Page 62 - Giorgio Di Pietro, Federico Biagi, Patricia Costa, Zbigniew Karpinski, Jacopo Mazza. 2020. Verjeten vpliv epidemije COVID‑19 na izobraževanje: Razmisleki, ki temeljijo na obstoječi literaturiin nedavnih mednarodnih zbirkah podatkov. Ljubljana: Pedagoški inštitut.
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Baker, M. (2013) Industrial actions in schools: strikes and student achievement.
Canadian Journal of Economics, 46(3): 1914–1036.
Barnett, C. (2002) ‘More Than Just TV’: Educational broadcasting and popular
culture in South Africa. In: Carlsson, U. in von Feilitzen, C. (eds). Children,
Young People, and Media Globalisation. Yearbooks. Goteborg: NORDICOM,
95–110.
Baytiyeh, H. (2018) Online learning during post-earthquake school closures. Di-
saster Prevention and Management, 27(2): 215–227.
Belot, M. in James, J. (2011) Healthy school meals and educational outcomes.
Journal of Health Economics, 30(3): 489–504.
Belot, M. in Webbink, D. (2010) Do teacher strikes affect harm educational atta-
inment of students? LABOUR, 24(4): 391–406.
Birkeland, K., Weinandt, M. in Carr, D. L. (2015) Student outcomes in Economi-
cs Principles: Online vs. face-to-face delivery, Journal of Learning in Higher
Education, 11(2): 41–50.
62 Böhlmark, A. in Lindquist, M. (2006) Life-Cycle Variations in the Association
between Current and Lifetime Income: Replication and Extension for Swe-
den, Journal of Labor Economics, 24(4): 879–900.
Bourdieu, P. in Passeron, J.-C. (1977) Reproduction in Education, Society and Cul-
ture. London: Sage.
Borman, G. D. in D’Agostino, J. V. (1996) Title I and student achievement: A me-
taanalysis of federal evaluation results. Educational Evaluation and Policy
Analysis, 18(4): 309–326.
Burgess, S. (2020) How we should deal with the lockdown learning loss in En-
gland’s schools. VOX Cepr Policy Portal https://voxeu.org/article/
how-we-should-deal-lockdown-learning-loss-england-s-schools
Burkam, D. T., Ready, D. D., Lee, V. E. in LoGerfo, L. F. (2004) Social-class differen-
ces in summer learning between kindergarten and first grade: Model spe-
cification and estimation. Sociology of Education, 77(1): 1–31.
Carlsson, M., Dahl, G. B., Öckert, B. in Rooth, D.-O. (2015) The effect of schoo-
ling on cognitive schools. Review of Economics and Statistics, 97(3): 533–547.
Cerasoli, C. P., Nicklin, J. M., in Ford, M. T. (2014). Intrinsic Motivation and Extrinsic
Incentives Jointly Predict Performance: A 40-Year Meta-Analysis. Psycholo-
gical Bulletin, 140(4): 980–1008.
Coger, R. D. Coger, K. J., and Martin, M. J. (2010) Socioeconomic Status, Family
Processes, and Individual Development, Journal of Marriage and Family,
72(3): 685–704.
Cooper, H. (2005) Summer Learning Loss: The Problem and Some Solutions.
http://www.ldonline.org/article/8057/
verjeten vpliv epidemije covid‑19 na izobraževanje
Canadian Journal of Economics, 46(3): 1914–1036.
Barnett, C. (2002) ‘More Than Just TV’: Educational broadcasting and popular
culture in South Africa. In: Carlsson, U. in von Feilitzen, C. (eds). Children,
Young People, and Media Globalisation. Yearbooks. Goteborg: NORDICOM,
95–110.
Baytiyeh, H. (2018) Online learning during post-earthquake school closures. Di-
saster Prevention and Management, 27(2): 215–227.
Belot, M. in James, J. (2011) Healthy school meals and educational outcomes.
Journal of Health Economics, 30(3): 489–504.
Belot, M. in Webbink, D. (2010) Do teacher strikes affect harm educational atta-
inment of students? LABOUR, 24(4): 391–406.
Birkeland, K., Weinandt, M. in Carr, D. L. (2015) Student outcomes in Economi-
cs Principles: Online vs. face-to-face delivery, Journal of Learning in Higher
Education, 11(2): 41–50.
62 Böhlmark, A. in Lindquist, M. (2006) Life-Cycle Variations in the Association
between Current and Lifetime Income: Replication and Extension for Swe-
den, Journal of Labor Economics, 24(4): 879–900.
Bourdieu, P. in Passeron, J.-C. (1977) Reproduction in Education, Society and Cul-
ture. London: Sage.
Borman, G. D. in D’Agostino, J. V. (1996) Title I and student achievement: A me-
taanalysis of federal evaluation results. Educational Evaluation and Policy
Analysis, 18(4): 309–326.
Burgess, S. (2020) How we should deal with the lockdown learning loss in En-
gland’s schools. VOX Cepr Policy Portal https://voxeu.org/article/
how-we-should-deal-lockdown-learning-loss-england-s-schools
Burkam, D. T., Ready, D. D., Lee, V. E. in LoGerfo, L. F. (2004) Social-class differen-
ces in summer learning between kindergarten and first grade: Model spe-
cification and estimation. Sociology of Education, 77(1): 1–31.
Carlsson, M., Dahl, G. B., Öckert, B. in Rooth, D.-O. (2015) The effect of schoo-
ling on cognitive schools. Review of Economics and Statistics, 97(3): 533–547.
Cerasoli, C. P., Nicklin, J. M., in Ford, M. T. (2014). Intrinsic Motivation and Extrinsic
Incentives Jointly Predict Performance: A 40-Year Meta-Analysis. Psycholo-
gical Bulletin, 140(4): 980–1008.
Coger, R. D. Coger, K. J., and Martin, M. J. (2010) Socioeconomic Status, Family
Processes, and Individual Development, Journal of Marriage and Family,
72(3): 685–704.
Cooper, H. (2005) Summer Learning Loss: The Problem and Some Solutions.
http://www.ldonline.org/article/8057/
verjeten vpliv epidemije covid‑19 na izobraževanje
