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how to select for, measure, and improve emotional intelligence in individuals,
groups, and organizations, 1st ed., San Francisco: Jossey-Bass.
Clark, C. M., and Petersen, P. L. (1986). Teachers’ Thought Processes. In M. C.
Wittrock (ed.), Handbook of Research on Teaching (pp. 255–196). New York:
Macmillan Publishing.
Creemers, B. P. M., and Kyriakides, L. (2013). Dinamični model učinkovitosti izo-
braževanja: o oblikovanju politike, teorije in prakse v sodobnih šolah. Ljublja-
na: Državni izpitni center.
Cugmas, Z. (1995). Vloga učiteljevih ocen in pričakovanj pri oblikovanju
otrokove dejanske in zaželene šolske uspešnosti. Mednarodni simpozij Ra-
ziskovalni dosežki v vzgoji in izobraževanju (zbornik referatov) (pp. 128–134).
Maribor: Pedagoška fakulteta.
European Commission (2011). Commission staff working document Progress to-
wards the common European objectives in Education and Training. Indicators
and Benchmarks 2010/2011. Brussels: European Commission.
Gagné, R. M. (1974). Essentials of learning instruction. Hinsdale, IL: The Dryden
Press.
Gettinger, M., and Stoiber, K. (2009). Effective Teaching and Effective Schools.
In T. B. Gutkin and C. R. Reynolds (eds.), The handbook of School Psychology
(4th edition), pp. 769–790. San Francisco: Wiley.
Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of
schools and student achievement. Journal of Educational Psychology, 93(3),
467–476.
Gomboc, S. (2011). Samouresničujoča se prerokba: pojav in implikacije. Psi-
hološka obzorja, 20(2), 83–105.
Javornik Krečič, M. (2004). Obravnava nove učne vsebine z vidika izsledkov em-
pirične raziskave. Pedagoška obzorja, 19(1), 53−63.
Javornik Krečič, M. (2008). Pomen učiteljevega profesionalnega razvoja za pouk.
Ljubljana: I2.
Ivanuš Grmek, M., Javornik Krečič, M., Vršnik Perše, T., Rutar Leban, T., Kobal
Grum, D., and Novak, B. (2007). Gimnazija na razpotju. Ljubljana: Pedagoški
inštitut.
Kember, D. (1997). A Reconceptualization of the Research into University Ac-
ademics’ Conceptions of Teaching. Learning and Instruction, 7(3), 255–275.
Kock, H., Gill, H., and Ellström, P. E. (2008). »Why do small enterprises partic-
ipate in a programme for competence development?«, Journal of Work-
place Learning, 20 (3), 181–194.
contextualising teaching (in)effectiveness and student (under)achievement
how to select for, measure, and improve emotional intelligence in individuals,
groups, and organizations, 1st ed., San Francisco: Jossey-Bass.
Clark, C. M., and Petersen, P. L. (1986). Teachers’ Thought Processes. In M. C.
Wittrock (ed.), Handbook of Research on Teaching (pp. 255–196). New York:
Macmillan Publishing.
Creemers, B. P. M., and Kyriakides, L. (2013). Dinamični model učinkovitosti izo-
braževanja: o oblikovanju politike, teorije in prakse v sodobnih šolah. Ljublja-
na: Državni izpitni center.
Cugmas, Z. (1995). Vloga učiteljevih ocen in pričakovanj pri oblikovanju
otrokove dejanske in zaželene šolske uspešnosti. Mednarodni simpozij Ra-
ziskovalni dosežki v vzgoji in izobraževanju (zbornik referatov) (pp. 128–134).
Maribor: Pedagoška fakulteta.
European Commission (2011). Commission staff working document Progress to-
wards the common European objectives in Education and Training. Indicators
and Benchmarks 2010/2011. Brussels: European Commission.
Gagné, R. M. (1974). Essentials of learning instruction. Hinsdale, IL: The Dryden
Press.
Gettinger, M., and Stoiber, K. (2009). Effective Teaching and Effective Schools.
In T. B. Gutkin and C. R. Reynolds (eds.), The handbook of School Psychology
(4th edition), pp. 769–790. San Francisco: Wiley.
Goddard, R. D. (2001). Collective efficacy: A neglected construct in the study of
schools and student achievement. Journal of Educational Psychology, 93(3),
467–476.
Gomboc, S. (2011). Samouresničujoča se prerokba: pojav in implikacije. Psi-
hološka obzorja, 20(2), 83–105.
Javornik Krečič, M. (2004). Obravnava nove učne vsebine z vidika izsledkov em-
pirične raziskave. Pedagoška obzorja, 19(1), 53−63.
Javornik Krečič, M. (2008). Pomen učiteljevega profesionalnega razvoja za pouk.
Ljubljana: I2.
Ivanuš Grmek, M., Javornik Krečič, M., Vršnik Perše, T., Rutar Leban, T., Kobal
Grum, D., and Novak, B. (2007). Gimnazija na razpotju. Ljubljana: Pedagoški
inštitut.
Kember, D. (1997). A Reconceptualization of the Research into University Ac-
ademics’ Conceptions of Teaching. Learning and Instruction, 7(3), 255–275.
Kock, H., Gill, H., and Ellström, P. E. (2008). »Why do small enterprises partic-
ipate in a programme for competence development?«, Journal of Work-
place Learning, 20 (3), 181–194.
contextualising teaching (in)effectiveness and student (under)achievement
