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the Committee on developments in the science of learning for the sciences of science le-
arning: An interdisciplinary discussion. Department of Psychology, Carnegie Mellon
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Skinner, E. in Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of
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onal Psychology, 85, 571–581.
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demands of literacy in the workplace in the next millennium? Reading Research
Quarterly, 35 (3), 378–383.
Sticht, T. G. (Ur.). (1975). Reading for working: A functional literacy anthology. Alexan-
dria, VA.: Human Resources Research Organization.
Stiggins, R. J. (1982). An analysis of the dimensions of job-related reading. Reading Wor-
ld, 82, 237–247.
Sweets, R. in Meates, A. (2004). ICT and low achievers: What does PISA tell us? Buda-
pest: Hungarian Ministry of Education and OECD.
Štraus, M. (ur.) (2008). Program mednarodne primerjave dosežkov učencev PISA: zbornik
prispevkov o metodoloških vidikih raziskave PISA, 1. izd. Ljubljana: Pedagoški inšti-
tut.
The World Bank. (2007). World Bank database. Dostopno na spletni strani: http://dev-
data.worldbank.org/data-query/
Turner, R. (2011). Using mathematical competencies to predict item difficulty in PISA: A
MEG Study 2003-2009. Proceedings of the PISA Research Conference, Kiel 2011.
Vansteenkiste, M., Lens, W. in Deci, E. L. (2006). Intrinsic versus extrinsic goal con-
tents in Self-Determination Theory: Another look at the quality of academic motiva-
tion. Educational Psychologist, 41, 19–31.
Warschauer, M. (1999). Electronic literacies: Language culture and power in online educa-
tion. Mahwah, NJ: Lawrence Erlbaum Associates.
Werlich, E. (1976). A text grammar of English. Heidelberg: Quelle and Meyer.
186
language teaching. V M. Warschauer in R. Kem (ur.), Network-based language tea-
ching: Concepts and practice. (str. 171–185). New York: Cambridge University Press.
Simon, H. A. (1996). Observations on the sciences of science learning, paper prepared for
the Committee on developments in the science of learning for the sciences of science le-
arning: An interdisciplinary discussion. Department of Psychology, Carnegie Mellon
University.
Skinner, E. in Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of
teacher behavior and students engagement across the school year. Journal of Educati-
onal Psychology, 85, 571–581.
Smith, M. C., Mikulecky, L., Kibby, M. W. in Dreher, M. J. (2000). What will be the
demands of literacy in the workplace in the next millennium? Reading Research
Quarterly, 35 (3), 378–383.
Sticht, T. G. (Ur.). (1975). Reading for working: A functional literacy anthology. Alexan-
dria, VA.: Human Resources Research Organization.
Stiggins, R. J. (1982). An analysis of the dimensions of job-related reading. Reading Wor-
ld, 82, 237–247.
Sweets, R. in Meates, A. (2004). ICT and low achievers: What does PISA tell us? Buda-
pest: Hungarian Ministry of Education and OECD.
Štraus, M. (ur.) (2008). Program mednarodne primerjave dosežkov učencev PISA: zbornik
prispevkov o metodoloških vidikih raziskave PISA, 1. izd. Ljubljana: Pedagoški inšti-
tut.
The World Bank. (2007). World Bank database. Dostopno na spletni strani: http://dev-
data.worldbank.org/data-query/
Turner, R. (2011). Using mathematical competencies to predict item difficulty in PISA: A
MEG Study 2003-2009. Proceedings of the PISA Research Conference, Kiel 2011.
Vansteenkiste, M., Lens, W. in Deci, E. L. (2006). Intrinsic versus extrinsic goal con-
tents in Self-Determination Theory: Another look at the quality of academic motiva-
tion. Educational Psychologist, 41, 19–31.
Warschauer, M. (1999). Electronic literacies: Language culture and power in online educa-
tion. Mahwah, NJ: Lawrence Erlbaum Associates.
Werlich, E. (1976). A text grammar of English. Heidelberg: Quelle and Meyer.
186
