Bibliografia – ManMan Junior – chiński dla dzieci

Wróc do metody
  1. Siegel D.J., Bryson T.P. (2018) The Yes Brain. Mozg na tak. Jak Kształtować w dziecku ciekawość świata, odporność psychiczną i odwagę, Harper Collins, Warszawa,
  2. Brock A, Hundley H. (2017) The Growth Mindest Coach, Ulysses Prss, Berkeley
  3. Dweck C.S. (2017) Mindset, Random House LCC US, New York
  4. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston.
  5. Paunesku, D., Walton, G. M., Romero, C. L., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underperformance. Psychological Science
  6. Yeager D.S. & Dweck C.S. (2012) Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist 47:4, 302-314
  7. Dweck C.S Walton G.M. Cohen G.L. (2014) Academic Tenacity Mindsets and Skills that Promote Long-Term Learning, 2014 Bill & Melinda Gates Foundation.
  8. Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614-622

Opowieści w procesie edukacyjnym:

  1. Rinvolucri M., Story telling: the language teacher’s oldest technique. British Council, 2008.
  2. Green M. C., Brock T. C. (2000) The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, Vol 79(5), Nov 2000, 701-721
  3. Neuman S. (1996) Children Engaging in Storybook Reading: The Influence of Access to Print Resources, Opportunity, and Parental Interaction. Early Childhood Research Quarterly, 11, 495-513 (1996)
  4. Egan, K. (1989). Teaching as story telling : an alternative approach to teaching and curriculum in the elementary school. University of Chicago Press
  5. Ames, L.B. (1966). Children’s stories. Genetical Psychological Monographs,73, 337-96
  6. Speitzer M. (2007) Jak się uczy Mózg, Wydawnictwo Naukowe PWN, Warszawa
  7. Fuller, R. (1982). The Story As The Engram; Is It Fundamental To Thinking? The Journal of Mind and Behavior, 3(2), 127-142.

 

Rola emocji w nauczaniu:

  1. Speitzer M. (2007) Jak się uczy Mózg, Wydawnictwo Naukowe PWN, Warszawa
  2. Grzegorzewska I. Emocje w procesie uczenia się i nauczania, , [w:] „Teraźniejszość – Człowiek – Edukacja”: kwartalnik myśli społeczno-pedagogicznej nr 1 (57), 39-48, 2012
  3. Dunsmoor J. E., Murty V. P., Davachi L., Phelps E.(2015) Emotional learning selectively and retroactively strengthens memories for related events, A. Nature volume 520, pages 345–348
  4. Rimmele U1, Davachi L, Petrov R, Dougal S, Phelps E A (2011) Emotion enhances the subjective feeling of remembering, despite lower accuracy for contextual details.
  5. Petlák E, Zajacová J. (2010) Rola mózgu w uczeniu się. Wydawnictwo PETRUS

 

Podejście multisensoryczne:

  1. Stein B.E. (2012) The New Handbook of Multisensory Processing, MIT Press.
  2. Chandrasekaran C. (2016). Computational principles and models of multisensory integration. Current opinion in neurobiology, 43, 25–34. doi:10.1016/j.conb.2016.11.002
  3. Rosenberg L. (May 2015). The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading, February 2015, Lisa Rosenberg”. hdl:2047/D20194142.
  4. Shams L., Seitz A.R. (2008), Benefits of multisensory learning, in Opinien-Trends in Cognitive Sciences, [accessed online on 30.04.2019] Benefits of multisensory learning, 2008, Opinion – Trends in Cognitive Sciences is a peer-reviewed reviews journal published by Cell Press. Vol.xxx No.x, Ladan Shams and Aaron R. Seitz” (PDF).