Page 32 - Šolsko polje, XXVIII, 2017, no. 5-6: Znanje, motivacija in pogoji učenja v luči mednarodnih primerjav TIMSS in PISA, ur. Barbara Japelj Pavešić in Klaudija Šterman Ivančič
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šolsko polje, letnik xxviii, številka 5–6
Klemenčič, E., in Štremfel, U. (2011). Nacionalna in mednarodna perspekti-
va izobraževanja za državljanstvo v multikulturni družbi. Ljubljana:
Založba ZRC, ZRC SAZU.
Klemenčič, E. (2012). Realistične teorije znanja. Šolsko polje, letn. 23, št. 5/6,
str. 37–61.
Klemenčič, E. (2013). Protirealistične teorije znanja. Šolsko polje, letn. 24, št.
3/4, str. 167–181.
Marentič-Požarnik, B. (2000). Psihologija učenja in pouka. Ljubljana: DZS.
Phye, G. D. (1997). Handbook of academic learning—Construction of knowl-
edge. California: Academic Press.
Rata, E. (2013). The politics of knowledge in education. New York, Abingdon:
Routledge.
Schiro, S.M. (2008). Curriculum Theory: Conflicting Visions and Enduring
Concerns. Los Angeles, London, New Delhi, Singapore: SAGE
Publications.
Schmidt, H. W., McKnight, C. C., Houang, T. R., Wai, H., Wiley, E. D.,
Cogan, S. L., in Wolfe, G. R. (2001). Why school matter: a cross-nation-
al comparison of curriculum and learning. San Francisco: Jossey-Bass.
Young, M. (2008). Bringing Knowledge Back In: From Social Constructivism
to Social Realism in the Sociology of Education. London: Routledge.
Wheelahan L. (2010). Competency-Based Training; Powerful Knowledge
and The Working Class. V: Maton, K. Moore, R. (ur.), Social Realism,
Knowledge and the Sociology of Education: Coalitions of the Mind.
London, New York: Continuum, str. 93–109.
30
Klemenčič, E., in Štremfel, U. (2011). Nacionalna in mednarodna perspekti-
va izobraževanja za državljanstvo v multikulturni družbi. Ljubljana:
Založba ZRC, ZRC SAZU.
Klemenčič, E. (2012). Realistične teorije znanja. Šolsko polje, letn. 23, št. 5/6,
str. 37–61.
Klemenčič, E. (2013). Protirealistične teorije znanja. Šolsko polje, letn. 24, št.
3/4, str. 167–181.
Marentič-Požarnik, B. (2000). Psihologija učenja in pouka. Ljubljana: DZS.
Phye, G. D. (1997). Handbook of academic learning—Construction of knowl-
edge. California: Academic Press.
Rata, E. (2013). The politics of knowledge in education. New York, Abingdon:
Routledge.
Schiro, S.M. (2008). Curriculum Theory: Conflicting Visions and Enduring
Concerns. Los Angeles, London, New Delhi, Singapore: SAGE
Publications.
Schmidt, H. W., McKnight, C. C., Houang, T. R., Wai, H., Wiley, E. D.,
Cogan, S. L., in Wolfe, G. R. (2001). Why school matter: a cross-nation-
al comparison of curriculum and learning. San Francisco: Jossey-Bass.
Young, M. (2008). Bringing Knowledge Back In: From Social Constructivism
to Social Realism in the Sociology of Education. London: Routledge.
Wheelahan L. (2010). Competency-Based Training; Powerful Knowledge
and The Working Class. V: Maton, K. Moore, R. (ur.), Social Realism,
Knowledge and the Sociology of Education: Coalitions of the Mind.
London, New York: Continuum, str. 93–109.
30
