Actitudes de los profesores de Bachillerato adscritos a la Universidad de Alcalá y a la Universidad Pública de Navarra ante la preparación y efecto de la Prueba de Acceso a la Universidad

Referencias bibliográficas

• ALDERSON, J. C.& WALL, D. (1993). Does Washback Exist? Applied Linguistics, 14 (2), 115-129.
• AMENGUAL PIZARRO, M. (2009). Does the English Test in the Spanish University Entrance Examination Influence the Teaching of English? English Studies, 90 (5), 582-598.
• BACHMAN, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
• BACHMAN, L. F. (2002): Some Reflections on Task-based Language Performance Assessment. Language Testing, 19 (4), 453-476.
• BACHMAN, L. F. (2005): Building and Supporting a Case for Test Use. Language Assessment Quarterly, 2 (1), 1-34.
• BOVAIRD,J. A.& KOZIOL,N. A.(2011).High-stakes Education Research:Enhanced Scrutiny of the Education System and its Consequences. En J. A. BOVAIRD, K. F. GEISINGER, C. W. BUCKENDAHL, J. A. BOVAIRD, K. F. GEISINGER & C. W. BUCKENDAHL (Eds.), Highstakes Testing in Education: Science and Practice in K–12 Settings (pp. 211-228). Washington, DC: APA Books.
• BOXER, D. & PICKERING L. (1995). Problems in the Presentation of Speech Acts in ELT Materials: the Case of Complaints. ELT Journal, 49 (1), 44-58.
• CARR, N.T. (2011). Designing and Analyzing Language Tests. Oxford: Oxford University Press.
• DAVIES, A., BROWN, A., ELDER, C., HILL, K., LUMLEY, T. & MCNAMARA, T. (1999). Dictionary of Language Testing, Studies in Language Testing, Vol. 7. Cambridge: UCLES/Cambridge University Press.
• DÖRNYEI, Z. (2001). Teaching and Researching Motivation. London: Longman.
• FERRIS, D. (1998). Students’ Views of Academic Aural/Oral Skills: a Comparative Needs Analysis. TESOL Quarterly, 32 (2), 289-315.
• FULCHER, G. (1996).Testing Tasks: Issues in Task Design and the Group Oral. Language Testing, 13 (1), 23-51.
• FULCHER, G. (2010). Practical Language Testing. London: Hodder Education.
• GARCÍA LABORDA, J. (2002) ¿Cómo queremos que nos enseñen inglés? La variable ac- titudinal en la enseñanza y aprendizaje de inglés.Albacete: Liberlibro.
• GARCÍA LABORDA, J. (2010). ¿Necesitan las universidades españolas una prueba de acceso informatizada? El caso de la definición del constructo y la previsión del efecto en la enseñanza para idiomas extranjeros. Revista de orientación y Psicopeda- gogía, 21 (1), 71-80.
• GARCÍA LABORDA, J. (2011): Revisiting Materials for Teaching Languages for Specific Purposes. 3L The Southeast Asian Journal of English Language Studies, 17 (1), 102-112.
• GARCÍA LABORDA, J. Y FERNÁNDEZ ÁLVAREZ, M. (2010). Las variables sexo, edad y lugar de trabajo en las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase de inglés de segundo de Bachillerato. Porta Linguarum, 14, 91-103.
• GARCÍA LABORDA, J. & LITZLER, M. F. (2011). Constraints in Teacher Training for Computer Assisted Language Testing Implementation. International Education Studies Journal, 4 (2), 13-17.
• GARCÍA LABORDA, J., MAGAL ROYO, T., DA ROCHA SIQUEIRA, J. M. & FERNÁNDEZ ÁLVAREZ, M. (2010). Ergonomics Factors in English as a Foreign Language Testing: the Case of PLEVALEX. Computers & Education, 54 (2), 384-391.
• GARDNER, R. C. (1982). Language Attitudes and Language Learning. En E. BOUDHARD RYAN & H. GILES, Attitudes Towards Language Variation (pp. 132-147). Londres: Edward Arnold.
• GARDNER, R. C. (1985). Social Psychology and Second Language Learning: the Role of Attitudes and Motivation. Londres: Edward Arnold.
• HAYES, D. (2010). Language Learning, Teaching and Educational Reform in Rural Thailand: an English Teacher’s Perspective. Asia Pacific Journal of Education, 30 (3), 305-319.
• HIRAI,A. & KOIZUMI, R. (2009). Development of a Practical Speaking Test with a Positive Impact on Learning Using a Story Retelling Technique. Language Assessment Quarterly, 6 (2), 151-167.
• HORVATH,A. & GREENBERG, L. (1989). Development and Validation of the Working Alliance Inventory. Journal of Counseling Psychology, 36 (2), 223-233.
• HORWITZ, E. K. (1985). Using Student Beliefs about Language Learning and Teaching in the Foreign Language Methods Course. Foreign Language Annals, 18 (4), 333-340.
• HOWARD, D. (1990). The Influence of Verbal Responses to Common Greetings on Compliance Behavior: the Foot-In-The-Mouth Effect. Journal of Applied Social Psychology, 20, 1185-1196.
• HUGHES, A. (2003). Testing for Language Teachers. Cambridge: Cambridge University Press.
• KERN, R. G. (1995). Students’ and Teachers’ Beliefs about Language Learning. Foreign Language Annals, 28 (1), 71-92.
• KOPRIVA, R., GABEL, D. & BAUMAN, J. (2009). Building Comparable Computer-based Science Items for English Learners: Results and Insights from the ONPAR project. National Conference on Student Assessment (NCSA), Los Angeles, CA.
• KRAMER, C. (1956). Extension of Multiple Range Tests to Group Means with Unequal Numbers of replications. Biometrics, 12, 307-310.
• LUOMI, S. (2003). Assessing Speaking. Cambridge: CUP.
• MESSICK, S. (1996). Validity and Washback in Language Testing. Language Testing, 13 (3), 241-256.
• RAVITZ, J. (2010). Beyond Changing Culture in Small High Schools: Reform Models and Changing Instruction with Project-based Learning. Peabody Journal of Education, 85 (3), 290-312.
• SMITH, J. M. & KOVACS, P. E. (2011).The Impact of Standards-based Reform on Teachers: The Case of ‘no child left behind’. Teachers and Teaching: Theory and Practice, 17 (2), 201-225.
• TAYLOR, L. (2005) Washback and impact. ELT Journal, 59 (2), 54–155.
• TUKEY, J.W. (1953).The Problem of Multiple Comparisons. Unpublished Manuscript. En The Collected Works of John W. Tukey VIII. Multiple Comparisons: 1948-1983 (pp. 1-300). New York: Chapman and Hall.
• VAN TASSEL-BASKA, J. (2011). An Introduction to the Integrated Curriculum Model. En VAN TASSEL-BASKA, J. & LITTLE, C. A. (Eds.), Content-based Curriculum for Highability Learners (pp. 9-32). Waco, TX: Prufrock Press.
• WALL, D. (2005). The Impact of High-stakes Examinations on Classroom Teaching: a Case Study Using Insights from Testing and Innovation Theory. New York: Cambridge University Press.