.60613
Clark, B. R. (1997). The modern integration of research activities with teaching and learning. Journal of Higher Education, 68(3), 242-255. https://doi.org/10.1080/00221546.1997.11778982
Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. Emerald Publishing Limited.
Clark, R., King, R., & Sharpe, D. (2011). The effect of interdisciplinary learning: a comparative study. British Journal of Educational Studies, 59(4), 477-500. https://doi.org/10.1080/00071005.2011.626593
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Cole, M. (1996). Cultural psychology: A once and future discipline. Harvard University Press.
Collini, S. (2012). What are universities for? Penguin Books Limited.
Council on Undergraduate Research (CUR). (s.f.). Characteristics of excellence in undergraduate research. https://www.cur.org/about/characteristics/
Crépon, B., Duguet, E., & Mairessec, J. (2006). Research, innovation, and productivity: An econometric analysis at the firm level. Economics of Innovation and New Technology, 7(2), 115-158. https://doi.org/10.1080/10438599800000031
Creswell, J. W. (2007). Qualitative inquiry and research design. Choosing among five approaches (2nd ed.). Sage Publications.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications, Inc.
Creswell, J. W. & Plano, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications, Inc.
Creswell, J. W., Plano, V. L., Gutmann, M. L., & Hanson, W. E. (2017). Advanced mixed methods research designs. In J. W. Creswell & V. L. Plano (Eds.), Designing and conducting mixed methods research (3rd ed., pp. 239-265). Sage Publications.
Crossley, M. & Watson, K. (2003). Comparative and international research in education: Globalisation, context and difference. Routledge Falmer.
Crow, M. & Dabars, W. B. (2018). Designing the New American University. Johns Hopkins University Press. https://doi.org/10.1353/book.38428
Czerniewicz, L., Williams, K., & Brown, C. (2009). Students make a plan: Understanding student agency in constraining conditions. Research in Learning Technology, 17(2). https://doi.org/10.1080/09687760903033058
Darling-Hammond, L. & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford Center for Opportunity Policy in Education (SCOPE).
Davies, H. T., Nutley, S. M., & Smith, P. C. (Eds.). (2000). What works? Evidence-based policy and practice in public services. Western Michigan University, The Journal of Sociology & Social Welfare, 30(1), 189-191. https://doi.org/10.15453/0191-5096.2887
Davies, S. R. (2008). Constructing communication: Talking to scientists about talking to the public. Science Communication, 29(4), 413-434. https://doi.org/10.1177/1075547008316222
Davis, M., Davis, K., & Dunagan, M. M. (2013). Scientific Papers and Presentations (3rd ed.). Academic Press. https://doi.org/10.1016/B978-0-12-384727-0.00017-3
De Bono, E. (2015). Lateral thinking: Creativity step by step. Harper Colophon.
De Welde, K. & Laursen, S. (2008). The 'ideal type' advisor: how advisors help STEM graduate students find their 'scientific feet'. The Open Education Journal, 1(1). https://doi.org/10.2174/1874920800801010049
Deem, R., Hillyard, S., & Reed, M. (2007). Knowledge, higher education, and the new managerialism: The changing management of UK universities. Oxford University Press.
https://doi.org/10.1093/acprof:oso/9780199265909.001.0001
Delamont, S., Atkinson, P., & Parry, O. (2004). Supervising the Doctorate: A guide to success (2nd ed.). Open University Press.
Denzin, N. K. & Lincoln, Y. S. (2005). The Sage handbook of qualitative research (3rd ed.). Sage Publications Ltd.
Deodato, J. (2014). The patron as producer: libraries, web 2.0, and participatory culture. Journal of Documentation, 70(5), 734-758. https://doi.org/10.1108/JD-10-2012-0127
Dervin, F. (2018). Language, identity and interculturality. In Jane Jackson: Interculturality in International Education (pp. 63-81). Routledge. https://doi.org/10.4324/9780429490026-4
DeWalt, K. M. & DeWalt, B. R. (2011). Participant observation: A guide for fieldworkers (2nd ed.). AltaMira Press.
Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process. D. C. Heath & Co Publishers.
Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Pearson.
Dill, D. D. & Soo, M. (2005). Academic quality, league tables, and public policy: A cross-national analysis of university ranking systems. Higher Education, 49(4), 495-533. https://doi.org/10.1007/s10734-004-1746-8
Dolan, E. & Johnson, D. (2010). The undergraduate-postgraduate-faculty triad: unique functions and tensions associated with undergraduate research experiences at research universities. CBE-Life Sciences Education, 9(4), 543-553. https://doi.org/10.1187/cbe.10-03-0052
Downes, S. (2007). An introduction to connective knowledge. https://www.researchgate.net/publication/248290359_An_Introduction_to_Connective_Knowledge.
