Lee más sobre el artículo Sleeter, C. E., & Montecinos, C. (1999). Forging partnerships for multicultural education. In S. Mayo (Ed.) Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 113-137). London, Great Britain: Falmer Press.

Sleeter, C. E., & Montecinos, C. (1999). Forging partnerships for multicultural education. In S. Mayo (Ed.) Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 113-137). London, Great Britain: Falmer Press.

Sleeter, C. E., & Montecinos, C. (1999). Forging partnerships for multicultural education. In S. Mayo (Ed.) Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 113-137). London, Great Britain: Falmer Press.

Continuar leyendoSleeter, C. E., & Montecinos, C. (1999). Forging partnerships for multicultural education. In S. Mayo (Ed.) Critical multiculturalism: Rethinking multicultural and antiracist education (pp. 113-137). London, Great Britain: Falmer Press.
Lee más sobre el artículo Sleeter, C. E. & Montecinos, C. (1998). The partnership way for multicultural comunity-based education. In R. Eisler & D. Loye (ed.). The partnership way: New tools for living and learning. (pp. 122- 127). Brandon, VT: Holistic Education Press.

Sleeter, C. E. & Montecinos, C. (1998). The partnership way for multicultural comunity-based education. In R. Eisler & D. Loye (ed.). The partnership way: New tools for living and learning. (pp. 122- 127). Brandon, VT: Holistic Education Press.

Sleeter, C. E. & Montecinos, C. (1998). The partnership way for multicultural comunity-based education. In R. Eisler & D. Loye (ed.). The partnership way: New tools for living and learning.…

Continuar leyendoSleeter, C. E. & Montecinos, C. (1998). The partnership way for multicultural comunity-based education. In R. Eisler & D. Loye (ed.). The partnership way: New tools for living and learning. (pp. 122- 127). Brandon, VT: Holistic Education Press.
Lee más sobre el artículo Montecinos, C. (1997). Alternative conceptions of a structure for interconnectedness. En D. Else (Ed.) Historical development and advancement of cultural diversity in the Cedar Falls/Waterloo Metropolitan area: An Iowa sesquicentennial university/community seminar. (Monograph Series, Vol VII, No 1, pp 107-110). Cedar Falls, IA: University of Northern Iowa, Institute for Educational Leadership.

Montecinos, C. (1997). Alternative conceptions of a structure for interconnectedness. En D. Else (Ed.) Historical development and advancement of cultural diversity in the Cedar Falls/Waterloo Metropolitan area: An Iowa sesquicentennial university/community seminar. (Monograph Series, Vol VII, No 1, pp 107-110). Cedar Falls, IA: University of Northern Iowa, Institute for Educational Leadership.

Montecinos, C. (1997). Alternative conceptions of a structure for interconnectedness. En D. Else (Ed.) Historical development and advancement of cultural diversity in the Cedar Falls/Waterloo Metropolitan area: An Iowa sesquicentennial…

Continuar leyendoMontecinos, C. (1997). Alternative conceptions of a structure for interconnectedness. En D. Else (Ed.) Historical development and advancement of cultural diversity in the Cedar Falls/Waterloo Metropolitan area: An Iowa sesquicentennial university/community seminar. (Monograph Series, Vol VII, No 1, pp 107-110). Cedar Falls, IA: University of Northern Iowa, Institute for Educational Leadership.
Lee más sobre el artículo Montecinos, C. & Tidwell, D. (1996). Teachers’ choices for infusing multicultural content: Assimilating multicultural practices into schemata for instruction in the content area. En F. Rios (Ed.), Teacher thinking in cultural contexts (pp. 129-148). Albany: SUNY Press.

Montecinos, C. & Tidwell, D. (1996). Teachers’ choices for infusing multicultural content: Assimilating multicultural practices into schemata for instruction in the content area. En F. Rios (Ed.), Teacher thinking in cultural contexts (pp. 129-148). Albany: SUNY Press.

Montecinos, C. & Tidwell, D. (1996). Teachers’ choices for infusing multicultural content: Assimilating multicultural practices into schemata for instruction in the content area. En F. Rios (Ed.), Teacher thinking in…

Continuar leyendoMontecinos, C. & Tidwell, D. (1996). Teachers’ choices for infusing multicultural content: Assimilating multicultural practices into schemata for instruction in the content area. En F. Rios (Ed.), Teacher thinking in cultural contexts (pp. 129-148). Albany: SUNY Press.
Lee más sobre el artículo Montecinos, C. (1995). Multicultural education for a culturally diverse teaching force. In R. Martin (Ed.), Practicing what we teach: Confronting diversity in teacher education (pp. 97-116). Albany: SUNY Press.

