Page 218 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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ear ly school leaving: contempor ary european perspectives
Malecki, C. K., & Demaray, M. K. (2002). Measuring perceived social sup-
port: Development of the child and adolescent social support scale
(CASSS). Psychology in the Schools, 39(1), 1–18.
McMillan, J., & Marks, G. N. (2003). School leavers in Australia: Profiles and
pathways (No. 31). Camberwell: The Australian Council for Educational
Research.
Mccombs, B. L. & Whisler, J. S. (1997). The Learner-centered Classroom and
School. San Francisco: Jossey-Bass Publishers.
Moos, R. (1978). A typology of junior high and high school classrooms.
American Educational Research Journal, 15, 53–66.
Murray, C., & Malmgren, K. (2005). Implementing a teacher–student rela-
tionship program in a high-poverty urban school: Effects on social, emo-
tional, and academic adjustment and lessons learned. Journal of School
Psychology, 43(2), 137–152.
Newcomb, M. D., Abbott, R. D., Catalano, R. F., Hawkins, J. D., Battin-
Pearson, S., & Hill, K. (2002). Mediational and deviance theories of late
high school failure: Process roles of structural strains, academic compe-
tence, and general versus specific problem behavior. Journal of Counseling
Psychology, 49(2), 172.
Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2005). How teachers
establish psychological environments during the first days of schools:
Associations with avoidance in mathematics. Teachers College Record,
105, 1521–1558.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and chil-
dren’s success in the first years of school. School Psychology Review, 33(3),
444.
Pillay, H. (2002). Teacher development for quality learning: The Thailand ed-
ucation reform project. Brisbane: Queensland University of Technology.
Poirier, M., Lessard, A., Fortin, L., & Yergeau, É. (2013). La perception dif-
férenciée de la relation élève-enseignant par les élèves à risque et non à
risque de décrochage scolaire. Nouveaux c@ hiers de la recherche en édu-
cation, 16(1), 1–23.
Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-
report and projective assessments of individual differences in children’s
perceptions. Journal of Personality and Social Psychology, 50, 550–558.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and inter-
nalization: Examining reasons for acting in two domains. Journal of
Personality and Social Psychology, 57, 749–761.
218
Malecki, C. K., & Demaray, M. K. (2002). Measuring perceived social sup-
port: Development of the child and adolescent social support scale
(CASSS). Psychology in the Schools, 39(1), 1–18.
McMillan, J., & Marks, G. N. (2003). School leavers in Australia: Profiles and
pathways (No. 31). Camberwell: The Australian Council for Educational
Research.
Mccombs, B. L. & Whisler, J. S. (1997). The Learner-centered Classroom and
School. San Francisco: Jossey-Bass Publishers.
Moos, R. (1978). A typology of junior high and high school classrooms.
American Educational Research Journal, 15, 53–66.
Murray, C., & Malmgren, K. (2005). Implementing a teacher–student rela-
tionship program in a high-poverty urban school: Effects on social, emo-
tional, and academic adjustment and lessons learned. Journal of School
Psychology, 43(2), 137–152.
Newcomb, M. D., Abbott, R. D., Catalano, R. F., Hawkins, J. D., Battin-
Pearson, S., & Hill, K. (2002). Mediational and deviance theories of late
high school failure: Process roles of structural strains, academic compe-
tence, and general versus specific problem behavior. Journal of Counseling
Psychology, 49(2), 172.
Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2005). How teachers
establish psychological environments during the first days of schools:
Associations with avoidance in mathematics. Teachers College Record,
105, 1521–1558.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and chil-
dren’s success in the first years of school. School Psychology Review, 33(3),
444.
Pillay, H. (2002). Teacher development for quality learning: The Thailand ed-
ucation reform project. Brisbane: Queensland University of Technology.
Poirier, M., Lessard, A., Fortin, L., & Yergeau, É. (2013). La perception dif-
férenciée de la relation élève-enseignant par les élèves à risque et non à
risque de décrochage scolaire. Nouveaux c@ hiers de la recherche en édu-
cation, 16(1), 1–23.
Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-
report and projective assessments of individual differences in children’s
perceptions. Journal of Personality and Social Psychology, 50, 550–558.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and inter-
nalization: Examining reasons for acting in two domains. Journal of
Personality and Social Psychology, 57, 749–761.
218