Drake, S. M. (1998). Creating integrated curriculum: Proven ways to increase student learning. Corwin Press.
Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning. Stylus Publishing, LLC.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Eccles, J. S. (2007). Where are all the women? Gender differences in participation in physical science and engineering. In S. J. Ceci & W. M. Williams (Eds.), Why aren't more women in science? Top researchers debate the evidence (pp. 199-210). American Psychological Association. https://doi.org/10.1037/11546-016
Ellet, W. (2007). The case study handbook: How to read, discuss, and write persuasively about cases. Harvard Business School Press.
Elliott, J. (2012). Gathering narrative data in real classrooms for the purpose of formative evaluation. In Formative Assessment and Science Education (pp. 115-132). Springer.
Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). University of Chicago Press.
https://doi.org/10.7208/chicago/9780226206868.001.0001
Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. PIQ, Performance improvement quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-240. https://doi.org/10.17763/haer.81.2.92315ww157656k3u
Estermann, T. & Claeys-Kulik, A. L. (2016). Performance-based funding at universities in Europe. International Higher Education, (85), 31-33. https://doi.org/10.6017/ihe.2016.85.9250
Etzkowitz, H. & Zhou, H. (2018). The Triple Helix: University-Industry-Government Innovation and Entrepreneurship. Routledge.
https://doi.org/10.4324/9781315620183
Evensen, D. H. & Hmelo, C. E. (2000). Problem-based learning: A research perspective on learning interactions. Routledge.
https://doi.org/10.4324/9781410604989
Exeter, D. J., Ameratunga, S., Ratima, M., Morton, S., Dickson, M., Hsu, D., & Jackson, R. (2010). Student engagement in very large classes: The teachers' perspective. Studies in Higher Education 35(7), 761-775. https://doi.org/10.1080/03075070903545058
Eyler, J. & Giles, D. E. (1999). Where's the learning in service-learning? Jossey-Bass.
Eysenck, M. W., & Keane, M. T. (2015). Cognitive psychology: A student's handbook (7th ed.). Psychology Press.
https://doi.org/10.4324/9781315778006
Fairweather, J. S. (2005). Beyond the rhetoric: Trends in the relative value of teaching and research in faculty salaries. The Journal of Higher Education, 76(4), 401-422. https://doi.org/10.1080/00221546.2005.11772290
Fang, N. (2012). Improving engineering students' technical and professional skills through project-based active and collaborative learning. The International Journal of Engineering Education, 28(1), 26-36. https://www.ijee.ie/latestissues/Vol28-1/03_Ijee2521.pdf
Felder, R. M. & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
Feldman, A., Divoll, K., & Rogan-Klyve, A. (2009). Research education of new scientists: Implications for science teacher education. Journal of Research in Science Teaching, 46(4), 442-459. https://doi.org/10.1002/tea.20285
Fichtman, N. & Yendol-Hoppey, D. (2019). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). Corwin Press.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.
Fielden, J. (2008). Global trends in university governance [Documento de Trabajo]. Grupo Banco Mundial.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Finkle, S. L. & Torp, L. L. (1995). Introductory documents. Illinois Mathematics and Science Academy.
Fisher, A. (2001). Critical Thinking: An Introduction. Cambridge University Press.
Fitzgerald, J. & Graves, M. F. (2005). Reading supports for all. Educational Leadership, 62(4), 68-71.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906. https://doi.org/10.1037/0003-066X.34.10.906
Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited.
Fost, N. (2009). Enhancing interdisciplinarity through team teaching. Enhancing Learning in the Social Sciences, 2(1), 1-10. https://doi.org/10.11120/elss.2009.02010002
Fox, M. F. (1992). Research, teaching, and publication productivity: Mutuality versus competition in academia. Sociology of Education, 293-305. https://doi.org/10.2307/2112772
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Furco, A. (1996). Service-learning: A balanced approach to experiential education. University of Nebraska at Omaha.
Garbarino, J. & Mason, G. (1979). The easy burden: Time demands on college faculty. Change: The Magazine of Higher Learning, 11(3), 22-25. https://doi.org/10.1080/00091383.1979.10569646
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Garrison, D. R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Garvin, D. A. (2003). Making the case: Professional education for the world of practice. Harvard Magazine, 106(1), 56-65.
Geertz, C. (1973). The interpretation of cultures. Basic Books.
