Aplikace umožňuje autorům spravovat bibliografické záznamy a přiřazovat je ke svým publik acím.
Přepnout na evidenci publikací, které mě citují.
Support for learning in schools
LAZAROVÁ, Bohumíra, Dan Roger STRÄNG, Roald JENSEN a Dag SØRMO. Support for learning in schools. 1. vyd. Brno: Masarykova univerzita, 2016, 155 s. ISBN 978-80-210-8311-0. Dostupné z: https://dx.doi.org/10.5817/CZ.MUNI.M210-8311-2016.
Podrobněji: https://is.muni.cz/publication/1377438
Bibliografie
Aftenposten (2013). Retrieved from: http://www.aftenposten.no/osloby/nyheter/Larere-belonnes-for-gode-testresultater-7196587.html
AISIS (n.d.). Retrieved June 13, 2016, from: http://www.aisis.cz
Allan, J. (2008). Rethinking Inclusive Education: the Philosophers of Difference in Practice. Dordrecht: Springer.
Allerup, P., Kovac, V., Kvåle, G., Langfeldt, G., & Skov, P. (2009). Evaluering av det Nasjonale kvalitets- vurderingssystemet for grunnopplæringen. FoU-rapport nr. 8/2009. Agderforskning, Kristiansand. Retrieved from: http://www.udir.no
Andersen, T. (1987). The Reflecting Team: Dialogue and Meta-Dialogue in Clinical Work. Fam Process 26(4), 415–428.
Andersen, T. (1991). The reflecting team. Dialogues and Dialogues About the Dialogues. New York: Norton and Company.
Andersen, T. (2000). Forord. In Seikkula, J. Åpne samtaler. Oslo: Tano Aschehoug.
Andersen, T. (2007). Reflecterende processer. Gylling: Tom Andersen og Psykologisk Forlag A/S.
Argyris, C. (1990). Overcoming Organizational Defences. New York: Allyn and Bacon.
ARPOK (n.d.). Nezisková organizace ARPOK. Učíme v souvislostech. Retrieved June 6, 2016, from: http://www.arpok.cz
Askheim, O. P. (2007). Empowerment – ulike tilknærminger. In O. P. Askheim & B. Starrin (Eds.), Empowerment i teori og praksis (pp. 21–33). Oslo: Gyldendal Akademiske.
Badley, G. (1986). The teacher as Change Agent. British Journal of In–Service Education, 12(3), 151–158. DOI: 10.1080/0305763860120305
Ball, S. J. (2008). The education debate. Bristol: Policy Press.
Barne- ungdoms- og familiedirektoratet. (n.d.). Retrieved from: https://www.bufdir.no/Statistikk_og_analyse/Barnevern/
Barne- og ungdomspsykiatrien. (n.d.). Retrieved from: http://www.forebygging.no/Litteratur/Hjelpeinstanser/Barne-og-ungdomspsykiatrien-BUP/
Basl, J., Bird, L., Boudová, S., & Tomášek, L. (2015). Mezinárodní šetření ICILS 2013. Praha: Česká školní inspekce.
Bateson, G. (1972). Steps to an Ecology of Mind. Chicago: University of Chicago Press.
Bauman, Z. (2002). Det individualiserade samhället. Göteborg: Daidalos.
Berg, G. (1999). Skolekultur. Nøkkelen til skolens utvikling. Oslo: Ad Notam Gyldendal.
Berg, G. (1999). Skolkultur- nyckeln till skolans utveckling. En bok för skolutvecklare om skolans styrning. Göteborg: Förlagshuset Gothia.
Berg, G. (2003). Att förstå skolan. En teori om skfolan som institution och skolor som institutioner. Lund: Studentlitteratur.
Berg, G., Namdar, K., & Sträng, R. (2011). From school development to urban community development. In T. Baráth & M. Szabó (Eds.), Does Leadership Matter? Implications for Leadership Development and the School as a Learning Organisation (pp. 312–314). Budapest-Szeged: HUNSEM, University of Szeged.
Bey, T. M. (1995). Mentorships: Transferable Transactions. Education and urban society, 28(1), 11–19. DOI: 10.1177/0013124595028001002
Biggs, J. (1999). What the student does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75. DOI: 10.1080/0729436990180105
Birtwistle, T., & Wagenaar, R. (2016). A long way to go. A study of the learning-outcomes based approach in the EU and the USA. Retrieved 07 19, 2016, from: http://ec.europa.eu/education/library/study/2016/eu-us-learning-outcomes_en.pdf
Boge, K. & Fretheim, E. P. (2014). Fagopplæring, status og respekt. In S. Tveiten & K. Boge Empowerment i helse, ledelse og pedagogikk. Oslo: Gyldendal Akademiske. DOI: 10.1080/0729436990180105
Bolam, R. (1975). The Management of Educational Change: Towards a Conceptual Framework. In V. Houghton, R. McHugh & C. Morgan (Eds.), Management in Education – The management of Organizations and Individuals (pp. 391–409), Ward Lock: Open University Press.
Borg, W. R., & Gall, M. D. (1979). Educational Research. New York: Longman.
Brown, A. L., & Campione, J. C. (1990). Communities of learning and thinking, or a context by any other name. Human Development, 21, 108–125.
Bruner, J. (1997). Utdanningskultur og læring. Oslo: Ad Notam Gyldendal.
Brundrett, M. & Rhodes, C. (2010). Leadership for Quality and Accountability in Education, London: Routledge.
Burton, K., & McNamara, J. (2009). Assessing reflection skills in law using criterion-referenced assessment. Legal Education Review, 19(1–2), 171–188.
Caplan, G. (1963). Types of mental health consultation. American Journal of Orthopsychiatry, 33(3), 470–481. DOI: 10.1111/j.1939-0025.1963.tb00381.x
Capperucci, D. (2015). Self-evaluation and School Improvement: The Issemod model to develop the quality of school processes and outcomes. 1(2). IJAEDU- International E-Journal of Advances in Education.
