49 SEZNAM LITERATURY Abdal-Haqq, I. (1996), Making time for teacher professional development (Digest 95–4). Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education, www.ericdigests.org/1997–2/time.htm. Aguirre, J. a N.M. Speer (2000), “Examining the relationship between beliefs and goals in teacher practice”, Journal of Mathematical Behavior, No. 18, str. 327–356. Al-Hinai, A.M. (2007), “The interplay between culture, teacher professionalism, and teacher professional development in times of change”, in: T. Townsend a R. Bates (eds.), Handbook of teacher education: Globalization, standards, and professionalism in times of change, Dordrecht, The Netherlands: Springer, str. 40–52. Allodi, M. (2010). Goals and values in school: a model developed for describing, evaluating and changing the social climate of learning environments. Social Psychology of Education No. 13, str.207–235. Anderson, C.S. (1982), “A search for school climate: A review of the research”, Review of Educational Research, No. 52, str. 368. Astin, A.W. a kol. (2003), Nine principles of good practice for assessing student learning, AAHE Assessment Forum, Seattle, WA, červen 2003. Ball, D.L. (1996), “Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn?”, Phi Delta Kappan, No. 77, str. 500–508, www.pdkintl.org/index.htm.Ball, D.L. a F.M. Forzani (2009), “The work of teaching and challenge for teacher education”, Journal of Teacher Education, No. 60(5), str. 497–511. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, str. 191–215. Bandura, A. (1978). Reflections on self-efficacy. Advances in Behavioral Research and Therapy, 1, str. 237–269 Barker, B. (2007), “The leadership paradox: Can school leaders transform student outcomes?” School Effectiveness and School Improvement, No. 18(1), str. 21–43. Battistich, V. a kol. (1997), “Caring School Communities”, Educational psychologist, No. 32(3), str. 137 –151. Behn, R.D. (2003), “Why Measure Performance? Different Purposes Require Different Measures”, Public Administration Review, 63: str. 586–606. Bennell, P. (2004), Teacher motivation and incentives in Sub-Saharan Africa and Asia, Brighton, UK: Knowledge and Skills for Development.