Georghiades, P. (2004). From the general to the situated: Three decades of metacognition. International Journal of Science Education, 26(3), 365-383. https://doi.org/10.1080/0950069032000119401
Geuna, A. (2001). The changing rationale for European university research funding: are there negative unintended consequences? Journal of Economic Issues, 607-632. https://doi.org/10.1080/00213624.2001.11506393
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge: The dynamics of science and research in contemporary societies. Sage Publications, Inc.
Gibbs, G., Britain, G., & Further Education Unit (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(1), 3-31. https://doi.org/10.1007/978-3-8348-9837-1
Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality.
Gonyea, R. M. (2005). Self-reported data in institutional research: Review and recommendations. New directions for institutional research, 2005(127), 73-89. https://doi.org/10.1002/ir.156
Gordon, G. & Johnstone, B. (2014). The academic funding divide: Patterns in the public/private academic finance structure of U.S. postsecondary education. In National resource systems for higher education (pp. 15-40). Emerald Group Publishing Limited.
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), Article 16. https://doi.org/10.20429/ijsotl.2009.030216
Gornitzka, Å., Kyvik, S., & Stensaker, B. (2005). Implementation analysis in higher education. In Higher Education: Handbook of Theory and Research (pp. 35-56). College of Education, The University of Iowa. https://doi.org/10.1007/1-4020-3411-3_3
Gough, D., Oliver, S., & Thomas, J. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1), 28-37. https://doi.org/10.1186/2046-4053-1-28
Gouldner, A. W. (1970). The coming crisis of Western sociology. Basic Books. https://doi.org/10.3817/0970006338
Graff, G. & Birkenstein, C. (2009). They say/I say: The moves that matter in academic writing (2nd ed.). W. W. Norton & Company.
Griffiths, R. (2004). Knowledge production and the research-teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726. https://doi.org/10.1080/0307507042000287212
Guillaspy, E. (2011). Realising your potential using the researcher development framework. https://es.slideshare.net/slideshow/realising-your-potential-using-the-researcher-development-framework/8245931
Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366. https://doi.org/10.17763/haer.72.3.01151786u134n051
Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
Gustavii, B. (2008). How to write and illustrate a scientific paper. Cambridge University Press. https://doi.org/10.1017/CBO9780511808272
Guston, D. H. (2000). Between politics and science: Assuring the integrity and productivity of research. Cambridge University Press.
https://doi.org/10.1017/CBO9780511571480
Hakim, T. (1998). Soft assessment of undergraduate research: Reactions and student perspectives. Council on Undergraduate Research Quarterly, 18(4), 189-192.
Halpern, D. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
Hammersley, M. & Atkinson, P. (2019). Ethnography: Principles in practice (4th ed.). Routledge. https://doi.org/10.4324/9781315146027
Hammersley, M. (Ed.). (2007). Educational research and evidence‐based practice. Sage Publications.
Harden, R. M. & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher, 22(4), 334-347. https://doi.org/10.1080/014215900409429
Harvey, L. & Green, D. (1993). Defining quality. Assessment & evaluation in higher education, 18(1), 9-34. https://doi.org/10.1080/0260293930180102
Hattie, J. & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of educational research, 66(4), 507-542. https://doi.org/10.3102/00346543066004507
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hayden, M., Levy, J., & Thompson, J. (2015). The SAGE Handbook of Research in International Education (2nd ed.). SAGE Publications Ltd. https://doi.org/10.4135/9781473943506
Healey, M. (2005). Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning. In R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67-78). McGraw-Hill Education.
Healey, M. & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy.
Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research-teaching nexus: A case study of students' awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47(2), 235-246. https://doi.org/10.1080/14703291003718968
Healey, M., Jenkins, A., & Lea, J. (2014a). Developing research-based curricula in college-based higher education. Higher Education Academy.
Healey, M., Flint, A., & Harrington, K. (2014b). Engagement through partnership: Students as partners in learning and teaching in higher education. The Higher Education Academy.
Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education-theory, practice and rubber sling shots. Higher Education, 51(2), 287-314. https://doi.org/10.1007/s10734-004-6386-5
Herr, K. & Anderson, G. L. (2015). The action research dissertation: A guide for students and faculty. Sage Publications.
Herreid, C. F. (2006). 'Clicker' cases: Introducing case study teaching into large classrooms. Journal of College Science Teaching, 36(2), 43-47.
Herreid, C. F. & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
Herzberg, F. (2003). One more time: How do you motivate employees? https://hbr.org/2003/01/one-more-time-how-do-you-motivate-employees.
Hidi, S. & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151-179. https://doi.org/10.3102/00346543070002151
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
Hounsell, D. (2007). Towards more sustainable feedback to students. In: Boud, D. & Falchikov, N. (Eds.) Rethinking Assessment in Higher Education. Routledge.
