Не обычные школы
жүктеу/скачать 3.19 Mb. Pdf көрінісі
|
| Lipowsky F. et al. Quality of Geometry Instruction and Its Short-Term Im-
pact on Students’ Understanding of the Pythagorean Theorem / F. Lip- owsky, K. Rakoczy, C. Pauli, B. Drollinger-Vetter, E. Klieme, K. Reusser // Learning and Instruction. 2009. Vol. 19. P. 527–537. Lupton R., Thrupp M. Headteachers’ Readings of and Responses to Disad- vantaged Contexts: Evidence from English Primary Schools // British Educational Research Journal. 2013. Vol. 39. No. 4. P. 769–788. MacNeil A.J., Prater D.L., Busch S. The Effects of School Culture and Cli- mate on Student Achievements // International Journal of Leadership in Education. 2009. Vol. 12. No. 1. P. 73−84. Marks H.M., Printy S.M. Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership // Educa- tional Administration Quarterly. 2003. Vol. 39. No. 3. P. 370–397. Mascall B. et al. The Relationship Between Distributed Leadership and Teachers’ Academic Optimism / B. Mascall, K. Leithwood, T. Straus, R. Sacks // Journal of Educational Administration. 2008. Vol. 46. No. 2. P. 214–228. Mehan H. Learning Lessons: Social Organization in the Classroom. Cam- bridge, MA: Harvard University Press, 1979. Muhonen H. et al. Scaffolding through Dialogic Teaching in Early School Classrooms / H. Muhonen, H. Rasku-Puttonen, E. Pakarinen, A.M. Poik- keus, M.K. Lerkkanen // Teaching and Teacher Education. 2016. Vol. 55. P. 143–154. Muijs D., Harris A. Teacher Leadership — Improvement through Empower- ment?: An Overview of the Literature // Educational Management Ad- ministration & Leadership. 2003. Vol. 31. No. 4. P. 437–448. Nassaji N., Wells G. What’s the Use of «Triadic Dialogue»? An Investigation of Teacher-Student Interaction // Applied Linguistics. 2000. Vol. 21. No. 3. P. 376–406. 190 ( Н е ) о б ы ч н ы е ш к о л ы : ра з н о о б ра з и е и н е ра в е н с т в о Oakes J. Can Tracking Research Inform Practice? Technical, Normative, and Political Considerations // Educational Researcher. 1992. Vol. 21. No. 4. P. 12−21. Oakes J. Keeping Track: How Schools Structure Inequality. New Haven, CT: Yale University Press, 1985. OECD. Educational Opportunity for All: Overcoming Inequality Through- out the Life Course. Paris: OECD Publishing, 2017. OECD. Literacy in the Information Age: Final Report of the International Adult Literacy Survey. Paris: OECD, 2000. Paris A.H. School Engagement: Potential of the Concept, State of the Evi- dence // Review of Educational Research. 2004. Vol. 74. P. 59–109. Peterson K. The Professional Development of Principals: Innovations and Opportunities // Educational Administration Quarterly. 2002. Vol. 38. No. 2. P. 213–232. Pöysä S. et al. Teacher-Student Interaction and Lower Secondary School Students’ Situational Engagement / S. Pöysä, K. Vasalampi, J. Muotka, M.-K. Lerkkanen, A.-M. Poikkeus, J.-E. Nurmi // British Journal of Edu- cational Psychology. 2018. P. 1−19. Rattan A., Good C., Dweck C.S. «It’s Ok — Not Everyone Can Be Good at Math»: Instructors with an Entity Theory Comfort (and Demotivate) Students // Journal of Experimental Social Psychology. 2012. Vol. 48. P. 731–737. Ready D.D., Wright D.L. Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities the Role of Child Background and Classroom Context // American Education Research Journal. 2011. Vol. 48. No. 2. С. 335–360. Riegle-Crumb C., Humphries M. Exploring Bias in Math Teachers’ Percep- tions of Students’ Ability by Gender and Race/Ethnicity // Gender and Society. 2012. Vol. 26. No. 2. P. 290−322. Rist R. Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education // Harvard Educational Review. 1970. Vol. 40. No. 3. P. 411–451. жүктеу/скачать 3.19 Mb. Достарыңызбен бөлісу:
|