Clandinin, D. J., & Connelly, F. M. (1994). Personal Experience Methods. In N. K. Denzin & Y. S. Lincoln. Handbook of Qualitative Research (pp. 413–421). Thousand Oaks, California: Sage Publications Inc.
Clark, K., Dyson, A., Millward, A., & Robson, S. (1999). Theories of inclusion. Theories of schools: deconstructing and reconstructing the “inclusive school”. British Educational Research Journal, 25(2), 157–177. DOI: 10.1080/0141192990250203
Colmer, K. (2008). Leading a learning organization. European Early Childhood Education Research Journal, 16(1), 107–115.
Collins, D., & Salais, R. (2004). Social policies. In A. M. El-Agraa (Ed.), The European Union. Economics and Policies (pp. 421–447). Harlow, UK: Financial Times, Prentice Hall.
Collinson, V., Cook, T. F., & Conley, S. (2006). Organizational Learning in Schools and School Systems: Improving Learning, Teaching and Leading. Theory into Practice, 45(2), 107–116. DOI: 10.1207/s15430421tip4502_2
Common, R. (2004). Organisational learning in a political environment: improving policy-making in UK government. Policy Studies, 25(1), 35–49. DOI: 10.1080/0144287042000208224
Corbin, J., & Strauss, A. (1990). Basics of Qualitative Research. Technics and Procedures for Developing Grounded Theory. Thousand Oaks, California: Sage Publications.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research 3e. Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, California: Sage Publications.
Csikszentmihaly, M. (1997). The psychology of Engagement with Everyday Life. New York: Basic Books.
ČŠI (2014). Tematická zpráva: Podpora inkluzivního vzdělávání v základních a středních školách ve školním roce 2012/2013. Praha: ČŠI.
Dahler-Larsen, P. (2006). Evalueringskultur. Et begrep bliver til. Odense: Syddansk Universitetsforlag.
Dahlstedt, M. (2007). I val(0)frihetens spår. Segregation, differentiering och två decennier av skolreformer. Pedagogisk Forskning i Sverige, 12(1), 20–38.
Dewey, J. (2008). Individ, skola och samhälle. Stockholm: Natur och Kultur.
Drago-Severson, E. (2004). Helping teachers learn. Principal leadership for adult growth and development. Thousand Oaks CA: Corwin Press.
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57–91. DOI: 10.1177/1529100611414806
Dysthe, O. (Ed.). (2001). Dialog, samspel og læring. Oslo: Abstrakt forlag.
DZS (n.d.). Dům zahraniční spolupráce. Retrieved June 6, 2016, from: http://www.dzs.cz
EDUin (2012). Mapa aktivních škol. Retrieved from: http://www.eduin.cz/mapa-aktivnich- skol
EDUin (2014). Audit vzdělávacího systému v ČR: rizika a příležitosti. Retrieved from: http://www.eduin.cz/wp-content/uploads/2014/10/EDUin_Audit_vzdelavani_2014.pdf
EDULAB. (n.d.). Program podpory digitalizace škol. Retrieved June 6, 2016, from: http://www.edulabcr.cz/projekty/program-podpory-digitalizace-skol
Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Methuen.
Ekholm, M. (2004). Lärare, professionalitet och yrkeskvalitet. In Lärarprofessionalism – om professionella lärare. Lärarförbundet. Retrieved from: http://docplayer.se/17051058-Larar-professionalism-om-professionella-larare.html
Ekholm, M., & Scherp, H.-Å. (2014). Vetenskap och beprövad erfarenhet. In M. Ekholm & H.-Å. Scherp (Eds.), Det goda lärandets grunder (pp. 125–135). Malmö: Gleerups.
Ekiert-Oldroyd, D. (2011). “Creative minds for turbulent times?” An international comparison of school leader’s perceived values. In T. Baráth & M. Szabó (Eds.), Does Leadership Matter? Implications for Leadership Development and the School as a Learning Organisation (pp. 286–306). Budapest-Szeged: HUNSEM, University of Szeged.
Eliassen, H. & Seikkula, J. (2006). Reflekterende prosesser i praksis. Oslo: Universitetsforlaget.
Erchul, W. P., & Martens, B. K. (2010). School Consultation. Conceptual and Empirical Bases of Practice. New York: Springer.
Erchul, W. P., & Raven, B. H. (1997). Social power in school consultations: A contemporary view of French and Raven’s basis of power model. Journal of School Psychology, 35(2), 137–171. DOI: 10.1016/S0022-4405(97)00002-2
Europaparlamentetets och rådets rekommendation 2006/962/EG av den 18 December 2006 om nyckelkompetenser för livslångt lärande. (2006). Nyckelkompetenser för livslångt lärande.
European Commission. (2010a). Europe 2020 – A strategy for smart, sustainable and inclusive growth, COM (2010) 2020 Final. Brussels: European Union.
European Commission. (2010b). Youth on the Move – An initiative to unleash the potential of young people to achieve smart. Retrieved from: http://ec.europa.eu/commission_2010-2014/vassiliou/events/debate_en.htm.
European Commission. (2012). Rethinking Education: Investing in skills for better socio-economic outcomes. Retrieved 07 09, 2016, from: http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1389776578033&uri=CELEX:52012DC0669
European Commission. (2013). Supporting teacher competence development for better learning outcomes. Retrieved 07 18, 2016, from: http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf
European Commission. (2013). Supporting Teacher Educators for better learning outcomes. Retrieved 07 18, 2016, from: http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf
European Commission. (2015). Retrieved 07 08, 2016, from Strengthening teaching in Europe. New evidence from teachers compiled by Eurydice and CRELL, June 2015: http://ec.europa.eu/education/library/policy/teaching-profession-practices_en.pdf
European Commission. (2016). Education and Training. Supporting Education and Training in Europe and beyond. Retrieved 07 08, 2016, from The Teaching Professions: http://ec.europa.eu/education/policy/school/teacher-training_en.htm
European Parliament. (2015). Innovative Schools: Teaching and Learning in the Digital Area. Retrieved from: http://www.europarl.europa.eu/studies.