Hyytinen, H., Toom, A., & Postareff, L. (2018). Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and individual differences, 67, 132-142. https://doi.org/10.1016/j.lindif.2018.08.004
Imbeau, M. B. & Tomlinson, C. A. (2010). Leading and managing a differentiated classroom. ASCD.
Jacoby, B. (2015). Service-learning essentials: Questions, answers, and lessons learned. Jossey-Bass.
Jenkins, A. & Healey, M. (2005). Institutional strategies to link teaching and research. The Higher Education Academy.
Jenkins, A., Healey, M., & Zetter, R. (2007). Linking teaching and research in disciplines and departments. The Higher Education Academy.
Jenkins, A. & Healey, M. (2009). Developing the student as a researcher through the curriculum. Oxford Centre for Staff and Learning Development.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. Clearinghouse on Higher Education, The George Washington University.
Johnson, R. B. & Christensen, L. (2016). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3-4), 191-206. https://doi.org/10.1080/00461520.1996.9653266
Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34-37.
Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational technology research and development, 48(4), 63-85. https://doi.org/10.1007/BF02300500
Jonsson, A. & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational research review, 2(2), 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
Justice, C., Rice, J., Warry, W., Inglis, S., Miller, S., & Sammon, S. (2007). Inquiry in higher education: Reflections and directions on course design and teaching methods. Innovative Higher Education, 31(4), 201-214. https://doi.org/10.1007/s10755-006-9021-9
Kearney, K. & Hyle, A. E. (2004). Drawing out emotions in organizations: The use of participant-produced drawings in qualitative inquire. Qualitative Research, 4(3), 361-383. https://doi.org/10.1177/1468794104047234
Kehm, B. M. & Teichler, U. (Eds.). (2013). The academic profession in Europe: New tasks and new challenges. Springer Science & Business Media. https://doi.org/10.1007/978-94-007-4614-5
Keller, J. M. (1983). Motivational design of instruction. In Instructional design theories and models: An overview of their current status (pp. 383-434). Lawrence Erlbaum Associates.
Kellner, D. & Share, J. (2007). Critical media literacy, democracy, and the reconstruction of education. In D. Macedo & S. R. Steinberg (Eds.), Media literacy: A reader (pp. 3-23). Peter Lang Publishing.
Kemmis, S. & McTaggart, R. (1988). The action research planner. Deakin University.
Kiely, R. (2005). A transformative learning model for service-learning: a longitudinal case study. Michigan Journal of Community Service Learning, 12(1), 5-22.
Kincheloe, J. L. (2011). Critical ontology: Visions of selfhood and curriculum. In Key works in critical pedagogy (pp. 201-217). Brill. https://doi.org/10.1007/978-94-6091-397-6_17
King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum. Teaching of Psychology, 22(1), 13-17. https://doi.org/10.1207/s15328023top2201_5
King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134-152. https://doi.org/10.1037/0022-0663.90.1.134
Kingdon, J. W. (1984). Agendas, Alternatives, and Public Policies. Little, Brown.
Kinkead, J. (2003). Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning, 2003(93), 5-18. https://doi.org/10.1002/tl.85
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1
Kohn, A. (1986). No contest: The case against competition. Houghton Mifflin and Company.
Kolmos, A. & de Graaff, E. (2015). Problem-based and project-based learning in engineering education: merging models. In Johri, A. & Olds, B.M. (Eds.). Cambridge Handbook of Engineering Education Research (pp. 141-160). Cambridge University Press.
https://doi.org/10.1017/CBO9781139013451.012
Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9(3), 1-13. https://doi.org/10.19173/irrodl.v9i3.523
Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1998). Inquiry in project-based science classrooms: initial attempts by middle school students. Journal of the Learning Sciences, 7(3-4), 313-350. https://doi.org/10.1080/10508406.1998.9672057
Krajcik, J. & Blumenfeld, P. (2006). Project-based learning. In The Cambridge handbook of the learning sciences, (pp. 317-333). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.020
Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22(1), 5-22. https://doi.org/10.1016/j.compcom.2004.12.004
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2008). Student success in college: Creating conditions that matter. Jossey-Bass.
Kuh, G. D. (2013). Ensuring quality & taking high-impact practices to scale. American Association of Colleges and Universities.
Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181. https://doi.org/10.1111/1467-8721.00088
Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113. https://doi.org/10.1080/00461520701263376
Kuhn, T. S. (1962). The structure of scientific revolutions. The University of Chicago.
Kumar, R. (2011). Research methodology: A step-by-step guide for beginners (3rd ed.). Sage Publications Ltd.
