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student (under)achievement: perspectives, approaches, challenges
ment in basic skills – Draft literature review outline. Brussels: European
Commission.
European Commission (2001). European Report on the quality of school educa-
tion: Sixteen quality indicators. Luxembourg: Office for Official Publications
of the European Communities.
European Commission (2007). Commission Staff Working Document. Towards
more knowledge-based policy and practice in education and training. Re-
trieved from http://ec.europa.eu/dgs/education _culture/publ/pdf/
educ2010/sec1098_en.pdf.
Gagné, R. M. (1974). Essentials of learning instruction. Hinsdale, IL: The Dryden
Press.
Hanushek, E. A., and Woessmann, L. (2008). The Role of Cognitive Skills in Eco-
nomic Development. Journal of Economic Literature, 46 (3), 607–668.
Kodelja, Z. (2005). Lavalova kritika neoliberalne doktrine izobraževanja (pref-
ace). In C. Laval. Šola ni podjetje: neoliberalni napad na javno šolstvo (pp.
28 313–336). Ljubljana: Krtina.
Kodelja, Z., Marjanovič Umek, L., and Krek, J. (2006). Knjiga mene briga. C. Laval:
Šola ni podjetje. 5 October 2006. Retrieved from http://www.rtvslo.si/od-
prtikop/ knjiga_mene_briga/ christian-laval-sola-ni-podjetje/.
Lafontaine, D. (2004). From comprehension to literacy: Thirty years of reading
assessment. In J. H. Moskowitz and M. Stephens (eds.), Comparing learning
outcomes: international assessment and education policy (pp. 24–45). Lon-
don: Routledge Falmer.
Marentič Požarnik, B. (2000). Psihologija učenja in pouka. Ljubljana: DZS.
Marentič Požarnik, B. (2002). Nekatere kritične točke sistema izobraževanja v
Sloveniji, zlasti izobraževanja učiteljev. In K. Bergant and K. Musek Lešnik
(eds.), Šolska neuspešnost med otroki in mladostniki (pp. 48–53). Ljubljana:
Inštitut za psihologijo osebnosti v sodelovanju z založbo EDUCY.
Marsh, H. W. (1990). A multidimensional, hierarchical model of self-concept:
Theoretical and empirical justification. Educational Psychology Review, 2,
77–172.
Medveš, Z. (2004). Kompetence – razmislek o razvoju koncepta splošne izo-
brazbe. In Zbornik prispevkov mednarodnega posveta o splošni izobrazbi
(pp. 9–14). Ljubljana: Zavod RS za šolstvo.
Nye, B., Hedges, L. V., and Konstantopoulos, S. (2002). Do Low-Achieving Stu-
dents Benefit More from Small Classes? Evidence from the Tennessee Class
Size Experiment. Educational Evaluation and Policy Analysis, 24 (3), 201–217.
OECD (1998). Overcoming Failure at School. Paris: OECD.
student (under)achievement: perspectives, approaches, challenges