Europeiska Kommissionen. (2012). Att utveckla nyckelkompetenser i skolorna i Europa. Politiska utmaningar och möjligheter. Retrieved from: http://eacea.ec.europa.eu/education/eurydice./documents/thematic_reports/145SV_HI.pdf
Falch, T., & Strøm, B. (2009). NTNU Lærerkvalitet, lærerrekruttering og konjunkturer. Retrieved from: http://www.ssb.no/a/publikasjoner/pdf/sa111/6_laerer.pdf
Fisher, D. (2012). School Culture: Creating a unified culture of learning in a multi-cultural setting. Retrieved 07 13, 2016, from IB Regional Conference, October 2012: http://www.ibo.org/contentassets/b53fa69a03d643b1a739d30543ca8d65/darlenefishermadrid.pdf
Fullan, M. (1991). The New Meaning of Educational Change. London: Cassell.
Fullan, M. G. (1993). Change forces: Probing the depth of educational reform. Bristol: Falmer Press.
Fullan, M. (2007). The new meaning of educational change. New York: Routledge.
Fullan, M., & Knight, J. (2011). Coaches as system leaders. Educational Leadership, 69(2), 50–53.
Ganser, T. (2005). Learning from the past – building for the future. In H. Portner (Ed.), Teacher mentoring and induction. The state of the art and beyond (pp. 3–19), Thousand Oaks CA: Corwin Press.
Garbo, J. (2014). Lærerens profesjon og oppdrag. Bedre skole, 4, 12–19. Retrieved from: https://www.utdanningsforbundet.no/upload/Tidsskrifter/Bedre%20Skole/BS_4_2014/BS-0414-WEB_Garbo.pdf
Giota, J. (2014). Att främja elevers motivation, lärande och skolprestationer. In M. Ekholm & H.-Å. Scherp (Eds.), Det goda lärandets grunder (pp. 17–31). Malmö: Gleerups.
Gislen, Y. (2003). Rum för handling. Kollaborativt berättande i digitala medier. Karlskrona: Institutionen för arbetsvetenskap, medieteknik och humaniora, Blekinge Tekniska Högskola.
Gjefsen, H. M., Gunnes, T., & Stølen, N. M. (2014). Framskrivinger av befolkning og arbeidsstyrke etter utdanning med alternative forutsetninger for innvandring. Rapport 2014/31, Oslo – Kongsvinger: Statistisk Sentralbyrå. Retrieved from: https://www.ssb.no/arbeid-og-lonn/artikler-og publikasjoner/_attachment/200990? _ts=14909943420
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine.
Gore, J. M., & Zeichner, K. (1991). Action research and reflective thinking in preservice teachers education: A case study from the United States. Teaching and Teacher Education, 7(2), 119–136. DOI: 10.1016/0742-051X(91)90022-H
Granberg, O., & Ohlsson, J. (2005). Kollektivt lärande i team. Om utveckling av kollektiv handlingsrationalitet. Pedagogisk Forskning i Sverige, 10(3–4), 227–243.
Habiliteringstjenesten. (n.d.). Retrieved from: http://www.habilitering.no/?page_id=538
Hargreaves, A. (2004). Läraren i kunskapssamhället – i osäkerhetens tidevarv. Lund: Studentlitteratur.
Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teacher and Teacher Education, 6(3), 227–241.
Hatano, G., & Oura, Y. (2003). Commentary: reconceptualising school learning using insight from expertise research. Educational Researcher, 32(8), 26–29. DOI: 10.3102/0013189X032008026
Hattie, J. (2013). Synlig læring – for lærere. Oslo: Cappelen Damm.
Haug, P. (2003). Evaluering av Reform 97 Sluttrapport frå styret for Program for evaluering av Reform 97. Retrieved from: http://www.forskningsradet.no/csstorage/flex_attachment/Sluttrapport_evaluering_av_Reform_97-_Ve_reform97.pdf
Hodgkinson, C. (1983). The Philosophy of Leadership. Oxford: Blackwell.
Hodgkinson, C. (1996). Administrative Philosophy. Values and motivations in administrative life. London: Pergamon.
Hodkinson, A. (2012). Illusionary inclusion – what went wrong with New Labour‘s landmark educational policy? British Journal of Special Education, 39(1), 4–11. DOI: 10.1111/j.1467-8578.2012.00532.x
Hofstede, G. (2005). Culture and Organizations: Software of the Mind. New York: McGraw Hill.
Holmqvist, M., & Nilsson, J. (2005). Hur kan lärare utveckla ett livslångt lärande? In J. Lindelöf (Ed.), Lärande hela livet. En antologi om lärandets betydelse för utveckling i arbetsliv och samhälle (pp. 39–55). Lund: Studentlitteratur.
Hornstrup, C., & Loehr-Petersen, J. (2003). Appreciative Inquiry- en konstruktiv metode til positive forandringer. Copenhagen: DJOEF Publishing.
Hornstrup, C., & Storch, J. (2001). Samtalernes teoretiske bagland-systemteorien. Åbyhøj, Denmark: Joint Action.
Jamissen, G., & Phelps, R. (2006). The role of reflection and mentoring in ICT teacher professional development: dialogue and learning across the hemispheres. Teacher Development, 10(3), 293–312. DOI: 10.1080/13664530600921825
Janík, T., Píšová, M., & Spilková, V. (2014). Standardy a kariérní systémy v učitelské profesi: zahraniční přístupy a česká cesta. Komuniké z konference. Orbis Scholae, 8(3), 159–161.