Kumar, S. & Bhattacharjee, S. (2022). Scientometric analysis of research output among central universities of North-East India during 2012-2020. https://doi.org/10.2139/ssrn.4181306
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Leavy, P. (2017). Research design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. Guilford Press. https://doi.org/10.1111/fcsr.12276
Lee, V. S. (2004). Teaching and learning through inquiry: A guidebook for institutions and instructors. Routledge.
Lemke, J. L. (2004). The literacies of science. In E.W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 33-47). National Science Teachers Association. https://doi.org/10.1598/0872075192.2
Levin, B. (2001). Reforming education: From origins to outcomes. Routledge.
Levin, P. (2011). Excellent dissertations! Open University Press.
Levitin, D. J. (2016). A field guide to lies: Critical thinking in the information age. Dutton.
Levy, P. & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85-101. https://doi.org/10.1080/03075079.2010.499166
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
Lila, M., Catalá, A., Conchell, R., García, A., Lorenzo, M. V., Pedrón, V. y Terreros, E. (2010). Una experiencia de investigación, formación e intervención con hombres penados por violencia contra la mujer en la Universidad de Valencia: Programa Contexto. Psychosocial Intervention, 19(2), 167-179. https://doi.org/10.5093/in2010v19n2a8
Lizzio, A. & Wilson, K. (2004). Action learning in higher education: An investigation of its potential to develop professional capability. Studies in Higher Education, 29(4), 469-488. https://doi.org/10.1080/0307507042000236371
London Management Centre. (2023). The benefits of collaborative learning: How peer interaction enhances learning. https://www.lmcuk.com/knowledge-resource/lmc-blog/2023/09/25/the-benefits-of-collaborative-learning-how-peer-interaction-enhances-learning/
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6(4), 297-306. https://doi.org/10.1187/cbe.07-06-0039
Lopatto, D. (2010). Science in solution: The impact of undergraduate research on student learning. Research Corporation for Science Advancement.
Lovitts, B. E. (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137-154. https://doi.org/10.1080/03075070500043093
Lunsford, L. G. (2012). Doctoral advising or mentoring? Effects on student outcomes. Mentoring & Tutoring: Partnership in Learning, 20(2), 251-270. https://doi.org/10.1080/13611267.2012.678974
Maguire, M. & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J, 9(3), 3351-33514.
Manathunga, C. (2012). 'Team' supervision: new positionings in doctoral education pedagogies. In Lee, A. & Danby, S. (Eds.). Reshaping Doctoral Education. Routledge. https://doi.org/10.4324/9780203142783
Marginson, S. (2000). Rethinking academic work in the global era. Journal of Higher Education Policy and Management, 22(1), 23-35. https://doi.org/10.1080/713678133
Marginson, S. (2006). Dynamics of national and global competition in higher education. Higher Education, 52(1), 1-39. https://doi.org/10.1007/s10734-004-7649-x
Marginson, S. (2007). Global position and position taking: The case of Australia. Journal of Studies in International Education, 11(1), 5-32. https://doi.org/10.1177/1028315306287530
Marginson, S. & Van der Wende, M. (2007). To rank or to be ranked: The impact of global rankings in higher education. Journal of Studies in International Education, 11(3-4), 306-329. https://doi.org/10.1177/1028315307303544
Marginson, S. (2016). Higher education and the common good. Melbourne University Press.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Association for Supervision and Curriculum Development.
Mayer-Schönberger, V. & Cukier, K. (2013). Big data: A revolution that will transform how we live, work, and think. Houghton Mifflin Harcourt.
Mayhew, M. J. & Fernández, S. D. (2007). Pedagogical practices that contribute to social justice outcomes. Review of Higher Education, 31(1), 55-80. https://doi.org/10.1353/rhe.2007.0055
McLean, M. & Abbas, A. (2009). The 'biographical turn' in university sociology teaching: A Bernsteinian analysis. Teaching in Higher education, 14(5), 529-539. https://doi.org/10.1080/13562510903186725
McNiff, J. (2013). Action research: Principles and practice. Routledge. https://doi.org/10.4324/9780203112755
McNiff, J. (2014). Writing and doing action research. SAGE Publications Ltd. https://doi.org/10.4324/9781315738499
Mercer, N. & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. Routledge. https://doi.org/10.4324/9780203946657
Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Merseth, K. K. (1991). The case for cases in teacher education. AACTE Publications.
Merton, R. K. (1973). The sociology of science: Theoretical and empirical investigations. University of Chicago Press.
