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Organizirana predšolska vzgoja v izzivih družbenih sprememb
Fogel, Robert W., Foreword. V: Judith L. Evans, Robert G. Meyers, El-
len Ilfeld, Robert W. Fogel, Early Childhood Counts. A Programming
Guide on Early Childhood Care for Development. World Bank Institu-
te, 2000.
Frase, Larry E., Streshly, William, Lack of accuracy, feedback, and com-
mitment in teacher evaluation. Journal of Personnel Evaluation and
Education 1 (1994), 47–57.
Fromm, Erich, Zdrava družba. DZS, Ljubljana 1970.
Fogarty, Robin, Architects of the Intellect. Educational Leadership 57/3,
76–79.
Fröhlich-Gildhoff, Klaus, Promotion of life skills, mental health and resi-
lience in early childhood institutions – Presentation of national situati-
on in Germany. International workshop, Frankfurt 1999 (March 19th,
20th).
Fullan, Michael, The new meaning of educational change. Teachers College
Press, New York 1991.
Fullan, M., Turning systemic thinking on its head. Phi Delta Kappan 77
(1996), 420–423.
Fullan, M., Leading in a Culture of Change. NSDC Annual Conference, Bo-
ston (uvodni referat). Boston 2002.
Gaber, Slavko, Beli knjigi na pot. V: Bela knjiga o vzgoji in izobraževanju
v Republiki Sloveniji. Ministrstvo za šolstvo in šport, Ljubljana 1995.
Gandini, Lella, The Reggio Emilia story: History and organization. V:
First steps towards teaching the Reggio way. Ur. J. Hendrick. Merrill
Prentice Hall, Upper Saddle River, NJ 1997, 1–13.
Gardner, Howard E., Frames of mind: The theory of multiple intelligence.
Basic Books, New York 1983.
Gardner, H. E., Developing the spectrum of human intelligence. Harvard
Educational Review 57/2 (1987), 187–193.
Gardner, H.E., The unschooled mind. Basic Books, New York 1991.
Glasser, William, The quality school: Managing students without Coercion.
Harper Collins, New York 1990.
Glickman, Carl D., Supervision in Transition. Association for Supervision
and Curriculum Development, 1992.
Goleman, Daniel, Emotional intelligence. Bantam, New York 1995.
Fogel, Robert W., Foreword. V: Judith L. Evans, Robert G. Meyers, El-
len Ilfeld, Robert W. Fogel, Early Childhood Counts. A Programming
Guide on Early Childhood Care for Development. World Bank Institu-
te, 2000.
Frase, Larry E., Streshly, William, Lack of accuracy, feedback, and com-
mitment in teacher evaluation. Journal of Personnel Evaluation and
Education 1 (1994), 47–57.
Fromm, Erich, Zdrava družba. DZS, Ljubljana 1970.
Fogarty, Robin, Architects of the Intellect. Educational Leadership 57/3,
76–79.
Fröhlich-Gildhoff, Klaus, Promotion of life skills, mental health and resi-
lience in early childhood institutions – Presentation of national situati-
on in Germany. International workshop, Frankfurt 1999 (March 19th,
20th).
Fullan, Michael, The new meaning of educational change. Teachers College
Press, New York 1991.
Fullan, M., Turning systemic thinking on its head. Phi Delta Kappan 77
(1996), 420–423.
Fullan, M., Leading in a Culture of Change. NSDC Annual Conference, Bo-
ston (uvodni referat). Boston 2002.
Gaber, Slavko, Beli knjigi na pot. V: Bela knjiga o vzgoji in izobraževanju
v Republiki Sloveniji. Ministrstvo za šolstvo in šport, Ljubljana 1995.
Gandini, Lella, The Reggio Emilia story: History and organization. V:
First steps towards teaching the Reggio way. Ur. J. Hendrick. Merrill
Prentice Hall, Upper Saddle River, NJ 1997, 1–13.
Gardner, Howard E., Frames of mind: The theory of multiple intelligence.
Basic Books, New York 1983.
Gardner, H. E., Developing the spectrum of human intelligence. Harvard
Educational Review 57/2 (1987), 187–193.
Gardner, H.E., The unschooled mind. Basic Books, New York 1991.
Glasser, William, The quality school: Managing students without Coercion.
Harper Collins, New York 1990.
Glickman, Carl D., Supervision in Transition. Association for Supervision
and Curriculum Development, 1992.
Goleman, Daniel, Emotional intelligence. Bantam, New York 1995.
