Page 54 - 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
Marentič Požarnik, B. (2003). Psihologija učenja in pouka. Ljubljana:DZS.
Mullis, I. V., Martin, M. O., Gonzalez, E. J. in Chrostowski, S. J. (2004).
TIMSS 2003 International Mathematics Report: Findings from IEA‘s
Trends in International Mathematics and Science Study at the Fourth
and Eighth Grades. TIMSS & PIRLS International Study Center.
Boston College.
Mullis, I. V., Martin, M. O., Foy, P. in Arora, A. (2008). TIMSS 2007
International Mathematics Report: Findings from IEA’s Trends in
International Mathematics and Science Study at the Fourth and Eighth
Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study
Center, Boston College.
Mullis, I. V., Martin, M. O., Foy, P. in Arora, A. (2012). TIMSS 2011 in-
ternational results in mathematics. International Association for
the Evaluation of Educational Achievement. Herengracht 487,
Amsterdam, 1017 BT, The Netherlands.
Papanastasiou, E. C., Zembylas, M., & Vrasidas, C. (2003). Can computer
use hurt science achievement? The USA results from PISA. Journal of
Science Education and Technology, 12(3), 325–332.
Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K.
(2015). Linking professional development, teacher outcomes, and stu-
dent achievement: The case of a learner-centered mathematics program
for elementary school teachers. International Journal of Educational
Research, 72, 26–37.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation:
Classic definitions and new directions. Contemporary Educational
Psychology, 25, 54–67.
Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E.,
Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and
mathematics teaching on student attitudes and achievement: A meta-
-analytic study. Educational Research Review, 19, 158–172.
Sfard, A., & Cobb, P. (2014). Research in mathematics education: What can
it teach us about human learning.The Cambridge handbook of the lear-
ning sciences, 545–563.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teach-
ing. Educational Researcher, 15(2), 4–14.
Strmčnik. F. (2003). Dejavniki ali strukturni elementi pouka. V Strmčnik,
F. (ur.), Didaktika Novo mesto: Visokošolsko središče, Inštitut za razi-
skovalno in razvojno delo, 84–123.
52
Marentič Požarnik, B. (2003). Psihologija učenja in pouka. Ljubljana:DZS.
Mullis, I. V., Martin, M. O., Gonzalez, E. J. in Chrostowski, S. J. (2004).
TIMSS 2003 International Mathematics Report: Findings from IEA‘s
Trends in International Mathematics and Science Study at the Fourth
and Eighth Grades. TIMSS & PIRLS International Study Center.
Boston College.
Mullis, I. V., Martin, M. O., Foy, P. in Arora, A. (2008). TIMSS 2007
International Mathematics Report: Findings from IEA’s Trends in
International Mathematics and Science Study at the Fourth and Eighth
Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study
Center, Boston College.
Mullis, I. V., Martin, M. O., Foy, P. in Arora, A. (2012). TIMSS 2011 in-
ternational results in mathematics. International Association for
the Evaluation of Educational Achievement. Herengracht 487,
Amsterdam, 1017 BT, The Netherlands.
Papanastasiou, E. C., Zembylas, M., & Vrasidas, C. (2003). Can computer
use hurt science achievement? The USA results from PISA. Journal of
Science Education and Technology, 12(3), 325–332.
Polly, D., McGee, J., Wang, C., Martin, C., Lambert, R., & Pugalee, D. K.
(2015). Linking professional development, teacher outcomes, and stu-
dent achievement: The case of a learner-centered mathematics program
for elementary school teachers. International Journal of Educational
Research, 72, 26–37.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation:
Classic definitions and new directions. Contemporary Educational
Psychology, 25, 54–67.
Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E.,
Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and
mathematics teaching on student attitudes and achievement: A meta-
-analytic study. Educational Research Review, 19, 158–172.
Sfard, A., & Cobb, P. (2014). Research in mathematics education: What can
it teach us about human learning.The Cambridge handbook of the lear-
ning sciences, 545–563.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teach-
ing. Educational Researcher, 15(2), 4–14.
Strmčnik. F. (2003). Dejavniki ali strukturni elementi pouka. V Strmčnik,
F. (ur.), Didaktika Novo mesto: Visokošolsko središče, Inštitut za razi-
skovalno in razvojno delo, 84–123.
52