Merton, R. (1988). The Matthew Effect in Science, II: Cumulative advantage and the symbolism of intellectual property. ISIS, 79(299), 606-623. https://doi.org/10.1086/354848
Meyer, J. H., Shanahan, M. P., & Laugksch, R. C. (2005). Students' conceptions of research: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research, 49(3), 225-244. https://doi.org/10.1080/00313830500109535
Morphew, C. C. (2009). Conceptualizing change in the institutional diversity of US colleges and universities. Journal of Higher Education, 80(3), 243-269. https://doi.org/10.1080/00221546.2009.11779012
Morphew, C. C. & Swanson, C. (2011). On the efficacy of raising your university's rankings. In: Shin, J., Toutkoushian, R., Teichler, U. (eds.) University Rankings. The Changing Academy - The Changing Academic Profession in International Comparative Perspective, vol. 3. Springer. https://doi.org/10.1007/978-94-007-1116-7_10
Moursund, D. (1999). Project-based learning using information technology. International Society for Technology in Education.
Mulder, H., Longnecker, N., & Davis, L. S. (2008). The state of science communication programs at universities around the world. Science Communication, 30(2), 277-287. https://doi.org/10.1177/1075547008324878
Narváez, M. A., Rengifo, L., Bucheli, M., Padilla, M. D., Gómez, F. C. y Cassetta, J. P. (2020). Semilleros de investigación: experiencia formativa. Editorial UNIMAR.
Narváez-Gómez, M. A. (comp.). (2019). Investigación formativa para la transformación social. Editorial UNIMAR.
Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson Education Limited.
Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher education, 23(2), 159-171. https://doi.org/10.1007/BF00143643
Neumann, R. (1994). The teaching-research nexus: Applying a framework to university students' learning experiences. European Journal of Education, 123-139. https://doi.org/10.2307/1503744
Newby, P. (2014). Research Methods for Education. Routledge. https://doi.org/10.4324/9781315758763
Newell, W. H. & Green, W. J. (1982). Defining and teaching interdisciplinary studies. Improving College and University Teaching, 30(1), 23-30. https://doi.org/10.1080/00193089.1982.10533747
Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2016). Early career teachers' emotion and emerging teacher identities. Teachers and Teaching, 23(4), 406-421. https://doi.org/10.1080/13540602.2016.1211099
Nicol, D. J. & Macfarlane-Dick, D. (2007). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Nunamaker Jr, J. F., Briggs, R. O., & Mittleman, D. D. (2001). Lessons from a dozen years of group support systems research: A discussion of lab and field findings. Journal of management information systems, 13(3), 163-207. https://doi.org/10.1080/07421222.1996.11518138
Oakleaf, M. (2010). The value of academic libraries: A comprehensive research review and report. Association of College and Research Libraries.
Organisation for Economic Cooperation and Development (OECD). (2019). Education at a Glance 2019: OECD Indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
Ovseiko, P. V., Greenhalgh, T., Adam, P., Grant, J., Hinrichs-Krapels, S., Graham, K. E., Valentine, P. A., Sued, O., Boukhris, O. F., Al Olaqi, N. M., Al Rahbi, I. S., Dowd, A. M., Bice, S., Heiden, T. L., Fisher, M. D., Dopson, S., Norton, R., Pollit, A., … & Buchan, A. M. (2017). A global call for action to include gender in research impact assessment. Health Research Policy and Systems, 14(50), 85. https://doi.org/10.1186/s12961-016-0126-z
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. https://doi.org/10.1207/s1532690xci0102_1
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
Pearce, J. M. (2012). The case for open source appropriate technology. Environment, Development and Sustainability, 14(3), 425-431. https://doi.org/10.1007/s10668-012-9337-9
Piaget, J. (1952). The origins of intelligence in children. International University Press. https://doi.org/10.1037/11494-000
Piaget, J. (1954). The construction of reality in the child. Basic Books.
https://doi.org/10.1037/11168-000
Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trad.). Orion Press.
Popham, W. J. (2008). Transformative assessment. ASCD.
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571. https://doi.org/10.1016/j.tate.2006.11.013
Powell, K. C. & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-250.
Price, M., Handley, K., Millar, J., & O'Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277-289. https://doi.org/10.1080/02602930903541007
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Prince, M. & Felder, R. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
Prince, M., Borrego, M., Henderson, C., Cutler, S., & Froyd, J. (2013). Use of research-based instructional strategies in core chemical engineering courses. Chemical Engineering Education, 47(1), 27-37.
Prosser, M. & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Open University Press.
Provan, K. G., Veazie, M. A., Staten, L. K., & Teufel-Shone, N. I. (2005). The use of network analysis to strengthen community partnerships. Public Administration Review, 65(5), 603-613. https://doi.org/10.1111/j.1540-6210.2005.00487.x
Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. Sage Publications.
Punch, K. F. & Oancea, A. (2014). Introduction to research methods in education (2nd ed.). Sage Publications Ltd.
