Page 40 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 40
Convergence across kindergarten and relations with student engage-
ment. Journal of School Psychology, 50(1), 61–76.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger,
K. B. (2011). Enhancing students’ social and emotional development pro-
motes success in school: Results of a meta-analysis. Child Development,
82, 474–501.
Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between so-
cial context, self-perceptions, school engagement, and student drop-
out. Journal of Adolescence, 35(4), 787–798.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children
and youth: Current state of research. Child Development Perspectives, 6,
161–166.
Greenberg, M., Weissberg, R., O’Brien, M. U., Zins, J., Fredericks, L., Resnik,
H., & Elias, M. J. (2003). Enhancing school-based prevention and youth
development through coordinated social, emotional, and academic learn-
ing. American Psychologist, 58, 466–474.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and
the trajectory of children’s school outcomes through eighth grade. Child
Development, 72(2), 625–638.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and
Teacher Education, 14(8), 835–854.
Hattie, J. A. C. & Yates, G. (2014). Visible learning and the science of how we
learn. Routledge, UK.
Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on
achievement. Oxford, UK: Routledge.
Heatly, M. C., & Votruba-Drzal, E. (2017). Parent- and teacher-child relation-
ships and engagement at school entry: Mediating, interactive, and trans-
actional associations across contexts. Developmental Psychology, 53(6),
1042–1062.
Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student
relationships on aggressive children’s development: A prospective study.
Journal of Clinical Child Psychology, 28, 173–184.
Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and
self-compassion in relation to classroom quality and attitudes towards
challenging students. Mindfulness, 6, 732–743.
40
ment. Journal of School Psychology, 50(1), 61–76.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger,
K. B. (2011). Enhancing students’ social and emotional development pro-
motes success in school: Results of a meta-analysis. Child Development,
82, 474–501.
Fall, A., & Roberts, G. (2012). High school dropouts: Interactions between so-
cial context, self-perceptions, school engagement, and student drop-
out. Journal of Adolescence, 35(4), 787–798.
Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children
and youth: Current state of research. Child Development Perspectives, 6,
161–166.
Greenberg, M., Weissberg, R., O’Brien, M. U., Zins, J., Fredericks, L., Resnik,
H., & Elias, M. J. (2003). Enhancing school-based prevention and youth
development through coordinated social, emotional, and academic learn-
ing. American Psychologist, 58, 466–474.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and
the trajectory of children’s school outcomes through eighth grade. Child
Development, 72(2), 625–638.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and
Teacher Education, 14(8), 835–854.
Hattie, J. A. C. & Yates, G. (2014). Visible learning and the science of how we
learn. Routledge, UK.
Hattie, J. A. C. (2009). Visible learning: A synthesis of 800+ meta-analyses on
achievement. Oxford, UK: Routledge.
Heatly, M. C., & Votruba-Drzal, E. (2017). Parent- and teacher-child relation-
ships and engagement at school entry: Mediating, interactive, and trans-
actional associations across contexts. Developmental Psychology, 53(6),
1042–1062.
Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student
relationships on aggressive children’s development: A prospective study.
Journal of Clinical Child Psychology, 28, 173–184.
Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and
self-compassion in relation to classroom quality and attitudes towards
challenging students. Mindfulness, 6, 732–743.
40
