Page 116 - Šolsko polje, XXVII, 2016, no. 5-6: Pravičnost, neoliberalizem in izobraževanje, ur. Urška Štremfel
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šolsko polje, letnik xxvii, številka 5–6
Joshi, Sh., in Srivastava, R. (2009) Self-esteem and Academic Achievement
of Adolescents. Journal of the Indian Academy of Applied Psychology 35
(spec.), str. 33–39.
Kodelja, Z. (2003) Pravičnost v izobraževanju in šolska (ne)diferenciacija
otrok po spolu. Šolsko polje XIV (5-6), str. 73–84.
Krupnick, G. Ch. (1985) Women and Men in the Classroom: Inequality and Its
Remedies. http://isites.harvard.edu/fs/html/icb.topic58474/krupnick.
html (pridobljeno 1. 7. 2016).
Lahelma, E. (2000) Lack of male teachers: A problem for students or tea
chers? Pedagogy, Culture and Society 8 (2), str. 173–186.
--- (2014) Troubling discourses on gender and education. Educational Rese
arch 56 (2), str. 171–183.
Laval, Ch. (2005) Šola ni podjetje: neoliberalni napad na javno šolstvo. Ljublja
na: Krtina.
Marecek, J. (2016) Invited Reflection: Intersectionality Theory and Feminist
Psychology. Psychology of Women Quarterly 40 (2), str. 177–181.
Nelson, J. D., Stahl, G., in Wallace, D. (2015) Race, Class, and Gender in Boys‘
Education: Repositioning Intersectionality Theory. Culture, Society &
Masculinities 7 (2), str. 171–187.
Núñez, A. M. (2014) Employing multilevel intersectionality in educational
research: Latino identities, contexts, and college access. Educational Re
searcher 43 (2), str. 85–92.
Pavešić, B. J., Svetlik, K., in Kozina, A. (2012) Znanje matematike in naravo
slovja med osnovnošolci v Sloveniji in po svetu: Izsledki raziskave TIMSS.
Ljubljana: Pedagoški inštitut.
Phoenix, A., in Frosh, S. (2001) Positioned by ‚Hegemonic‘ Masculinities: A
Study of London Boys‘ Narratives of Identity. Australian Psychologist
36, str. 27–35.
Plevnik, T. (2010) (ur.) Razlike med spoloma pri izobraževalnih dosežkih: štu
dija o položaju v Evropi in sprejetih ukrepih. Ljubljana: Ministrstvo za
šolstvo in šport.
Pomerantz, E. M., Altermatt, E. R., in Saxon, J. L. (2002) Making the grade
but feeling distressed: Gender differences in academic performance and
internal distress. Journal of Educational Psychology 94 (2), str. 396–404.
Puklek Levpušček, M., Podlesek, A., in Šterman Ivančič, K. (2012) Dejavni
ki bralne pismenosti v raziskavi PISA 2009. Ljubljana: Pedagoški inšti
tut. http://www.pei.si/Sifranti/StaticPage.aspx?id=124 (pridobljeno: 4.
7. 2016).
114
Joshi, Sh., in Srivastava, R. (2009) Self-esteem and Academic Achievement
of Adolescents. Journal of the Indian Academy of Applied Psychology 35
(spec.), str. 33–39.
Kodelja, Z. (2003) Pravičnost v izobraževanju in šolska (ne)diferenciacija
otrok po spolu. Šolsko polje XIV (5-6), str. 73–84.
Krupnick, G. Ch. (1985) Women and Men in the Classroom: Inequality and Its
Remedies. http://isites.harvard.edu/fs/html/icb.topic58474/krupnick.
html (pridobljeno 1. 7. 2016).
Lahelma, E. (2000) Lack of male teachers: A problem for students or tea
chers? Pedagogy, Culture and Society 8 (2), str. 173–186.
--- (2014) Troubling discourses on gender and education. Educational Rese
arch 56 (2), str. 171–183.
Laval, Ch. (2005) Šola ni podjetje: neoliberalni napad na javno šolstvo. Ljublja
na: Krtina.
Marecek, J. (2016) Invited Reflection: Intersectionality Theory and Feminist
Psychology. Psychology of Women Quarterly 40 (2), str. 177–181.
Nelson, J. D., Stahl, G., in Wallace, D. (2015) Race, Class, and Gender in Boys‘
Education: Repositioning Intersectionality Theory. Culture, Society &
Masculinities 7 (2), str. 171–187.
Núñez, A. M. (2014) Employing multilevel intersectionality in educational
research: Latino identities, contexts, and college access. Educational Re
searcher 43 (2), str. 85–92.
Pavešić, B. J., Svetlik, K., in Kozina, A. (2012) Znanje matematike in naravo
slovja med osnovnošolci v Sloveniji in po svetu: Izsledki raziskave TIMSS.
Ljubljana: Pedagoški inštitut.
Phoenix, A., in Frosh, S. (2001) Positioned by ‚Hegemonic‘ Masculinities: A
Study of London Boys‘ Narratives of Identity. Australian Psychologist
36, str. 27–35.
Plevnik, T. (2010) (ur.) Razlike med spoloma pri izobraževalnih dosežkih: štu
dija o položaju v Evropi in sprejetih ukrepih. Ljubljana: Ministrstvo za
šolstvo in šport.
Pomerantz, E. M., Altermatt, E. R., in Saxon, J. L. (2002) Making the grade
but feeling distressed: Gender differences in academic performance and
internal distress. Journal of Educational Psychology 94 (2), str. 396–404.
Puklek Levpušček, M., Podlesek, A., in Šterman Ivančič, K. (2012) Dejavni
ki bralne pismenosti v raziskavi PISA 2009. Ljubljana: Pedagoški inšti
tut. http://www.pei.si/Sifranti/StaticPage.aspx?id=124 (pridobljeno: 4.
7. 2016).
114