Jensen, R. (2012). ...om å sette læring i system. Om læring og kvalitet. Vallset: Oplandske Bokforlag.
Jensen, R. (2016). Kollektiv læring og skolebasert kompetanseutvikling. Vallset: Oplandske Bokforlag.
Jensen, R., & Sørmo, D. (2014). LOV – en strategi for kvalitetsutvikling i skolen. In A. B. Reinertsen, B. Groven, A. Knutas & A. Holm (Eds.), FoU i praksis 2013 conference proceedings (pp. 153–160). Trondheim: Akademika forlag.
Jensen, R., Sträng, R., & Sørmo, D. (2013). Kvalitetsutvikling fra klasserommet. Oppsummering av LOV-prosjektet. Vallset: Oplandske Bokforlag.
Jonson, K. F. (2008). Being an effective mentor. How to help beginning teachers succeed. Thousand Oaks CA: Corwin Press.
Kasíková, H. (2013). Zkušenostní učení v příběhovém dramatu a učitelské vzdělávání. In J. A. Moon, et al., Krajinou zkušenostně reflektivního učení (pp. 68–81). Brno: Masarykova univerzita.
Kemp, P. (2005). Världsmedborgaren: Politisk och pedagogisk filosofi för det 21århundradet. Göteborg: Daidalos.
Kennedy, A. (2005). Models of Continuing Professional Development: a framework for analysis. Journal of In-Service Education, 31(2), 235–250. DOI: 10.1080/13674580500200277
Kierkegaard, S. (1859). Synspunktet for min Forfatter-Virksomhed. En ligefremMeddelelse, Rapport til Historien. Copenhagen: C. A. Reitzels Forlag.
Kilmann, R. H., & Saxton, M. J. (1985). The Kilman-Saxton Culture Gap survey. Pittsburg: Organizational Design Consultants.
Kinsella, E. (2009). Professional knowledge and the epistemology of reflective practice. Nursing Philosophy, 11(1), 3–14. DOI: 10.1111/j.1466-769X.2009.00428.x
Kjærnsli, M., Lie, S., Olsen, R. V., Roe, A., & Turmo, A. (2004). Rett spor eller ville veier? Norske elevers prestasjoner i matematikk, naturfag og lesing i Pisa 2003. Universitetsforlaget. forskningsråd. Oslo: Unipub.
Klette, K. (red.) (2003). Klasserommets praksisformer etter Reform – 97. Det utdanningsvitenskaplige fakultet og Norges forskningsråd. Oslo: Unipub.
Kohnová, J. et al. (2012). Profesní rozvoj učitelů a cíle školního vzdělávání. Praha: PedF UK.
Kochan, F. K., & Pascarelli, J. T. (2003a). Mentoring as transformation: initiating the dialog. In F. K. Kochan & J. T. Pascarelli (Eds.), Global perspectives on mentoring. Transforming contexts, communities, and cultures (pp. ix–xvii). Greenwich: Information Age Publishing.
Kochan, F., & Pascarelli, J. T. (2003b). Culture, context, and issues of change related to mentoring programs and relationships. In F. K. Kochan & J. T. Pascarelli (Eds.), Global perspectives on mentoring: Transforming contexts, communities, and cultures (pp. 417–428). Greenwich: Information Age Publishing.
Kolb, D. (1984). Experiential learning. New Jersey: Prentice-Hall.
Kompetanse for utvikling 2005–2008, (2005). Retrieved from: https://www.regjeringen.no/no/dokumenter/kompetanse-for-utvikling-2/id496901/
Konstam, V. et al. (2015). Evidence-based practice, work engagement and professional expertise of counselors. The Professional Counselor, 5(1), 67–80.
Korzybski, A. (1990). Collected Writings, 1920–1950. Institute of General Semantics. Forest Hills, NY: Institute of General Semantics.
Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26(4), 608–625. DOI: 10.2307/255910
Kram, K. E., & Ragins, B. R. (2007). The landscape of mentoring in the 21 century. In B. R. Ragins & K. E. Kram (Eds.), The handbook of mentoring at work. Theory, research and practice, (pp. 659–692). Thousand Oaks, CA: Sage.
Kratochwill, T. R. et al. (2012). Practice-Based Evidence for Children and Adolescents: Advancing the Research Agenda in Schools. School Psychology Review, 41(2), 215–235.
KUD (1974). Mønsterplan for grunnskolen. Oslo: Aschehoug.
KUD (1987). Mønsterplan for grunnskolen: M87. Oslo: Aschehoug.
Kunnskapsdepartementet. (2006). Læreplan for Kunnskapsløftet (LK06). Retrieved from: http://www.udir.no/Læreplaner/Kunnskapsløftet
LaBoskey, V. K. (1994). Development of reflective practice. A study of preservice teachers. New York: Teachers College Press.
Lagerweij, N. A. J. (1992). Europe 1992 and Educational Reform: a Task and Challenge. In Report of the First International ASCD Affiliates Conference: Europe 1992. International Perspectives in Education (pp. 74–88). The Hague: NV–ASCD.
Lapsley, I., & Oldfield, R. (2001). Transforming the Public Sector: Management Consultants as Agents of Change. The European Accounting Review, 10(3), 523–543.
Lave, J. (1997). Learning, apprenticeship, social practice. Nordisk, (17)3, 140–151.
Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. New York: Cambridge University Press.
Lazarová, B. (2011). Mentoring jako podpora mezigenerační spolupráce ve škole. In B. Lazarová et al. Pozdní sběr. O práci zkušených učitelů (pp. 99–106). Brno: Paido.
Lazarová, B., Pol, M., & Sedláček, M. (2015). Mezinárodní šetření TALIS 2013. Souhrnná zpráva mapující pedagogické vedení ředitelů škol v ČR. Praha: Česká školní inspekce.
Lazarová, B., Hloušková, L., Trnková, K., & Pol, M. (2015). Řízení inkluze ve škole. Brno: Masarykova univerzita.
