Page 233 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 233
how teacher-teacher and teacher-student cooperation link with achievement ...
Bushnik, T., Barr-Telford, L., & Bussière, P. (2004). In and out of high school: First
results from the second cycle of the Youth in Transition Survey. Statistics
Canada Research papers – Education, skills and learning, Catalogue no.
81-595-MIE – No. 014. Ottawa, Canada: Statistics Canada and Human
Resources and Skills Development Canada.
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B.,
Saunders,
L., & Coe, R. (2015). Developing great teaching: Lessons from the internation-
al reviews into effective professional development. London, UK: Teacher
Development Trust. Retrived from www.tdtrust.org/wp-content/uploads/
2015/10/DGT-Full-report.pdf
Crosnoe, R., Johnson, M., & Elder, G. (2004). Intergenerational bonding in
school: The behavioral and contextual correlates of student-teacher rela-
tionships. Sociology of Education, 77(1), 60–81.
Darling-Hammond, L., & Lieberman, A. (Eds.) (2013). High quality teaching
and learning: Changing policies and practices. London, UK: Routledge.
DuFour, R. (2004). What is a ‘professional learning community’? Educational
Leadership, 61, 6–11.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing
for life in a digital age: The IEA International Computer and Information
Literacy Study international report. Amsterdam, the Netherlands:
International Association for the Evaluation of Educational Achievement
(IEA).
Gamoran, A. (1993). Alternative uses of ability grouping in secondary schools:
Can we bring high-quality instruction to low-ability classes? American
Journal of Education, 102(1), 1–12.
Ghagar, M. N. A., Othman, R., & Mohammadpour, E. (2011). Multilevel anal-
ysis of achievement in mathematics of Malaysian and Singaporean stu-
dents. Journal of Educational Psychology and Counseling, 2, 285–304.
Hargreaves, D. (2004). Policy for educational innovation in the knowl-
edge-driven economy. In OECD, Innovation in the knowledge-based econ-
omy: Implications for education and learning systems, knowledge manage-
ment. Paris, France: OECD Publishing.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher
social and emotional competence in relation to student and classroom
outcomes. Review of Educational Research, 79(1), 491–525.
233
Bushnik, T., Barr-Telford, L., & Bussière, P. (2004). In and out of high school: First
results from the second cycle of the Youth in Transition Survey. Statistics
Canada Research papers – Education, skills and learning, Catalogue no.
81-595-MIE – No. 014. Ottawa, Canada: Statistics Canada and Human
Resources and Skills Development Canada.
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B.,
Saunders,
L., & Coe, R. (2015). Developing great teaching: Lessons from the internation-
al reviews into effective professional development. London, UK: Teacher
Development Trust. Retrived from www.tdtrust.org/wp-content/uploads/
2015/10/DGT-Full-report.pdf
Crosnoe, R., Johnson, M., & Elder, G. (2004). Intergenerational bonding in
school: The behavioral and contextual correlates of student-teacher rela-
tionships. Sociology of Education, 77(1), 60–81.
Darling-Hammond, L., & Lieberman, A. (Eds.) (2013). High quality teaching
and learning: Changing policies and practices. London, UK: Routledge.
DuFour, R. (2004). What is a ‘professional learning community’? Educational
Leadership, 61, 6–11.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing
for life in a digital age: The IEA International Computer and Information
Literacy Study international report. Amsterdam, the Netherlands:
International Association for the Evaluation of Educational Achievement
(IEA).
Gamoran, A. (1993). Alternative uses of ability grouping in secondary schools:
Can we bring high-quality instruction to low-ability classes? American
Journal of Education, 102(1), 1–12.
Ghagar, M. N. A., Othman, R., & Mohammadpour, E. (2011). Multilevel anal-
ysis of achievement in mathematics of Malaysian and Singaporean stu-
dents. Journal of Educational Psychology and Counseling, 2, 285–304.
Hargreaves, D. (2004). Policy for educational innovation in the knowl-
edge-driven economy. In OECD, Innovation in the knowledge-based econ-
omy: Implications for education and learning systems, knowledge manage-
ment. Paris, France: OECD Publishing.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher
social and emotional competence in relation to student and classroom
outcomes. Review of Educational Research, 79(1), 491–525.
233
