el Modelo de Responsabilidad Personal y Social (MRPS)

7. Referencias bibliográficas Ball, S. J. (2012). Global education inc.: New policy networks and the neo-liberal imaginary. Routledge. Ball, S. J. (2016). Neoliberal education? Confronting the slouching beast. Policy Futures in Education, 14 (8), 1046-1059. https://doi.org/10.1177/1478210316664259 Baker, K., Scanlon, D., Tannehill, D., y Coulter, M. (2023). Teaching social justice through TPSR: Where do I start? Journal of Physical Education, Recreation & Dance , 94 (2), 11–18. https://doi.org/10.1080/073 03084.2022.2146611 Barker, D. M., Quennerstedt, M., y Annerstedt, C. (2021). Learning responsibility in health and physical education: The role of teachers and teaching. Physical Education and Sport Pedagogy, 26 (3), 224 236. https://doi.org/10.1080/17408989.2020.1823963 Barros, S., y Ferreira, M. (2016). Educação pré-escolar: Perspetivas e práticas. Fundação Francisco Manuel dos Santos. Camiré, M. (2022). The two continua model for life skills teaching. Sport, Education and Society , 28 (8), 915–928. https://doi.org/10.1080/13573322.2022.2073438 Camiré, M., Newman, T. J., Bean, C., y Strachan, L. (2021). Reimagining positive youth development and life skills in sport through a social justice lens. Journal of Applied Sport Psychology , 34 (6), 1058– 1076. https://doi.org/10.1080/10413200.2021.1958954 Clements, D. H., y Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3 rd ed.). National Association for the Education of Young Children (NAEYC). Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17 (1), 57-89. https://doi.org/10.1207/ s15566935eed1701_4 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., y Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development , 82 (1), 405–432. https://doi.org/10.1111/j.1467 8624.2010.01564.x Edwards, S. (2013). Digital play in the early years: a contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal , 21 (2), 199–212. https://doi.org/10.1080/135029 3X.2013.789190 Ennis, C. D. (1999). Creating a culturally relevant curriculum for disengaged girls. Sport, Education and Society, 4 (1), 31-49. https://doi.org/10.1080/1357332990040103