Lazarová, B., Vychopňová, T., & Dobrovolná, A. (2015). Mentoring ve škole očima učitelů. Konference Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita.
Læreplanen Kunnskapsløftet (2006). LK06. Retrieved from: http://www.udir.no/Lareplaner/Kunnskapsloftet/
Ledvinka, G. (2006). Reflection and Assessment in Clinical Legal Education: Do You See What I See? International Journal of Clinical Legal Education, 9, 29–56.
Levin, B., & Riffel, A. (2000). Changing Schools in a Changing World. In A. Bascia & A. Hargreaves (Eds.), The Sharp Edge of Educational Change. Teaching, leading and the realities of reform. (pp. 178–194). London and New York: Routledge.
Leshem, S. (2008). Novices and veteran journeying into real-world teaching: How a veteran learns from novices. Teaching and Teacher Education, 24(1), 204–215. DOI: 10.1016/j.tate.2006.07.010
Liedman, S. E. (2008). Nycklar till ett framgångsrikt liv. OM EU:s nyckelkompetenser. Stockholm: Skolverket.
Lillejord, S., & Kirkerud, G. (2009). Produktive læringsprosesser og ledelse av skoleutvikling. In Lærerarbeid for tilpasset opplæring – tilrettelegging for læring og utvikling (p. 151). Oslo: Gyldendal Akademisk.
Lillejord, S., Kristin, B., Ruud, E., Hauge, T. E., Hopfenbeck, T. N., Tolo, A., F-Griffihts, P., & Smeby, J. C. (2014). Former for lærervurdering som kan ha positiv innvirkning på skolens kvalitet. En systematisk kunnskapsoversikt. Oslo: Kunnskapssenter for Utdanning, Norges Forskningsråd.
Lindblad, S., & Popkewitz, T. S. (Eds.). (2001). Listening to education actors on governance and social integration and exclusion. A report fo the EGSIE project. Uppsala: Department of Education, Uppsala University.
Lipton, L., & Wellman, B. (2005). Cultivating Learning-Focused Relationships Between Mentors and Their Protégés. In H. Portner (Ed.). Teacher mentoring and induction. The state of the art and beyond (pp. 149–166). Thousand Oaks CA: Corwin Press.
Little, J. W. (1990). The mentor phenomenon and the social organization of teaching. Review of Research in Education, 16, 297–351.
Lukacs, K., & Galluzzo, G. (2014). Beyond empty vessels and bridges: Toward defining teachers as the agents of school change. Teacher Development, 18(1), 100–106. DOI: 10.1080/13664530.2013.856338
Magnussen, F. (2014). Nevroviten og psykiatri. Kronikk. Tidskrift for Den norske legeforening, 19, 1858–1859. DOI: 10,4045 / tidsskr.14.0808
Martin, J. (1992). Cultures in Organizations: Three Perspectives. New York.
Maturana, H. R. (1987). Everything is said by an observer. In W. I. Thompson (Ed.). Gaia: A way of knowing. Political implications of the new biology (pp. 65–82). New York: Lindisfarne Press.
McKinsey & Company. (2007). How the world’s best performing school systems came out on top. Retrieved from: http://mckinseyonsociety.com/how-the-worlds-best-performing-schools-come-out-on-top/
Møller, J. (2006). Hvilke svar girl forskning om god skole ledelse? In J. Møller & O. L. Fuglestad (Eds), Ledelse i anerkjente skoler (pp. 27–44), Oslo: Universitetsforlaget.
MŠMT (n.d.). Strukturální fondy. Retrieved June 10, 2016, from: http://www.msmt.cz/strukturalni-fondy-1
MŠMT (2001). Národní program rozvoje vzdělávání v České republice. Bílá kniha. Praha: UIV, Tauris.
MŠMT (2004). Zákon číslo 521/2004 Sb., o předškolním, základním, vyšším odborném a jiném vzdělávání (školský zákon). Retrieved from: http://www.msmt.cz/dokumenty/novy-skolsky-zakon
MŠMT (2011). Výsledky mezinárodních šetření PIRLS a TIMSS 2011. Retrieved from: http://www.msmt.cz/ministerstvo/novinar/vysledky-mezinarodnich-setreni-pirls-a-timss-2011
MŠMT (2015). Akční plán inkluzivního vzdělávání na období 2016–2018. Retrieved from: http://www.vzdelavani2020.cz/images_obsah/dokumenty/apiv_2016_2018.pdf
MŠMT (2016). Dotace a granty 2016. Retrieved June 13, 2016, from: http://www.msmt.cz/vzdelavani/zakladni-vzdelavani/dotace-a-granty-1
Myhre, R. (1980). Den norske skoles utvikling. Idé og virkelighet. Oslo: Fabritius forlag.
Nastasi, B. K. (2005). Consultants as Change Agents in Achieving Equity for Families in Public Schools. Journal of Educational and Psychological Consultation, 16(1–2), 113–125. DOI: 10.1080/10474412.2005.9669530
Nehyba, J. et al. (2014). Reflexe mezi lavicemi. Brno: Masarykova univerzita.
Nesfeldt, H. (2013). Lærerprofesjonens etiske platform. Retrieved from: https://www.utdanningsforbundet.no/Hovedmeny/Profesjonsetikk/Utdanningsforbundets-arbeid/Larerprofesjonens-etiske-plattform/
New Teacher Induction Program: Induction Elements Manual (2010). Retrieved from: http://www.edu.gov.on.ca/eng/teacher/induction.html
Newmann, F. M., King, M. B., & Rigdon, M. (1997). Accountability and School Performance: Implications from Restructuring Schools. Harvard Educational Review, 67(1), 41–75.
NIDV (n.d.). Národní institut pro další vzdělávání. Retrieved June 13, 2016, from: http://www.nidv.cz
Nihlfors, E. (2008). Kunskap vidgar världen: Globaliseringens inverkan på skola och lärande. Stockholm: Globaliseringsrådet.
