Page 43 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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the importance of the social and emotional competencies of educational staff
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relation-
ships and achievement as part of an ecological model of development.
American Educational Research Journal, 44, 240–269.
OECD (2005). Teachers matter: Attracting, developing and retaining effective
teachers. Retrieved from https://www.oecd.org/edu/school/34990905.pdf
OECD (2017). PISA 2015 Results (Volume III): Students’ Well-Being, OECD
Publishing, Paris.
OECD. (2015). Skills for social progress: The power of social and emotional skills.
Paris: OECD Publishing.
OECD. (2014). A teachers’ guide to TALIS 2013: Teaching and Learning International
Survey. TALIS, OECD Publishing, Paris.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and chil-
dren’s success in the first years of school. School Psychology Review, 33(3),
444.
Pianta, R. C., Hamre, B. K., & Stuhlman, M. (2003). Relationships between teach-
ers and children. In W. Reynolds and G. Miller (Eds.), Comprehensive
Handbook of Psychology (vol. 7) Educational Psychology (pp. 199–234). New
York: John Wiley & Sons.
Pittman, L. D., & Richmond, A. (2007). Academic and psychological function-
ing in late adolescence: The importance of school belonging. Journal of
Experimental Education, 75(4), 270–290.
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014).
An integrative view of school functioning: Transactions between self-reg-
ulation, school engagement, and teacher–child relationship quality. Child
Development, 85(5), 1915–1931.
Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human de-
velopment: Introduction to the special section. Developmental Psychology,
51(1), 1.
Sabol, T. J., & Pianta, R. (2012). Recent trends in research on teacher-child rela-
tionships. Attachment & Human Development, 14(3), 213–231.
Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). Social and
emotional learning and pre-service teacher education. In J. A. Durlak, R.
P. Weissberg, C. E. Domitrovich, and T. P. Gullotta (Eds.), Handbook of
Social and Emotional Learning: Research and Practice (pp. 406–421). NY:
Guilford.
Schonert-Reichl, K. A., Roeser, R. W., Oberle, E., Whitehead, J., Kitil, M.
J., & Lawlor, M. S. (2015, April). Singular and combined effects of
43
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relation-
ships and achievement as part of an ecological model of development.
American Educational Research Journal, 44, 240–269.
OECD (2005). Teachers matter: Attracting, developing and retaining effective
teachers. Retrieved from https://www.oecd.org/edu/school/34990905.pdf
OECD (2017). PISA 2015 Results (Volume III): Students’ Well-Being, OECD
Publishing, Paris.
OECD. (2015). Skills for social progress: The power of social and emotional skills.
Paris: OECD Publishing.
OECD. (2014). A teachers’ guide to TALIS 2013: Teaching and Learning International
Survey. TALIS, OECD Publishing, Paris.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and chil-
dren’s success in the first years of school. School Psychology Review, 33(3),
444.
Pianta, R. C., Hamre, B. K., & Stuhlman, M. (2003). Relationships between teach-
ers and children. In W. Reynolds and G. Miller (Eds.), Comprehensive
Handbook of Psychology (vol. 7) Educational Psychology (pp. 199–234). New
York: John Wiley & Sons.
Pittman, L. D., & Richmond, A. (2007). Academic and psychological function-
ing in late adolescence: The importance of school belonging. Journal of
Experimental Education, 75(4), 270–290.
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014).
An integrative view of school functioning: Transactions between self-reg-
ulation, school engagement, and teacher–child relationship quality. Child
Development, 85(5), 1915–1931.
Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human de-
velopment: Introduction to the special section. Developmental Psychology,
51(1), 1.
Sabol, T. J., & Pianta, R. (2012). Recent trends in research on teacher-child rela-
tionships. Attachment & Human Development, 14(3), 213–231.
Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). Social and
emotional learning and pre-service teacher education. In J. A. Durlak, R.
P. Weissberg, C. E. Domitrovich, and T. P. Gullotta (Eds.), Handbook of
Social and Emotional Learning: Research and Practice (pp. 406–421). NY:
Guilford.
Schonert-Reichl, K. A., Roeser, R. W., Oberle, E., Whitehead, J., Kitil, M.
J., & Lawlor, M. S. (2015, April). Singular and combined effects of
43