Montecinos, C. (1995). Multicultural education for a culturally diverse teaching force. In R. Martin (Ed.), Practicing what we teach: Confronting diversity in teacher education (pp. 97-116). Albany: SUNY Press.

Montecinos, C. (1995). Multicultural education for a culturally diverse teaching force. In R. Martin (Ed.), Practicing what we teach: Confronting diversity in teacher education (pp. 97-116). Albany: SUNY Press.

Continuar leyendoMontecinos, C. (1995). Multicultural education for a culturally diverse teaching force. In R. Martin (Ed.), Practicing what we teach: Confronting diversity in teacher education (pp. 97-116). Albany: SUNY Press.
Lee más sobre el artículo Montecinos, C. (1995). Culture as an ongoing dialogue: Implications for multicultural teacher education. En C. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 291-308). Albany: SUNY Press.

Montecinos, C. (1995). Culture as an ongoing dialogue: Implications for multicultural teacher education. En C. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 291-308). Albany: SUNY Press.

Montecinos, C. (1995). Culture as an ongoing dialogue: Implications for multicultural teacher education. En C. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp.…

Continuar leyendoMontecinos, C. (1995). Culture as an ongoing dialogue: Implications for multicultural teacher education. En C. Sleeter & P. McLaren (Eds.), Multicultural education, critical pedagogy, and the politics of difference (pp. 291-308). Albany: SUNY Press.
Lee más sobre el artículo Quaas, C. (1994). Un enfoque para la evaluación de planes y programas de asignatura en una institución de educación superior. En 7º Jornadas Nacionales de Evaluación en la Educación Superior (pp. 33-43). EUV.

Quaas, C. (1994). Un enfoque para la evaluación de planes y programas de asignatura en una institución de educación superior. En 7º Jornadas Nacionales de Evaluación en la Educación Superior (pp. 33-43). EUV.

Quaas, C. (1994). Un enfoque para la evaluación de planes y programas de asignatura en una institución de educación superior. En 7º Jornadas Nacionales de Evaluación en la Educación Superior…

Continuar leyendoQuaas, C. (1994). Un enfoque para la evaluación de planes y programas de asignatura en una institución de educación superior. En 7º Jornadas Nacionales de Evaluación en la Educación Superior (pp. 33-43). EUV.
Lee más sobre el artículo Montecinos, C. (1994). Characterizing ethnic groups in the curriculum. Insights on Diversity (p. 11). Bloomington, IN: Kappa Delta Pi.

Montecinos, C. (1994). Characterizing ethnic groups in the curriculum. Insights on Diversity (p. 11). Bloomington, IN: Kappa Delta Pi.

Montecinos, C. (1994). Characterizing ethnic groups in the curriculum. Insights on Diversity (p. 11). Bloomington, IN: Kappa Delta Pi.

Continuar leyendoMontecinos, C. (1994). Characterizing ethnic groups in the curriculum. Insights on Diversity (p. 11). Bloomington, IN: Kappa Delta Pi.
Lee más sobre el artículo Quaas, C. (1991). Técnicas de análisis de pruebas referidas a logros. En La Evaluación en un Modelo de Logro (1ª edición, pp. 79-89). Valparaíso: Pontificia Universidad Católica de Valparaíso.

Quaas, C. (1991). Técnicas de análisis de pruebas referidas a logros. En La Evaluación en un Modelo de Logro (1ª edición, pp. 79-89). Valparaíso: Pontificia Universidad Católica de Valparaíso.

Quaas, C. (1991). Técnicas de análisis de pruebas referidas a logros. En La Evaluación en un Modelo de Logro (1ª edición, pp. 79-89). Valparaíso: Pontificia Universidad Católica de Valparaíso.

Continuar leyendoQuaas, C. (1991). Técnicas de análisis de pruebas referidas a logros. En La Evaluación en un Modelo de Logro (1ª edición, pp. 79-89). Valparaíso: Pontificia Universidad Católica de Valparaíso.