Nordin, A., & Sundberg, D. (2014). Introduction. The Making and Governing of Knowledge in the Education Policy Field. In A. Nordin & S. Sundberg (Eds.), Transnational Policy Flows in European Education. The making and governing of knowledge in the education policy field (pp. 9–20). Oxford, UK: Symposion.
Norwegian Directorate for Education and Training (n.d.). Retrieved from: https://www.regjeringen.no/en/dep/kd/organisation/kunnskapsdepartementets-etater-og-virksomheter/Subordinate-agencies-2/norwegian-directorate-for-education-and-/id426533/
NOU (1995). Ny lovgivning om opplæring - ... og for øvrig kan man gjøre som man vil. Retrieved from: https://www.regjeringen.no/no/dokumenter/nou-1995-18/id140365/?ch=3
NOU (2002). Førsteklasses fra første klasse. Forslag til rammeverk for et kvalitetsvurderingssystem av norsk grunnopplæring. Retrieved from: https://www.regjeringen.no/no/dokumenter/nou-2002-10/id145378/
NOU (2003). Norges offentlige utredninger 2003:16. I første rekke — Forsterket kvalitet i en grunnopplæring for alle. Retrieved from: https://www.regjeringen.no/no/dokumenter/
NOU (2014). Elevenes læring i fremtidens skole. Et kunnskapsgrunnlag. Oslo: Kunnskapsdepartementet.
NUV (n.d.). Národní ústav pro vzdělávání. Retrieved June 5, 2016, from: http://www.nuv.cz a)
NUV (n.d.). RAMPS – VIP III. Retrieved June 5, 2016, from: http://www.nuv.cz/projekty/ramps-vip-iii b)
NUV (2014). LAMS. IPO rozvoj lektorských a mentorských dovedností pedagogů mateřských a základních škol – lektoři a mentoři pro školy. Retrieved from: http://www.nuv.cz/projekty/lams-1
Ny generell del av læreplanen LK06 (n.d.) Retrieved from: https://www.regjeringen.no/no/aktuelt/Vil-ha-ny-generell-del-av-lareplanen1/id2008329/
Nykänen, P. (2009). Värdegrund, demokrati och toelerans. Om skolans fostran i ett mångkulturellt samhälle. Stockholm: Thales.
OECD (2004). What makes school systems perform? Seeing school systems through the prism of Pisa. Paris: OECD Publishing.
OECD (2013). Reviews of Evaluation and Assessment in Education: Synergies for Better Learning. An International Perspective on Evaluation and Assessment. Helsedirektoratet. Retrieved from: http://www.forebygging.no/Litteratur/Hjelpeinstanser/Barne-og ungdomspsykiatrien-BUP/
OECD (2015). OECD Skills Outlook 2015. Youth, Skills and Employability. OECD Publishing.
OECD (2016). No More Failures: Ten Steps to Equity in Education. Retrieved 07 08, 2016, from: http://www.oecd.org/edu/school/nomorefailurestenstepstoequityineducation.htm
Ohnstad, F. O. (2011). Dilemma. Utdanning 15(23), 44. Retrieved from: http://www.spesialpedagogikk.no/upload/Publikasjoner/Profesjonsetikk/Dilemma_F.O.Ohnstad_Utdanning_15.11.pdf
Olin, A. (2009). Skolans mötespraktik- en studie om skolutveckling genom yrkesverksammas förståelse. Göteborg: Göteborgs universitet.
Olsen, J., & Peters, G. (1996). Learning from Experience. In J. Olsen & G. Peters (Eds.), Lessons from Experience (pp. 1–35). Oslo: Scandinavian University Press.
Opplæringsloven (1999). Retrieved from: https://lovdata.no/dokument/NL/lov/1998-07-17-61
Opplæringsloven. Lovdata (2006). Retrieved from: https://lovdata.no/dokument/NL/lov/1998-07-17-61?q=Oppl%C3%A6ringsloven
Oslo kommune Utdanningsetaten (2013). Retrieved from: http://static.vg.no/uploaded/vgdesk/filer/2013/lederkontrakt.pdf
Oshry, B. (1996). Seeing systems: Unlocking the Mysteries of Organizational Life. San Fransisco: Berrett-Koehler.
Otto, M. L. (1994). Mentoring: An adult developmental perspective. In M. A. Wunsch (Ed.), Mentoring revisited: Making an impact on individuals and institutions (pp. 15–26). San Francisco: Jossey-Bass.
Palečková, J., Tomášek, V., & Blažek, R. (2014). Mezinárodní šetření PISA 2012. Schopnost patnáctiletých žáků řešit problémy. Praha: ČŠI.
Palinscar, A. S., Brown, A., & Campione, J. C. (1993). First-grade dialogues for knowledge acquisition and use. In E. A. Forman, N. Minick & C. A. Stone (Eds.), Contexts for Learning. Sociocultural Dynamics in Children’s Development (pp. 43–57). New York: Oxford University Press.
Pearce, D. (1995). Sustainable Development: The Political and Institutional Challenge. In J. Kirkby, P. O’Keefe & L. Timberlake (Eds.), The Earthscan Reader in Sustainable Development (pp. 287–289). London: Earthscan.
Pedagogický konzultant. Průvodce učitelů na cestě k zlepšování výuky. (n.d.). Retrieved from: http://www.kellnerfoundation.cz/pomahame-skolam-k-uspechu/projekt/jak-pomahame-skolam/pedagogicky-konzultant
PISA (2014). Mezinárodní šetření PISA 2012. Národní zpráva. Schopnost patnáctiletých žáků řešit problémy (2014). Praha: Česká školní inspekce. Retrieved from: http://www.csicr.cz/html/PISA2012-SchResProblemy/flipviewexpress.html
Pol, M., Hloušková, L., Lazarová, B., Novotný, P., & Sedláček, M. (2013). Když se školy učí. Brno: Masarykova univerzita.
