Page 236 - 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
Puchner, L. D., & Taylor, A. R. (2006). Lesson study, collaboration and teach-
er efficacy: Stories from two-school based math lesson study groups.
Teaching and Teacher Education, 22, 922–934.
Schleicher, A. (2016). Teaching excellence through professional learning and pol-
icy reform: Lessons from around the world, International Summit on the
Teaching Profession. Paris, France: OECD Publishing.
Supovitz, J. A. (2002). Developing communities of instructional practice.
Teachers College Record, 104(2), 127–146.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact
of professional learning communities on teaching practice and student
learning. Teaching and Teacher Education, 24, 80–91.
Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012). Teaching practices and
pedagogical innovation: Evidence from TALIS. Paris, France: OECD
Publishing.
236
Puchner, L. D., & Taylor, A. R. (2006). Lesson study, collaboration and teach-
er efficacy: Stories from two-school based math lesson study groups.
Teaching and Teacher Education, 22, 922–934.
Schleicher, A. (2016). Teaching excellence through professional learning and pol-
icy reform: Lessons from around the world, International Summit on the
Teaching Profession. Paris, France: OECD Publishing.
Supovitz, J. A. (2002). Developing communities of instructional practice.
Teachers College Record, 104(2), 127–146.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact
of professional learning communities on teaching practice and student
learning. Teaching and Teacher Education, 24, 80–91.
Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012). Teaching practices and
pedagogical innovation: Evidence from TALIS. Paris, France: OECD
Publishing.
236
