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dard, R. D. (2001). Collective efficacy: A neglected construct in the study of schools
and student achievement. Journal of Educational Psychology, 93 (3), 467–476.
Goodman, J. (1988). Constructing practical philosophy of teaching: a study of preservice
teachers' professional perspectices. Teaching & Teacher Education, vol. 4, 2, 121-137.
Gow, L., & Kember, D. (1993). Conception of teaching and their relationship to student
learning. British Journal of Educational Psychology, 63, 20−33.
Gow, L., & Kember, D. (1994). Orientations to Teaching and Their Effect on the Quali-
ty of Student Learning. Journal of Higer Education, 65 (1), 58−74.
Hargreaves, D. H., & Fullan, M. (1992). Understanding Teacher Development. New
York: Cassell, Teacher College Press.
Hargreaves, A. (1992). Cultures of teaching: a focus for change. V: Hargreaves, A. in Ful-
lan, M. G. (ur.), Understanding teacher development (str. 216–240). New York: Tea-
chers College Press, Columbia University.
Hargreaves, D. H., & Fullan, M. (2012). Professional capital : transforming teaching in
every school. New York, London: Teachers College Press.
Harkness, S., & Super, C. M. (1996). Introduction. V: S. Harkness, & Super, C. M.
(ured.). Parent's cultural belief systems: the origins, expressions and consequences, str.
1–27. New York: Guilford Press.
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achie-
vement. London: Routledge /Taylor and Francis.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beli-
efs about knowledge and knowing and their relation to learning. Review of Educatio-
nal Research, 67(1), 88-140.
Huber, G. L., & Roth, J. H. W. (1999). Finden oder Suchen? Lehren oder Lehren in Zeiten
der Ungewissheit. Schwangau: Ingeborg Huber.
Huber, G. L., & Roth, J. H. W. (2003). Active learning form passive teachers? V: Smit, B.
H. J. (ed.) New Directions in Teachers’ Working and Learning Environment: Proce-
edings of the 11th Biennial Conference of the International Study Association on Te-
achers and Teaching, ISATT, Leiden, Netherlands.
Rutar Ilc, Zora (2005): Učnociljni in procesni pristop – izhodišče za didaktično preno-
vo gimnazij. Rupnik Vec, Tanja (ur): Spodbujanje aktivne vloge učenca v razredu. Lju-
bljana: Zavod republike Slovenije za šolstvo.
Ivanuš Grmek, M., & Javornik Krečič, M. (2004a). Impact of external examination.
Educational Studies (30) 3, 319–329.
184
and student achievement. Journal of Educational Psychology, 93 (3), 467–476.
Goodman, J. (1988). Constructing practical philosophy of teaching: a study of preservice
teachers' professional perspectices. Teaching & Teacher Education, vol. 4, 2, 121-137.
Gow, L., & Kember, D. (1993). Conception of teaching and their relationship to student
learning. British Journal of Educational Psychology, 63, 20−33.
Gow, L., & Kember, D. (1994). Orientations to Teaching and Their Effect on the Quali-
ty of Student Learning. Journal of Higer Education, 65 (1), 58−74.
Hargreaves, D. H., & Fullan, M. (1992). Understanding Teacher Development. New
York: Cassell, Teacher College Press.
Hargreaves, A. (1992). Cultures of teaching: a focus for change. V: Hargreaves, A. in Ful-
lan, M. G. (ur.), Understanding teacher development (str. 216–240). New York: Tea-
chers College Press, Columbia University.
Hargreaves, D. H., & Fullan, M. (2012). Professional capital : transforming teaching in
every school. New York, London: Teachers College Press.
Harkness, S., & Super, C. M. (1996). Introduction. V: S. Harkness, & Super, C. M.
(ured.). Parent's cultural belief systems: the origins, expressions and consequences, str.
1–27. New York: Guilford Press.
Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achie-
vement. London: Routledge /Taylor and Francis.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beli-
efs about knowledge and knowing and their relation to learning. Review of Educatio-
nal Research, 67(1), 88-140.
Huber, G. L., & Roth, J. H. W. (1999). Finden oder Suchen? Lehren oder Lehren in Zeiten
der Ungewissheit. Schwangau: Ingeborg Huber.
Huber, G. L., & Roth, J. H. W. (2003). Active learning form passive teachers? V: Smit, B.
H. J. (ed.) New Directions in Teachers’ Working and Learning Environment: Proce-
edings of the 11th Biennial Conference of the International Study Association on Te-
achers and Teaching, ISATT, Leiden, Netherlands.
Rutar Ilc, Zora (2005): Učnociljni in procesni pristop – izhodišče za didaktično preno-
vo gimnazij. Rupnik Vec, Tanja (ur): Spodbujanje aktivne vloge učenca v razredu. Lju-
bljana: Zavod republike Slovenije za šolstvo.
Ivanuš Grmek, M., & Javornik Krečič, M. (2004a). Impact of external examination.
Educational Studies (30) 3, 319–329.
184