Pol, M., Hloušková, L., Lazarová, B., Novotný, P., & Sedláček, M. (2011). On definition characteristics of organizational learning in schools. In T. Baráth & M. Szabó (Eds.), Does Leadership Matter? Implications for Leadership Development and the School as a Learning Organisation (pp. 147–157). Budapest-Szeged: HUNSEM, University of Szeged.
Polanyi, M. (1966). The Tacit Dimension. London: Routledge.
Pomáháme školám k úspěchu (n.d.). Retrieved June 13, 2016, from: http://www.kellnerfoundation.cz/pomahame-skolam-k-uspechu
Portner, H. (Ed.) (2005). Teacher mentoring and induction. The state of the art and beyond. Thousand Oaks CA: Corwin Press.
Postholm, M. B. (2010). Kvalitativ metode. En innføring med fokus på fenomenologi, etnografi og kasusstudier. Oslo: Universitetsforlaget.
Premfors, R., & Roth, K. (Eds.). (2004). Deliberativ Demokrati. Lund: Studentlitteratur.
Regjeringen (2005). Barnevernsloven § 4–2. Retrieved from: https://www.regjeringen.no/no/dokumenter/barnevernloven--4-2/id102949/
Rhodes, Ch., & Fletcher, S. (2013). Coaching and mentoring for self‐efficacious leadership in schools. International Journal of Mentoring and Coaching in Education, 2(1), 47–63.
Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents’ academic adjustment. Child development, 71(6), 1662–1671. DOI: 10.1111/1467-8624.00256
Rolf, B., Ekstedt, E., & Barnett, E. (1993). Kvalitet och kunskapsprocess i högre utbildning. Nora: Nya Doxa.
RVP (n.d.). Metodický portál. Inspirace a zkušenosti učitelů. Retrieved June 13, 2016, from: http://rvp.cz/informace/o-portalu
Rýdl, K. (2014). Vývoj standardizace profese učitele v České republice – nekonečný příběh? Orbis Scholae, 8(3), 9–21.
Sahlberg, P., & Oldroyd, D. (2010). Pedagogy for economic competitiveness and sustainable development. European Journal of Education, 45(2), pp. 280–300. DOI: 10.1111/j.1465-3435.2010.01429.x
Samuelsson, M. (2013). Deliberativ demokrati i den norska skolan. Ger lärare uttryck för deliberativa uppfattningar när det kommer till demokrati och demokratiutbildning? Utbildning & Demokrati, 22(1), 47–63.
Sandefjord Case (2014). Retrieved from: http://www.utdanningsforbundet.no/Hovedmeny/Taler-og-innlegg1/Alle/2014/Look-to-Sandefjord/
Saphier, J. et al. (2001). Beyond mentoring comprehensive induction programs: How to attract, support, and retain new teachers. Newton, MA: Teachers21.
Säljö, R. (2001). Læring i praksis: et sosiokulturelt perspektiv. Oslo: Cappelen Akademiske.
Säljö, R. (2005). Lärande och kulturella redskap: om lärprocesser och det kollektiva minnet. Stockholm: Norstedts akademiska förlag.
Seikkula, J. (2000). Åpne samtaler. Oslo: Tano Aschehoug.
Senge, P. M. (1990). The Fifth Discipline. The Art and Practice of the Learning Organization. London: Century Business.
Senge, P., Scharmer, C. O., Jaworski, J., & Flowers, B. S. (2005). Presence. Exploring profound change in people, organizations and society. London: Nicholas Brealey Publishing.
Sharp, R. (1995). Organizing for Change: People Power and the Role of Institutions. In J. Kirkby, P. O’Keefe & L. Timberlake (Eds.), The Earthscan Reader in Sustainable Development (pp. 309–327). London: Earthscan Publications.
Scherp, H.-Å. (2003). Skolutvecklingens komplexitet – en avslutande kommentar. In G. Berg & H.-Å. Scherp (Eds.), Skolutvecklingens mpånga ansikten (pp. 274–293). Stockholm: Myndigheten för Skolutveckling.
Schön, D. (1983). The reflective practitioner. New York: Basic Books.
SKAV (n.d.). Retrieved June 11, 2016, from: http://www.skav.cz
Sleegers, P. J., Thoonen, E. E., Geijsel, F. P., Oort, F. J., & Peetsma, T. T. (2010). Changing teaching practices: What matters? In T. Baráth & M. Szabó (Eds.), Does Leadership Matter? Implications for Leadership Development and the School as a Learning Organisation (pp. 33–56). Budapest-Szeged: HUNSEM, University of Szeged.
Skolverket. (2014). Grundskolan i internationella kunskapsmätningar – kunskap, skolmiljö och attityder till lärande. Stockholm: Skolverket, Rapport 407.
Snyder, K. J., Acker-Hocevar, M., & Snyder, K. M. (2000). Living on the Edge of Chaos: Leading Schools into the Global Age. Milwaukee, Wisconsin: ASQ Quality Press.
Söderström, M. (2011). Vad är arbetslivets pedagogik? – bakgrund, problem och möjligheter. Växjö: Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet.
Starý, K., Dvořák, D., Greger, D., & Duschinská, K. (2012). Profesní rozvoj učitelů. Podpora učitelů pro zlepšování výsledků žáků. Praha: Karolinum.
Stray, J. H. (2010). Demokratisk medborgerskap i norsk skole? En kritisk analyse. Avhandling for graden dr.philos. Oslo: Universitetet i Oslo.
Sträng, R. (1997). Kunskapsproduktion, kunskapsväxt och pedagogiska motorvägar: Wittgenstein, Lundgren och Berg. Örebro: Högskolan i Örebro, Skolledarhögskolan.
