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Engagement: Conceptualizing, Measuring, and Improving the Capacity of
Classroom Interactions.« V Handbook of Research on Student Engagement,
ur. S. L. Christenson, A. L. Reschly in C. Wylie, 365–386. Boston, MA: Springer.
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V Beyond listening: Children’s Perspectives on Early Childhood Services, ur. A.
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Znanstveno-raziskovalno središče, Univerzitetna založba Annales.
———. 2015. »Pomembne razlike med aktivnostjo otrok, participacijo s posre-
dnikom in participacijo brez posrednika v vzgoji.« Vzgoja in izobraževanje:
revija za teoretična in praktična vprašanja vzgojno izobraževalnega dela 46
(4–5): 13–19.
Thomas, D., in J. S. Brown. 2011. A New Culture of Learning: Cultivating the Imagi-
nation for a World of Constant Change. Lexington, KY: CreateSpace.
Tomasello, M. 2016. »Cultural Learning Redux.« Child Development 87 (3): 643-
653.
Vecchi, V. 2010. Art and Creativity in Reggio Emilia: Exploring the Role and Poten-
tial of Ateliers in Early Childhood Education. London in New York: Routledge.
Vygotsky, S. L. 1978. Mind and Society. Cambridge, MA: Harvard University Press.
Yu, J., P. Kreijkes in K. Salmela-Aro. 2022. »Students’ Growth Mindset: Relation
to Teacher Beliefs, Teaching Practices, and School Climate.« Learning and
Instruction 80:101616. https://doi.org/10.1016/j.learninstruc.2022.101616.
Zimmerman, B. J. 1990. »Self-Regulating Academic Learning and Achievement:
The Emergence of a Social Cognitive Perspective.« Educational Psychology
Review 2 (2): 173–201.
54
Medveš, Z. 1991. »Pedagoška etika in koncept vzgoje.« Sodobna pedagogika 42
(5–6): 213–226.
———. 2018. »Education (Bildung) for Values.« V New Pedagogical Challenges in
the 21st Century: Contributions of Research in Education, ur. O. Bernad Cavero
in N. Llevot-Calvet, 73–95. IntechOpen.
National School Climate Center at Ramapo for Children. B. l. »What Is School Cli-
mate and Why Is it Important?« https://schoolclimate.org/school-climate/.
Nussbaum, M. C. 1992. »Human Functioning and Social Justice: In Defense of
Aristotelian Essentialism.« Political Theory (20) 2: 202–246.
OECD. 2013. Innovative Learning Environments: Educational Research and Inno-
vation. Pariz: OECD Publishing.
Pianta, R. C., B. K. Hamre in J. P. Allen. 2012. »Teacher-Student Relationships and
Engagement: Conceptualizing, Measuring, and Improving the Capacity of
Classroom Interactions.« V Handbook of Research on Student Engagement,
ur. S. L. Christenson, A. L. Reschly in C. Wylie, 365–386. Boston, MA: Springer.
Pol, M., L. Hloušková, P. Novotný, E. Václavíková in J. Zounek. 2005. »School Cul-
ture as an Object of Research.« New Educational Review 5 (1): 147–165.
Putnam, R. D. 2000. Bowling Alone: The Collapse and Revival of American Com-
munity. New York: Simon & Schuster.
Rinaldi, C. 2005. »Documentation and Assessment: What Is the Relationship?«
V Beyond listening: Children’s Perspectives on Early Childhood Services, ur. A.
Clark, A. Kjørholt in P. Moss, 17–28. Bristol: Policy.
Rutar, S. 2013. Poti do participacije otrok v vzgoji. Koper: Univerza na Primorskem,
Znanstveno-raziskovalno središče, Univerzitetna založba Annales.
———. 2015. »Pomembne razlike med aktivnostjo otrok, participacijo s posre-
dnikom in participacijo brez posrednika v vzgoji.« Vzgoja in izobraževanje:
revija za teoretična in praktična vprašanja vzgojno izobraževalnega dela 46
(4–5): 13–19.
Thomas, D., in J. S. Brown. 2011. A New Culture of Learning: Cultivating the Imagi-
nation for a World of Constant Change. Lexington, KY: CreateSpace.
Tomasello, M. 2016. »Cultural Learning Redux.« Child Development 87 (3): 643-
653.
Vecchi, V. 2010. Art and Creativity in Reggio Emilia: Exploring the Role and Poten-
tial of Ateliers in Early Childhood Education. London in New York: Routledge.
Vygotsky, S. L. 1978. Mind and Society. Cambridge, MA: Harvard University Press.
Yu, J., P. Kreijkes in K. Salmela-Aro. 2022. »Students’ Growth Mindset: Relation
to Teacher Beliefs, Teaching Practices, and School Climate.« Learning and
Instruction 80:101616. https://doi.org/10.1016/j.learninstruc.2022.101616.
Zimmerman, B. J. 1990. »Self-Regulating Academic Learning and Achievement:
The Emergence of a Social Cognitive Perspective.« Educational Psychology
Review 2 (2): 173–201.
54
