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gva, K. P., & Klokkehaug, A. G. (2008, September). Developing relational
competence in guidance- and mentor education. Paper presented at the
ECER 2013, Creativity and Innovation in Educational Research. Retrieved
from http://www.eera-ecer.de/ecer-programmes/pdf/print/conference/8/
contribution/22275/
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student re-
lationships as compensatory resources for aggressive children. Child
Development, 74, 1145–1157.
MLERN, Mind and Life Education Research Network: J. Davidson, R., Dunne,
J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T.,
Lantieri, L., Meyer, D., Roeser, R. W., & Vago, D. (2012). Contemplative
practices and mental training: Prospects for American education. Child
Development Perspectives, 6, 146–153.
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the
diverse causes and effects of stress in teachers. Canadian Journal of
Education / Revue Canadienne De l’Éducation, 28(3), 458–486.
Murray, C., & Malmgren, 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(2), 137–152.
Murray, K. M., Murray, C., & Waas, G. A. (2008). Child and teacher reports of
teacher–student relationships: Concordance of perspectives and associa-
tions with school adjustment in urban kindergarten classrooms. Journal
of Applied Developmental Psychology, 29(1), 49–61.
Murray, S., & Mitchell, J. (2013). ‘I want to be here’: Early school leavers re-en-
gage in study at TAFE. Youth Studies Australia, 32(2), 13–20.
Nielsen, B. L. (2017). Evaluation of the Relational Competence Project 2012–16.
Danish University Colleges. Retrieved from https://www.ucviden.dk/por-
tal/files/40724092/En_Evaluation_RelationalCompetenceProject.pdf
Nordenbo, S. E., Larsen, M. S., Tiftikci, N., Wendt, R.E., & Østergaard, S. (2008)
Lærerkompetanser og elevers læring i førskole og skole - Et systematisk re-
view utført for Kunnskapsdepartementet, Oslo. I: Evidensbasen [Teacher
competencies and pupils’ learning in preschool and school – A systematic
review carried out for the Ministry of Education, Oslo. I: Evidence Base].
Copenhagen, Denmark: Dansk Clearinghouse for Uddannelsesforskning,
DPU, Aarhus Universitet. Retrieved from http://hihm.no/content/down-
load/27943/313958/file/SRII-Teknisk%20rapport-sen%20norsk.pdf
42
competence in guidance- and mentor education. Paper presented at the
ECER 2013, Creativity and Innovation in Educational Research. Retrieved
from http://www.eera-ecer.de/ecer-programmes/pdf/print/conference/8/
contribution/22275/
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student re-
lationships as compensatory resources for aggressive children. Child
Development, 74, 1145–1157.
MLERN, Mind and Life Education Research Network: J. Davidson, R., Dunne,
J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., Jha, A., Jinpa, T.,
Lantieri, L., Meyer, D., Roeser, R. W., & Vago, D. (2012). Contemplative
practices and mental training: Prospects for American education. Child
Development Perspectives, 6, 146–153.
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the
diverse causes and effects of stress in teachers. Canadian Journal of
Education / Revue Canadienne De l’Éducation, 28(3), 458–486.
Murray, C., & Malmgren, 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(2), 137–152.
Murray, K. M., Murray, C., & Waas, G. A. (2008). Child and teacher reports of
teacher–student relationships: Concordance of perspectives and associa-
tions with school adjustment in urban kindergarten classrooms. Journal
of Applied Developmental Psychology, 29(1), 49–61.
Murray, S., & Mitchell, J. (2013). ‘I want to be here’: Early school leavers re-en-
gage in study at TAFE. Youth Studies Australia, 32(2), 13–20.
Nielsen, B. L. (2017). Evaluation of the Relational Competence Project 2012–16.
Danish University Colleges. Retrieved from https://www.ucviden.dk/por-
tal/files/40724092/En_Evaluation_RelationalCompetenceProject.pdf
Nordenbo, S. E., Larsen, M. S., Tiftikci, N., Wendt, R.E., & Østergaard, S. (2008)
Lærerkompetanser og elevers læring i førskole og skole - Et systematisk re-
view utført for Kunnskapsdepartementet, Oslo. I: Evidensbasen [Teacher
competencies and pupils’ learning in preschool and school – A systematic
review carried out for the Ministry of Education, Oslo. I: Evidence Base].
Copenhagen, Denmark: Dansk Clearinghouse for Uddannelsesforskning,
DPU, Aarhus Universitet. Retrieved from http://hihm.no/content/down-
load/27943/313958/file/SRII-Teknisk%20rapport-sen%20norsk.pdf
42
