Page 58 - Autor, S., Bijuklic, I., Štefanc, D., Žmavc. J. (ur.) (2023). Pedagoški leksikon: izbrani temeljni pojmi. Poskusna izdaja. Ljubljana: Pedagoški inštitut.
P. 58
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Bandura, A. (1977). Social learning theory. Prentice-Hall.
Cameron, J. in Pierce, D. W. (1994). Reinforcement, reward, and intrinsic motivation: A me-
ta-analysis. Review of Educational Research, 64(3), 363–423.
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in techno-
logy enabled learning. The International Review of Research in Open and Distributed Le-
arning, 12(3), 98–118.
Bridgeland, J., Bruce, M. in Hariharan, A. (2013). The missing piece: A national teacher survey on
how social and emotional learning can empower children and transform schools (A Re-
port for CASEL). Civic Enterprises.
Čuš Babič, N. (2018). Ali naj se šola prilagaja mladostniku digitalne dobe in omrežjem? V T.
Rifel (ur.), Kritično mišljenje v digitalni dobi: zbornik mednarodne konference ob petindvaj-
setletnici ponovnega delovanja Škofijske klasične gimnazije in Jegličevega dijaškega do-
ma ter desetletnici ustanovitve Osnovne šole Alojzija Šuštarja v Zavodu sv. Stanislava (str.
9–19). Zavod Svetega Stanislava.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of
Personality and Social Psychology, 18(1), 105–115.
58 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. in Schellinger, K. B. (2011). The impact
of enhancing students’social and emotional learning: A meta-analysis of school-based
universal interventions. Child Development, 82(1), 405–432.
Hattie, J. (2009). Visible learning: A synthesis of over 8000 meta-analyses relating to achieve-
ment. Routledge.
Hattie, J. in Yates, G. (2014). Visible learning and the science of how we learn. Routledge.
Hill, W. F. (2002). Learning: A survey of psychological interpretations. Allyn and Bacon Publishers.
Inštitut za slovenski jezik ZRC SAZU. (2014). Slovar slovenskega knjižnega jezika (druga, dopol-
njena in deloma prenovljena izdaja). Cankarjeva založba, Inštitut za slovenski jezik Fra-
na Ramovša in Slovenska akademija znanosti in umetnosti.
Kirschner, P. A. in Hendrick, C. (2020). How learning happens: Seminal works in educational
psychology and what they mean in practice. Routledge.
Kirschner, P, Sweller, J. in Clark, R. E. (2006). Why minimal guidance during instruction does
not work: An analysis of the failure of constructivist, discovery, problem-based, experi-
ential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Marentič Požarnik, B. (2000). Psihologija učenja in pouka. DZS.
Marentič Požarnik, B. (2008). Konstruktivizem na poti od teorije spoznavanja do vplivanja na
pedagoško razmišljanje, raziskovanje in učno prakso. Sodobna pedagogika, 59 = 125(4),
28–51.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capa-
city for processing information. Psychological Review, 63(2), 81–97.
Pečjak, S. (2012). Razvoj metakognitivnih sposobnosti pri učenju in vloga učitelja. Vzgoja in
izobraževanje: revija za teoretična in praktična vprašanja vzgojno izobraževalnega dela,
43(6), 10–17.
Radovan, M. (2011). Psihološko-didaktični vidiki tutorske podpore v e-izobraževanju. Andra-
goška spoznanja, 17(4), 73–82.
pedagoški leksikon: izbrani temeljni pojmi
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Cameron, J. in Pierce, D. W. (1994). Reinforcement, reward, and intrinsic motivation: A me-
ta-analysis. Review of Educational Research, 64(3), 363–423.
Bell, F. (2011). Connectivism: Its place in theory-informed research and innovation in techno-
logy enabled learning. The International Review of Research in Open and Distributed Le-
arning, 12(3), 98–118.
Bridgeland, J., Bruce, M. in Hariharan, A. (2013). The missing piece: A national teacher survey on
how social and emotional learning can empower children and transform schools (A Re-
port for CASEL). Civic Enterprises.
Čuš Babič, N. (2018). Ali naj se šola prilagaja mladostniku digitalne dobe in omrežjem? V T.
Rifel (ur.), Kritično mišljenje v digitalni dobi: zbornik mednarodne konference ob petindvaj-
setletnici ponovnega delovanja Škofijske klasične gimnazije in Jegličevega dijaškega do-
ma ter desetletnici ustanovitve Osnovne šole Alojzija Šuštarja v Zavodu sv. Stanislava (str.
9–19). Zavod Svetega Stanislava.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of
Personality and Social Psychology, 18(1), 105–115.
58 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. in Schellinger, K. B. (2011). The impact
of enhancing students’social and emotional learning: A meta-analysis of school-based
universal interventions. Child Development, 82(1), 405–432.
Hattie, J. (2009). Visible learning: A synthesis of over 8000 meta-analyses relating to achieve-
ment. Routledge.
Hattie, J. in Yates, G. (2014). Visible learning and the science of how we learn. Routledge.
Hill, W. F. (2002). Learning: A survey of psychological interpretations. Allyn and Bacon Publishers.
Inštitut za slovenski jezik ZRC SAZU. (2014). Slovar slovenskega knjižnega jezika (druga, dopol-
njena in deloma prenovljena izdaja). Cankarjeva založba, Inštitut za slovenski jezik Fra-
na Ramovša in Slovenska akademija znanosti in umetnosti.
Kirschner, P. A. in Hendrick, C. (2020). How learning happens: Seminal works in educational
psychology and what they mean in practice. Routledge.
Kirschner, P, Sweller, J. in Clark, R. E. (2006). Why minimal guidance during instruction does
not work: An analysis of the failure of constructivist, discovery, problem-based, experi-
ential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86.
Marentič Požarnik, B. (2000). Psihologija učenja in pouka. DZS.
Marentič Požarnik, B. (2008). Konstruktivizem na poti od teorije spoznavanja do vplivanja na
pedagoško razmišljanje, raziskovanje in učno prakso. Sodobna pedagogika, 59 = 125(4),
28–51.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capa-
city for processing information. Psychological Review, 63(2), 81–97.
Pečjak, S. (2012). Razvoj metakognitivnih sposobnosti pri učenju in vloga učitelja. Vzgoja in
izobraževanje: revija za teoretična in praktična vprašanja vzgojno izobraževalnega dela,
43(6), 10–17.
Radovan, M. (2011). Psihološko-didaktični vidiki tutorske podpore v e-izobraževanju. Andra-
goška spoznanja, 17(4), 73–82.
pedagoški leksikon: izbrani temeljni pojmi
