Page 182 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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i, E. L. & Ryan, R. M. (2002). Overview of self-determination theo-
ry: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan
(Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY:
University of Rochester Press.
Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer,
H. (1993). Negative effects of traditional middle schools on students’ mo-
tivation. The Elementary School Journal, 93, 553–574.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal,
non-formal, and informal education. Journal of Science, Education and
Technology, 16, 171–190.
European Commission. (2013). Preventing early school leaving in Europe –
Lessons learned from second chance education: Final report. Brussels:
European Commission.
Evans, J., Meyer, D., Pinney, A., & Robinson, B. (2009). Second chances: Re-
engaging young people in education and training. Essex: Barnardo’s.
Falk, J. H. (1983). Field trips: A look at environmental effects on learning.
Journal of Biological Education, 17, 137–141.
Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitors experi-
ences and their making of meaning. Walnut Creek, CA: Altamira Press.
Fan, W., & Wolters, C. A. (2014). School motivation and high school drop-
out: The mediating role of educational expectation. British Journal of
Educational Psychology, 84, 22–39.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation
and school performance: Toward a structural model. Contemporary
Educational Psychology, 20, 257–274.
Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students’ in-
tensions to persist in, versus drop out, high school. Journal of Educational
Psychology, 95, 347–356.
Hayes, D. (2012). Re-engaging marginalised young people in learning: The
contribution of informal learning and community-based collaborations.
Journal of Education Policy, 27, 641–653.
Hill, L., & Jepsen, C. (2007). Positive outcomes from poor starts: Predictors of
dropping back in. Economics of Education Review, 26, 588–603.
Lagana Riordan, C., Aguilar, J. P., Franklin, C., Streeter, C. L., Kim, J. S.,
Tripodi, S. J., & Hopson, L. M. (2011). At-risk students’ perceptions of
traditional schools and a solution-focused public alternative school.
Preventive School Failure, 55, 105–114.
182
ry: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan
(Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY:
University of Rochester Press.
Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer,
H. (1993). Negative effects of traditional middle schools on students’ mo-
tivation. The Elementary School Journal, 93, 553–574.
Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal,
non-formal, and informal education. Journal of Science, Education and
Technology, 16, 171–190.
European Commission. (2013). Preventing early school leaving in Europe –
Lessons learned from second chance education: Final report. Brussels:
European Commission.
Evans, J., Meyer, D., Pinney, A., & Robinson, B. (2009). Second chances: Re-
engaging young people in education and training. Essex: Barnardo’s.
Falk, J. H. (1983). Field trips: A look at environmental effects on learning.
Journal of Biological Education, 17, 137–141.
Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitors experi-
ences and their making of meaning. Walnut Creek, CA: Altamira Press.
Fan, W., & Wolters, C. A. (2014). School motivation and high school drop-
out: The mediating role of educational expectation. British Journal of
Educational Psychology, 84, 22–39.
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation
and school performance: Toward a structural model. Contemporary
Educational Psychology, 20, 257–274.
Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students’ in-
tensions to persist in, versus drop out, high school. Journal of Educational
Psychology, 95, 347–356.
Hayes, D. (2012). Re-engaging marginalised young people in learning: The
contribution of informal learning and community-based collaborations.
Journal of Education Policy, 27, 641–653.
Hill, L., & Jepsen, C. (2007). Positive outcomes from poor starts: Predictors of
dropping back in. Economics of Education Review, 26, 588–603.
Lagana Riordan, C., Aguilar, J. P., Franklin, C., Streeter, C. L., Kim, J. S.,
Tripodi, S. J., & Hopson, L. M. (2011). At-risk students’ perceptions of
traditional schools and a solution-focused public alternative school.
Preventive School Failure, 55, 105–114.
182
