31 de enero de 2004, Vol. 5, No. 1 ISSN: 1607-6079
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  • Cross, B. E. (1995). The case for a culturally coherent curriculum. En J. A Beane (Ed). Toward a coherent curriculum. Alexandria Va: ASCD.
  • Eisner, E. W. (1990). The meaning of alternative paradigm for practice. En E.G. Guba (Ed) The paradigm dialog. Newbury Park. Sage.
  • Giroux, H. (1981). Ideology, culture and the process of schooling. Philadelphia: Temple University Press.
  • Greene, M. (1993). The pasión for pluralism–Multiculturalism and the expanding community. Educational Researcher 22,1: 13-18.
  • Guba E. G. (1990). The alternative paradigm dialog. En E.G.Guba (Ed) The paradigm dialog. Newbury Park. Sage.
  • Jarvis, P. (1999). The practitioner-researcher. Developing theory from practice. San Francisco: Jossey-Bass Publisher.
  • Kincheloe, J.E. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: The Palmer Press.
  • Masterman, M. (1970). The nature of a paradigm. In I.Lakatos & A.Musgrave (Eds).
    Criticism and the growth of knowledge. Cambridge: Cambridge University Press.
  • Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park: Sage.
  • Skrtic, T.M. (1990). Toward a dialogical discourse in educational inquiry. En E.G. Guba (Ed) The paradigm dialog. Newbury Park: Sage.

[pagina de inicio]
[introduccion]
[tres preguntas basicas a los paradigmas]
[implicaciones de los paradigmas]
[conclusiones]