Sträng, R. (2011). En flerstämmig kulturanalys. Om värden, värderingar och motiv i skolors vardagsarbete. Doktorgradsavhandling. Karlstads Universitet.
Sträng, R. (2013). Change agents of school cultures – the requirement of adaptable analytic tools. In M. Aksu, A. Sabanci & T. Aksu (Eds.), Educational leaders as change agents: Meeting an uncertain future (pp. 89–98). Ankara: Akdeniz University.
Sträng, R. (2014). LOV i et internasjonalt perspektiv. In R. Jensen, R. Sträng, & D. Sørmo, Kvalitetsutvikling fra klasserommet. Oppsummering av LOV-prosjektet (pp. 149–169). Vallset: Oplandske Bokforlag.
Sträng, R. (2015). Grunnleggende ferdigheter for læring og forståelse. In E. K. Høihilder & O. A. Gulbrandsen (Eds.), Pedagogikk og elevkunnskap i grunnskolelærerutdanningen (pp. 94–104). Oslo: Gyldendal.
Sträng, R., Jensen, M., & Sørmo, D. (2013). KARIB-prosjektet: Kulturanalyse og reflekterende prosesser i barnehagen. Halden: Høgskolen i Østfold.
Sträng, R., & Sørmo, D. (2015). Professional Guidance of School Teachers. In More trust, less control – less work?: culture of trust as a basis of educational leadership and school improvement. (pp. 62–73). Jyväskylä: University of Jyväskylä.
Statistisk Sentralbyrå (n.d.). Retrieved from: https://www.ssb.no/en/
Step by Step CR, o.p.s. (n.d.). Retrieved June 13, 2016, from: http://www.sbscr.cz/index2.php
Store norske leksikon (n.d.). Retrieved from: https://snl.no
Stortingsmelding 18 (2011). Retrieved from: https://www.regjeringen.no/no/dokumenter/meld-st-18-20102011/id639487/
Stroud, B. (2011). Meaning and understanding. In O. Kuusela & M. McGinn (Eds.), Wittgenstein (pp. 294–310). New York: Oxford University Press.
Sundet, R. (2007). Reflekterende prosesser – noe mer enn refleksjon. In H. Eliassen & J. Seikkula (Eds.). Reflekterende prosesser i praksis. Klientsamtaler, veiledning, konsultasjon og forskning (pp. 15–32). Oslo: Universitetsforlaget.
Sørmo, D. (2015). Reflecting teams as a tool to meet pedagogical challenges. In More trust, less control – less work?: culture of trust as a basis of educational leadership and school improvement. (pp. 143–158). Jyväskylä: University of Jyväskylä.
Škola online (n.d.). Retrieved June 6, 2016, from: http://www.skolaonline.cz/Ospolečnosti.aspx
Šteflová, J. (2008). Konzultanti pomohou školám s realizací ŠVP. Učitelské noviny, 29, Retrieved from: http://www.ucitelskenoviny.cz/?archiv&clanek=1313.
The Council of the European Union. (2009). The teaching professions. Retrieved 07 09, 2016, from Council conclusions of 26 November 2009 on the professional development of teachers and school leaders: http://eur-lex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52009XG1212(01)
Thornton, K. (2014). Mentors as educational leaders and change agents. International Journal of Mentoring and Coaching in Education, 3(1), 18–31.
Thorsen, C. A., & DeVore, S. (2013). Analyzing reflection on/for action: A new approach. Reflective Practice. International and multidisciplinary perspectives, 14(1), 88–103.
Tillema, H., Westhuizen van der, G. J., & Merwe van der, M. P. (2015). Knowledge building through conversation. In H. Tillema, G. J. Westhuisen van der & K. Smith (Eds.), Mentoring for Learning: “Climbing the mountain” (pp. 1–22). Rotterdam/Boston/ Taipei: Sense Publishers.
Tomal, D. R., Schilling, C. A., & Trybus, M. A. (2013). Leading school change: Maximizing resources for School Improvement. Plymouth, UK: Rowman & Littlefield Publishers.
Topping, K. (2005). Trends in Peer Learning. Educational Psychology, 25(6), 631–645. DOI: 10.1080/01443410500345172
Tveiten, S., & Boge, T. (2014). Empowerment i helse, ledelse og pedagogikk. Oslo: Gyldendal Akademiske.
Učení online (n.d.). Retrieved June 10, 2016, from: http://www.ucenionline.com
UDIR (2010). Rammeverk for nasjonale prøver. Retrieved from: http://www.udir.no/Upload/Nasjonale_prover/2010/5/Rammeverk_NP_22122010.pdf?epslanguage=no
Utdanningsdirektoratet (n.d.). Retrieved from: http://www.udir.no
Utdanningsdirektoratet (2008). Læring fra lærende virksomheter. Erfaringer fra lærende virksomheter og utviklingsarbeid i norske bedrifter. Retrieved from: http://www.udir.no/Upload/skoleutvikling/Artikkelstafett/Laring_fra_larende_virksomheter.pdf.
Verbiest, E. (2011). Developing professional learning communities. Paper presented at the EARA Conference, April 7–12, 2011, New Orleans.
Vygotsky, L. S. (1978). Mind in society. The development of higher mental processes. Cambridge, MA: Harvard University Press.
Wadel, C. (1997). Pedagogisk ledelse og utvikling av læringskultur. In O. L. Fuglestad, & S. Lillejord, Pedagogisk ledelse-et relasjonelt perspektiv (pp. 39–56), Bergen: Fagbokforlaget.
Wallin, E. (1986). Att veta hur man gör eller bli klokare – är det frågan? In J. Gustafsson & F. Marton (Eds.), Pedagogikens gränser och möjligheter. Lund: Studentlitteratur.
Wollman-Bonilla, J. E. (1997). Mentoring as a two–way street. Journal of Staff Development, 18(3), 50–52.
Zachary, L. J. (2005). Creating a mentoring culture. San Francisco: Jossey-Bass.