Page 247 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 247
Povezovanje študentov za sodelovalno načrtovanje inkluzivnega pouka
Pintrich, D. J. Raths in C. M. Wittrock. 2001. Taksonomija za učenje, poučeva-
nje in vrednotenje znanja: revidirana Bloomova taksonomija izobraževalnih
ciljev. Ljubljana: Zavod Republike Slovenije za šolstvo.
Barle Lakota, A., in M. Sardoč. 2015. Enake možnosti in družbena (ne)enakost v
družbi znanja. Kranj: Šola za ravnatelje.
Biggs, B. J. 1993. »From Theory to Practice: A Cognitive System Approach.« Hi-
gher Education Research and Development 12 (1): 73–86.
Biggs, B. J., in F. K. Collins. 1982. Evaluating the Quality of Learning: The SOLO
Taxonomy (Structure of the Observed Learning Outcome). Educational Psy-
chology Series. New York: Academic Press.
Bohen, S. J., in J. Stiles. 1998. »Experimenting with Models of Faculty Collabora-
tion: Factors That Promote Their Success.« New Directions for Institutional
Research 100:39–55.
Darling-Hammond, L. 1999. Teacher Quality and Student Achievement: A Review
of State Policy Evidence. Seattle, WA: Center for the Study of Teaching and
Policy.
Evropska agencija za razvoj izobraževanja na področju posebnih potreb. 2012.
Profil inkluzivnih učiteljev. Odense: Evropska agencija za razvoj izobraževa-
nja na področju posebnih potreb.
Florian, L. 2012. »Preparing Teachers to Work in Inclusive Classrooms: Key Les-
sons for the Professional Development of Teacher Educators from Sco-
tland’s Inclusive Practice Project.« Journal of Teacher Education 63 (4): 275–
285.
Ford, A., M. C. Pugach in A. Otis-Wilborn. 2001. »Preparing General Educators to
Work Well with Students Who Have Disabilities: What’s Reasonable at the
Preservice Level?« Learning Disability Quarterly 24 (4): 275–285.
Friend, M., L. Cook, D. Hurley-Chamberlain in C. Shamberger. 2010. »Co-Teach-
ing: An Illustration of the Complexity of Collaboration in Special Educa-
tion.« Journal of Educational and Psychological Consultation 20 (1): 9–27.
Fuchs, D., in L. S. Fuchs. 2006. »Introduction to Response to Intervention: What,
Why, and How Valid Is It?« Reading Research Quarterly 41 (1): 93–99.
Hanham, J., in J. McCormick. 2008. »Relationships between Self-Processes and
Group Processes with Friends and Acquaintances.« Issues in Educational
Research 18 (2): 118–137.
Hargreaves, A. 2003. Teaching in the Knowledge Society: Education in the Age of
Insecurity. New York: Teachers College Press.
Hattie, J. 2003. Teachers Make a Difference: What Is the Research Evidence? Cam-
berwell: Australian Council for Educational Research.
Isherwood, R. S., in R. Barger-Anderson. 2008. »Factors Affecting the Adoption
of Co-Teaching Models in Inclusive Classrooms: One School’s Journey from
Mainstreaming to Inclusion.« Journal of Ethnographic & Qualitative Rese-
arch 2 (2): 121–128.
Kiswarday, V., in K. Drljić. 2018. »Različni pristopi k spodbujanju razvoja inkluziv-
245
Pintrich, D. J. Raths in C. M. Wittrock. 2001. Taksonomija za učenje, poučeva-
nje in vrednotenje znanja: revidirana Bloomova taksonomija izobraževalnih
ciljev. Ljubljana: Zavod Republike Slovenije za šolstvo.
Barle Lakota, A., in M. Sardoč. 2015. Enake možnosti in družbena (ne)enakost v
družbi znanja. Kranj: Šola za ravnatelje.
Biggs, B. J. 1993. »From Theory to Practice: A Cognitive System Approach.« Hi-
gher Education Research and Development 12 (1): 73–86.
Biggs, B. J., in F. K. Collins. 1982. Evaluating the Quality of Learning: The SOLO
Taxonomy (Structure of the Observed Learning Outcome). Educational Psy-
chology Series. New York: Academic Press.
Bohen, S. J., in J. Stiles. 1998. »Experimenting with Models of Faculty Collabora-
tion: Factors That Promote Their Success.« New Directions for Institutional
Research 100:39–55.
Darling-Hammond, L. 1999. Teacher Quality and Student Achievement: A Review
of State Policy Evidence. Seattle, WA: Center for the Study of Teaching and
Policy.
Evropska agencija za razvoj izobraževanja na področju posebnih potreb. 2012.
Profil inkluzivnih učiteljev. Odense: Evropska agencija za razvoj izobraževa-
nja na področju posebnih potreb.
Florian, L. 2012. »Preparing Teachers to Work in Inclusive Classrooms: Key Les-
sons for the Professional Development of Teacher Educators from Sco-
tland’s Inclusive Practice Project.« Journal of Teacher Education 63 (4): 275–
285.
Ford, A., M. C. Pugach in A. Otis-Wilborn. 2001. »Preparing General Educators to
Work Well with Students Who Have Disabilities: What’s Reasonable at the
Preservice Level?« Learning Disability Quarterly 24 (4): 275–285.
Friend, M., L. Cook, D. Hurley-Chamberlain in C. Shamberger. 2010. »Co-Teach-
ing: An Illustration of the Complexity of Collaboration in Special Educa-
tion.« Journal of Educational and Psychological Consultation 20 (1): 9–27.
Fuchs, D., in L. S. Fuchs. 2006. »Introduction to Response to Intervention: What,
Why, and How Valid Is It?« Reading Research Quarterly 41 (1): 93–99.
Hanham, J., in J. McCormick. 2008. »Relationships between Self-Processes and
Group Processes with Friends and Acquaintances.« Issues in Educational
Research 18 (2): 118–137.
Hargreaves, A. 2003. Teaching in the Knowledge Society: Education in the Age of
Insecurity. New York: Teachers College Press.
Hattie, J. 2003. Teachers Make a Difference: What Is the Research Evidence? Cam-
berwell: Australian Council for Educational Research.
Isherwood, R. S., in R. Barger-Anderson. 2008. »Factors Affecting the Adoption
of Co-Teaching Models in Inclusive Classrooms: One School’s Journey from
Mainstreaming to Inclusion.« Journal of Ethnographic & Qualitative Rese-
arch 2 (2): 121–128.
Kiswarday, V., in K. Drljić. 2018. »Različni pristopi k spodbujanju razvoja inkluziv-
245