Rabinobitz, M., Blumberg, F., & Everson, H. T. (Eds.). (2004). The design of instruction and evaluation: Affordances of using media and technology. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410611376
Reeves, T. C., McKenney, S., & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1). https://doi.org/10.14742/ajet.982
Resnik, D. B. (1998). The Ethics of Science: An Introduction. Routledge.
Resnik, D. B. (2020). What is ethics in research & why is it important? https://www.niehs.nih.gov/research/resources/bioethics/whatis
Resta, P. & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83. https://doi.org/10.1007/s10648-007-9042-7
Rhoten, D. (2016). Interdisciplinary research: Trend or transition. https://items.ssrc.org/from-our-archives/interdisciplinary-research-trend-or-transition/
Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015). Longitudinal associations among undergraduates' research experiences, self-efficacy, and identity. Journal of Research in Science Teaching, 52(6). https://doi.org/10.1002/tea.21221
Rogers, C. R. (1983). Freedom to Learn for the 80's. Merrill Publishing Company.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press. https://doi.org/10.1093/oso/9780195059731.001.0001
Roscoe, R. D. & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions. Review of Educational Research, 77(4), 534-574. https://doi.org/10.3102/0034654307309920
Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.
Rosenshine, B. & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64(4), 479-530. https://doi.org/10.3102/00346543064004479
Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
Saldaña, R., Hernández, C. A., Pino, S. y Montenegro, L. A. (2021). La educación en tiempos de crisis. Diálogos en torno a lo humano. Campos en Ciencias Sociales, 9(1). https://doi.org/10.15332/25006681.6922
Salkind, N. J. (2012). Exploring Research (8th ed.). Pearson Education, Inc.
Savage, J. (2000). Ethnography and health care. BMJ, 321(7273), 1400-1402. https://doi.org/10.1136/bmj.321.7273.1400
Savery, J. R. & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3. https://doi.org/10.7771/1541-5015.1002
Savin-Baden, M. & Major, C. H. (2004). Foundations of Problem-based Learning. McGraw-Hill Education.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.
Schön, D. A. (1992). The reflective practitioner: How professionals think in action. Routledge.
Scriven, M. (1967). The methodology of evaluation. In R. W. Tyler, R. M. Gagné, & M. Scriven (Eds.), Perspectives of curriculum evaluation (pp. 39-83). Rand McNally.
Scriven, M. (1991). Evaluation thesaurus (4th ed.). Sage publications.
Seymour, E., Hunter, A., Laursen, S. L., & Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study. Science Education, 88(4), 493-534. https://doi.org/10.1002/sce.10131
Shavelson, R. J. & Towne, L. (2002). Scientific Research in Education. National Research Council.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Silvia, P. (2018). How to write a lot: A practical guide to productive academic writing. APA LifeTools. https://doi.org/10.1037/0000109-000
Slaughter, S. & Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. Johns Hopkins University Press.
Slaughter, S. & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Johns Hopkins University Press.
Smith, P. L. & Ragan, T. J. (2005). Instructional design. John Wiley & Sons, Inc.
Spradley, J. P. (1979). The ethnographic interview. Wadsworth Group.
Spronken-Smith, R., Brodeur, J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching & Learning Inquiry, 1(2), 105-118. https://doi.org/10.2979/teachlearninqu.1.2.105
Stokols, D., Hall, K. L., Taylor, B. K., & Moser, R. P. (2008). The science of team science. American Journal of Preventive Medicine, 35(2), S77-S89. https://doi.org/10.1016/j.amepre.2008.05.002
Stringer, E. T. (2013). Action research. Sage Publications.
Strobel, J. & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 4. https://doi.org/10.7771/1541-5015.1046
Tashakkori, A. & Teddlie, C. (2010). Handbook of mixed methods in social & behavioral research. Sage Publications Inc. https://doi.org/10.4135/9781506335193
Teichler, U. (2009). Higher education and the world of work: Conceptual frameworks, comparative perspectives, empirical findings. Sense Publishers. https://doi.org/10.1163/9789087907563
Tejeda, M., (2016). La tutoría académica en el proceso de formación docente. Opción, 32(13), 879-899.
Tessmer, M. (1993). Planning and conducting formative evaluations. Routledge.
The Economist. (2002). Innovation's Golden Goose. https://bayhdolecoalition.org/wp-content/uploads/2023/05/The-Economist-December-14-2002-Innovation_s-Golden-Goose-Article.doc.pdf
Thiry, H., Laursen, S. L., & Hunter, A. B. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates. The Journal of Higher Education, 82(4), 357-388. https://doi.org/10.1353/jhe.2011.0023
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Thomas, J. & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC, Medical Research Methodology. https://doi.org/10.1186/1471-2288-8-45
Thomas, R. M. & Hodges, I. D. (2010). Managing a research project. In Designing and managing your research project: Core skills for social and health research (pp. 131-147). Sage Publications Ltd. https://doi.org/10.4135/9781446289044
Thompson-Klein, J. (1996). Crossing boundaries: Knowledge, disciplinarities, and interdisciplinarities. University of Virginia Press.
