References / Referencias
- AEDNEEI. (2012). Formación del profesorado para la educación inclusiva. Perfil profesional del docente en la educación inclusiva. Odense, Dinamarca: Agencia Europea para el Desarrollo de la Educación del Alumnado con Necesidades Educativas Especiales. Retrieved from http://www.european-agency.org/publications/ereports/te4i-profile/te4i-profile-of-inclusive-teachers
- Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. London: Routledge.
- Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2012). Developing equitable education systems. London: Routledge.
- Cheung, W. M., & Wong, W. Y. (2014). Does lesson study work?: A systematic review on the effects of lesson study and learning study in teachers and students. International Journal for Lesson and Learning Studies, 3, 137–149.
- Dudley, P. (2014). Lesson study: A handbook. Cambridge. Retrieved from www.lessonstudy.co.uk
- Dudley, P. (2015). Lesson study: Professional learning for our time. London: Routledge.
- Echeita, G., Simón, C., Sandoval, M., & Monarca, H. (2013). Cómo fomentar las redes naturales de apoyo en el marco de una escuela inclusiva: Propuestas prácticas. Sevilla: Eduforma.
- Elliott, J. (2015). Lesson y learning Study y la idea del docente como investigador. Revista Interuniversitaria de Formación del Profesorado, 84(29.3), 29–46.
- Elliott, J. (2016). Significant themes in developing the theory and practice of lesson study. International Journal for Lesson and Learning Studies, 5, 274–280.
- Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40, 369–386.
- Hart, S., Dixon, A., Drummond, M. J., & Mclntyre, O. (2004). Learning without limits. Maidenhead: Open University Press.
- IBE-UNESCO. (2016). Training tools for curriculum development. reaching out to all learners: A resource pack supporting inclusive education. Geneva: International Bureau of Education-UNESCO. Retrieved from http://www.ibe.unesco.org/sites/default/files/resources/ibe-crp-inclusiveeducation-2016_eng.pdf
- Messiou, K. (2012). Confronting marginalisation in education: A framework for promoting inclusion. London: Routledge.
- Messiou, K., Ainscow, M., & Echeita, G. (Coords). (2014). El desafío de la diversidad. Un estímulo para el desarrollo profesional. Tema del mes. Cuadernos de Pedagogía, 446, 41–67.
- Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., … Vitorino, T. (2016). Learning from differences: A strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27, 45–61.
- Mincu, M. E. (Ed.). (2012). Personalisation of education in contexts. Policy critique and theories of personal improvement. Rotterdam: Sense Publishers.
- Mutch-Jones, K., Puttick, G., & Minner, D. (2012). Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms. Journal of Research in Science Teaching, 49, 1012–1934.
- Pérez, A., & Soto, E. (2011). Lesson study. La mejora de la práctica y la investigación docente. Cuadernos de Pedagogía, 417, 64–67.
- Pérez, A. I., Soto, E., & Serván, M. J. (2010). Participatory action research and the reconstruction of teachers’ practical thinking: Lesson studies and core reflection. An experience in Spain. Educational Action Research, 18, 73–87.
- Soto, E., & Pérez, A. I. (2015). Lesson Studies: un viaje de ida y vuelta recreando el aprendizaje comprensivo. Revista Interuniversitaria de Formación del Profesorado, 84(29.3), 15–28.
- Soto, E., Serván, M. J., Pérez, A. I., & Peña, N. (2015). Lesson study and the development of teacher’s competences: From practical knowledge to practical thinking. International Journal for Lesson and Learning Studies, 4, 209–223.
- Susinos, T., & Ceballos, N. (2012). Voz del alumnado y presencia participativa en la vida escolar. Apuntes para una cartografía de la voz del alumnado en la mejora educativa. Revista de Educación, 359, 24–44.