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References
Assor, A., Kaplan, H., and Roth, G. (2002). Choice is good, but relevance is ex-
cellent: Autonomy-enhancing and suppressing teacher behaviors predict-
ing students’engagement in schoolwork. British Journal of Educational Psy-
chology, 72, 261–278.
Brown, A. L., Bransford, J. D., Ferrara, R. A., and Campione, J. C. (eds.). (1983).
Learning, remembering, and understanding (Vol. III). New York: Wiley.
Campbell, J. R., Voelkl, K. E., and Donahue, P. L. (1997). NAEP 1996 trends in aca-
demic progress. Washington DC: U.S. Department of Education.
Cotič, M., Medved Udovič, V., and Starc, S. (eds.). (2011). Razvijanje različnih pi-
smenosti. Koper: Univerzitetna založba Annales.
European Commission (2001). European Report on the quality of school educa-
tion: Sixteen quality indicators. Luxembourg: Office for Official Publications
of the European Communities.
Flavell, J. H., and Wellman, H. M. (eds.). (1977). Metamemory. Hillsdale, NJ:
104 Erlbaum.
Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century.
New York Farrar, Straus and Giroux.
Flowerday, T., and Schraw, G. (2000). Teacher beliefs about instructional choice:
A phenomenological study. Journal of Educational Psychology, 92, 634–645.
Guthrie, J. T., and Wigfield, A. (2000). Engagement and motivation in reading.
In M. L. Kamil and P. B. Mosenthal (eds.), Handbook of reading research (Vol.
3, pp. 403–422). Mahwah, NJ: Erlbaum.
Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., and
Barbosa, P. (2006). Influences of stimulating tasks on reading motivation
and comprehension. Journal of Educational Research, 99, 232–245.
Halpern, D. F. (1989). Thought and knowledge: An introduction to critical thinking.
Hillsdale, NJ.: Lawrence Erlbaum Associates.
International Telecommunications Union (2007). ICT statistics database. Re-
trieved from http://www.itu.int/ITU-D/icteye/Indicators/Indicators.aspx#.
Lubšina Novak, M. (2010). Modeli za razvijanje in izboljšanje ravni bralne in os-
talih vrst pismenosti s pomočjo IKT za otroke in mladostnike. Retrieved from
http://www.zrss.si/bralnapismenost/files/BP_ucni_jezik_clanek_Lubsina-
Novak.pdf.
McKenna, M., Kear, D. J., and Ellsworth, R. A. (1995). Children’s attitudes toward
reading: A national survey. Reading Research Quarterly, 30(4), 934–956.
OECD (2001). Knowledge and skills for life: First results from the OECD Programme
for International Student Assessment (PISA) 2000. Paris: OECD.
student (under)achievement: perspectives, approaches, challenges
Assor, A., Kaplan, H., and Roth, G. (2002). Choice is good, but relevance is ex-
cellent: Autonomy-enhancing and suppressing teacher behaviors predict-
ing students’engagement in schoolwork. British Journal of Educational Psy-
chology, 72, 261–278.
Brown, A. L., Bransford, J. D., Ferrara, R. A., and Campione, J. C. (eds.). (1983).
Learning, remembering, and understanding (Vol. III). New York: Wiley.
Campbell, J. R., Voelkl, K. E., and Donahue, P. L. (1997). NAEP 1996 trends in aca-
demic progress. Washington DC: U.S. Department of Education.
Cotič, M., Medved Udovič, V., and Starc, S. (eds.). (2011). Razvijanje različnih pi-
smenosti. Koper: Univerzitetna založba Annales.
European Commission (2001). European Report on the quality of school educa-
tion: Sixteen quality indicators. Luxembourg: Office for Official Publications
of the European Communities.
Flavell, J. H., and Wellman, H. M. (eds.). (1977). Metamemory. Hillsdale, NJ:
104 Erlbaum.
Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century.
New York Farrar, Straus and Giroux.
Flowerday, T., and Schraw, G. (2000). Teacher beliefs about instructional choice:
A phenomenological study. Journal of Educational Psychology, 92, 634–645.
Guthrie, J. T., and Wigfield, A. (2000). Engagement and motivation in reading.
In M. L. Kamil and P. B. Mosenthal (eds.), Handbook of reading research (Vol.
3, pp. 403–422). Mahwah, NJ: Erlbaum.
Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., and
Barbosa, P. (2006). Influences of stimulating tasks on reading motivation
and comprehension. Journal of Educational Research, 99, 232–245.
Halpern, D. F. (1989). Thought and knowledge: An introduction to critical thinking.
Hillsdale, NJ.: Lawrence Erlbaum Associates.
International Telecommunications Union (2007). ICT statistics database. Re-
trieved from http://www.itu.int/ITU-D/icteye/Indicators/Indicators.aspx#.
Lubšina Novak, M. (2010). Modeli za razvijanje in izboljšanje ravni bralne in os-
talih vrst pismenosti s pomočjo IKT za otroke in mladostnike. Retrieved from
http://www.zrss.si/bralnapismenost/files/BP_ucni_jezik_clanek_Lubsina-
Novak.pdf.
McKenna, M., Kear, D. J., and Ellsworth, R. A. (1995). Children’s attitudes toward
reading: A national survey. Reading Research Quarterly, 30(4), 934–956.
OECD (2001). Knowledge and skills for life: First results from the OECD Programme
for International Student Assessment (PISA) 2000. Paris: OECD.
student (under)achievement: perspectives, approaches, challenges
