Page 235 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
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how teacher-teacher and teacher-student cooperation link with achievement ...
Luschei, T. F., & Chudgar A. (2011). Teacher, student achievement and national
income: A cross national examination of relationships and interactions.
Prospects, 41, 507–533.
Marks, G. N. (2007). Do schools matter for early school leaving? Individual
and school influences in Australia, school effectiveness and school im-
provement. An International Journal of Research, Policy and Practice,
18(4), 429–450.
Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 in-
ternational results in science. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Mikk, J., Krips, H., Saalik, O., & Kalk, K. (2015). Relationship between student
perception of teacher-student relations and PISA results in mathematics
and science. International Journal of Science and Mathematics Education,
1(18).
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012a). TIMSS 2011 interna-
tional results in mathematics. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012b). PIRLS 2011 in-
ternational results in reading. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Gonzalez, E., & Kennedy, A. M. (2003). PIRLS
2001 international report. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Murray, C., & Malmgrenb, 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, 137–152.
OECD. (2009). Creating effective teaching and learning environments: First re-
sults from TALIS. Paris, France: OECD Publishing.
OECD. (2013a). PISA 2012 results: Ready to learn: Students’ engagement, drive
and self-beliefs (volume III). Paris, France: OECD Publishing.
OECD. (2013b). PISA 2012 results: What makes schools successful? Resources,
policies and practices (volume IV). Paris, France: OECD Publishing.
OECD. (2014). TALIS 2013 results: An international perspective on teaching and
learning. Paris, France: OECD Publishing.
OECD. (2016). Supporting teacher professionalism: Insights from TALIS 2013.
Paris, France: OECD Publishing.
235
Luschei, T. F., & Chudgar A. (2011). Teacher, student achievement and national
income: A cross national examination of relationships and interactions.
Prospects, 41, 507–533.
Marks, G. N. (2007). Do schools matter for early school leaving? Individual
and school influences in Australia, school effectiveness and school im-
provement. An International Journal of Research, Policy and Practice,
18(4), 429–450.
Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 in-
ternational results in science. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Mikk, J., Krips, H., Saalik, O., & Kalk, K. (2015). Relationship between student
perception of teacher-student relations and PISA results in mathematics
and science. International Journal of Science and Mathematics Education,
1(18).
Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012a). TIMSS 2011 interna-
tional results in mathematics. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012b). PIRLS 2011 in-
ternational results in reading. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Gonzalez, E., & Kennedy, A. M. (2003). PIRLS
2001 international report. Chestnut Hill, MA, USA: TIMSS & PIRLS
International Study Center, Boston College.
Murray, C., & Malmgrenb, 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, 137–152.
OECD. (2009). Creating effective teaching and learning environments: First re-
sults from TALIS. Paris, France: OECD Publishing.
OECD. (2013a). PISA 2012 results: Ready to learn: Students’ engagement, drive
and self-beliefs (volume III). Paris, France: OECD Publishing.
OECD. (2013b). PISA 2012 results: What makes schools successful? Resources,
policies and practices (volume IV). Paris, France: OECD Publishing.
OECD. (2014). TALIS 2013 results: An international perspective on teaching and
learning. Paris, France: OECD Publishing.
OECD. (2016). Supporting teacher professionalism: Insights from TALIS 2013.
Paris, France: OECD Publishing.
235