Tight, M. (2003). Researching higher education. Society for Research into Higher Education & Open University Press.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press. https://doi.org/10.7208/chicago/9780226922461.001.0001
Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. The Journal of higher education, 68(6), 599-623. https://doi.org/10.2307/2959965
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Topping, K. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172
Toulmin, S. (2003). The uses of argument. Cambridge University Press. https://doi.org/10.1017/CBO9780511840005
Universidad Mariana. (2018). Una oportunidad para la divulgación de la investigación formativa y la formación para la investigación: IV Exposición de Trabajos de Investigación. Editorial UNIMAR.
Visser-Wijnveen, G. J., Van Driel, J. H., Van der Rijst, R. M., Verloop, N., & Visser, A. (2010). The ideal research‐teaching nexus in the eyes of academics: building profiles. Higher Education Research & Development, 29(2), 195-210. https://doi.org/10.1080/07294360903532016
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wagner, T., Kegan, R., Lahey, L., Lemons, R. W., Garnier, J., Helsing, D., Howell, A., & Thurber, H. (2005). Change leadership: A practical guide to transforming our schools. Jossey-Bass.
Weaver, G. C., Russell, C. B., & Wink, D. J. (2008). Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology, 4(10), 577-580. https://doi.org/10.1038/nchembio1008-577
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21-39. https://doi.org/10.1016/0883-0355(89)90014-1
Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE. Routledge. https://doi.org/10.4324/9780203964347
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Wieman, C. & Gilbert, S. (2015). Transforming science education at large research universities: A case study in progress. Change: The Magazine of Higher Learning, 47(2), 6-14. https://doi.org/10.1080/00091383.2015.996077
Willison, J., Peirce, E. J., Al-Sarawi, S., Donnelly, F., Ricci, M., & W. -H. Ng, B. (2020). Handbook for research skill development and assessment in the curriculum. Australian Learning and Teaching Council Ltd.
Wilsdon, J., Allen, L., Belfiore, E., Campbell, P., Curry, S., Hill, S., Jones, R., Kain, R., Kerridge, S. R., Thelwall, M., Tinkler, J., Viney, I., Wouters, P., Hill, J., & Johnson, B. (2015). The metric tide: Report of the independent review of the role of metrics in research assessment and management. HEFCE. 10.13140/RG.2.1.4929.1363 https://doi.org/10.4135/9781473978782
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175. https://doi.org/10.3102/00346543072002131
Winefield, A. H., Gillespie, N., Stough, C., Dua, J., Hapuarachchi, J., & Boyd, C. (2003). Occupational stress in Australian university staff: Results from a national survey. International Journal of Stress Management, 10(1), 51-63. https://doi.org/10.1037/1072-5245.10.1.51
Woelert, P. & Millar, V. (2013). The 'paradox of interdisciplinarity' in Australian research governance. Higher Education, 66(6), 755-767. https://doi.org/10.1007/s10734-013-9634-8
Wolcott, H. F. (2008). Ethnography: A way of seeing. Altamira Press.
Woods, D. R. (2000). Helping your students gain the most from PBL. In Problem based learning: An approach to medical education (pp. 31-51). Springer Publishing Company.
Yin, R. K. (2013). Case study research: Design and methods (5th ed.). Sage Publications.
Zamorski, B. (2002). Research-led teaching and learning in higher education: a case. Teaching in Higher Education, 7(4), 411-427. https://doi.org/10.1080/135625102760553919
Zeichner, K. M. (1993). Connecting genuine teacher development to the struggle for social justice. Journal of Education for Teaching: International Research and Pedagogy, 19(1), 5-20. https://doi.org/10.1080/0260747930190102
Zembal-Saul, C., Krajcik, J., & Blumenfeld, P. (2002). Elementary student teachers' science content representations. Journal of Research in Science Teaching, 39(6), 443-463. https://doi.org/10.1002/tea.10032
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
Zuber-Skerritt, O. & Fletcher, M. (2007). The quality of an action research thesis in the social sciences. Quality Assurance in Education, 15(4), 413-436. https://doi.org/10.1108/09684880710829983
Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. W. (2002). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91(2), 151-157. https://doi.org/10.1002/j.2168-9830.2002.tb00687.x
Descargas

Descargas
Publicado
Colección
Categorías
Licencia

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.