Page 234 - 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
Kalender, I. (2015). An analysis of the resilient students’ profile based on
PISA 2012. Journal of Measurement and Evaluation in Education and
Psychology, 6(1), 158–172.
Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and
student-teacher relationships matter for academic achievement? A mul-
ti-level analysis. Canadian Journal of School Psychology, 25(1), 19–39.
Kozina, A., Rožman, M., Vršnik Perše, T., & Rutar Leban, T. (2012). Napovedna
vrednost različnih ocen šolske klime na dosežke v raziskavah TIMSS
[Predictive value of different school climate evaluations for TIMSS re-
search findings]. Didactica Sovenica – Pedagoška obzorja, 1-2, 127–144.
Knighton, T., & Bussière, P. (2006). Educational outcomes at age 19 associated
with reading ability at age 15. Research paper – Catalogue no. 81-595-MIE
– No. 043. Ottawa, Canada: Statistics Canada and Human Resources and
Skills Development Canada.
Lamb, S., Markussen, E., Teese, R., Sandberg, N., & Polesel, J. (Eds.) (2011).
School dropout and completion. International comparative studies in theo-
ry and policy. Dordrecht, The Netherlands: Springer.
Lee, V. S. E., & Smith, J. (1996). Collective responsibility for learning and its ef-
fects on gains in achievement and engagement for early secondary stu-
dents. American Journal of Education, 104, 103–147.
Lessard, A., Poirier, M., & Fortina, L. (2010). Student-teacher relationship: A
protective factor against school dropout? Procedia Social and Behavioral
Sciences, 2, 1636–1643.
Liang, G., Zhang, Y., Huang, H., Shi, S., & Qiao, Z. (2015). Professional develop-
ment and student achievement: International evidence from the TIMSS
data. Journal of Postdoctoral Research, 3(2), 17–31.
Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influ-
ence of classroom teaching and group discussions. Teaching and Teacher
Education, 25, 176–180.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011a). Professional communi-
ties and student achievement – a meta-analysis. School Effectiveness and
School Improvement, 22(2), 121–148.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011b). The relationship between de-
partments as professional communities and student achievement in sec-
ondary schools. Teaching and Teacher Education, 27, 722–731.
Louis, K. S., & Marks, H. M. (1998). Does professional learning community af-
fect the classroom? Teachers’ work and student experiences in restructur-
ing schools. American Journal of Education, 106(4), 532–575.
234
Kalender, I. (2015). An analysis of the resilient students’ profile based on
PISA 2012. Journal of Measurement and Evaluation in Education and
Psychology, 6(1), 158–172.
Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and
student-teacher relationships matter for academic achievement? A mul-
ti-level analysis. Canadian Journal of School Psychology, 25(1), 19–39.
Kozina, A., Rožman, M., Vršnik Perše, T., & Rutar Leban, T. (2012). Napovedna
vrednost različnih ocen šolske klime na dosežke v raziskavah TIMSS
[Predictive value of different school climate evaluations for TIMSS re-
search findings]. Didactica Sovenica – Pedagoška obzorja, 1-2, 127–144.
Knighton, T., & Bussière, P. (2006). Educational outcomes at age 19 associated
with reading ability at age 15. Research paper – Catalogue no. 81-595-MIE
– No. 043. Ottawa, Canada: Statistics Canada and Human Resources and
Skills Development Canada.
Lamb, S., Markussen, E., Teese, R., Sandberg, N., & Polesel, J. (Eds.) (2011).
School dropout and completion. International comparative studies in theo-
ry and policy. Dordrecht, The Netherlands: Springer.
Lee, V. S. E., & Smith, J. (1996). Collective responsibility for learning and its ef-
fects on gains in achievement and engagement for early secondary stu-
dents. American Journal of Education, 104, 103–147.
Lessard, A., Poirier, M., & Fortina, L. (2010). Student-teacher relationship: A
protective factor against school dropout? Procedia Social and Behavioral
Sciences, 2, 1636–1643.
Liang, G., Zhang, Y., Huang, H., Shi, S., & Qiao, Z. (2015). Professional develop-
ment and student achievement: International evidence from the TIMSS
data. Journal of Postdoctoral Research, 3(2), 17–31.
Liaw, E. C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influ-
ence of classroom teaching and group discussions. Teaching and Teacher
Education, 25, 176–180.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011a). Professional communi-
ties and student achievement – a meta-analysis. School Effectiveness and
School Improvement, 22(2), 121–148.
Lomos, C., Hofman, R. H., & Bosker, R. J. (2011b). The relationship between de-
partments as professional communities and student achievement in sec-
ondary schools. Teaching and Teacher Education, 27, 722–731.
Louis, K. S., & Marks, H. M. (1998). Does professional learning community af-
fect the classroom? Teachers’ work and student experiences in restructur-
ing schools. American Journal of Education, 106(4), 532–575.
234
