Klima výuky matematiky v angličtině (metodou CLIL)

Allen, D., & Fraser, J. (2007). Parent and student perceptions of classroom learning environment
and its association with student outcomes. Learning Environment Research, 10(1), 67–82. https://doi.org/10.1007/s10984-007-9018-z">https://doi.org/10.1007/s10984-007-9018-z

Allodi, M. W. (2007). Assessing the quality of learning environments in Swedish schools:
Development and analysis of a theory-based instrument. Learning Environments Research,
10(3), 157–175. https://doi.org/10.1007/s10984-007-9029-9">https://doi.org/10.1007/s10984-007-9029-9

Davies, S. (2003). Content based instruction in EFL contexts. The Internet TESL Journal, 9(2),
24–28.

Dreesmann, H. (1982). Unterrichtsklima. Weinheim: Beltz Verlag.

Fraser, B. J. (1986). Classroom environment. London: Croom Helm.

Fraser, B. J., & Tobin, K. (1991). Combining qualitative methods in classroom environment research. In B. J. Fraser & H. J. Walberg (Eds.), Educational environment: Evaluation, antecedents and consequences (s 271–292). Oxford: Pergamon Press.

Grecmanová, H. (2008). Klima školy. Olomouc: Hanex. Koncepce matematické gramotnosti ve výzkumu PISA 2003 (2004). Praha: Ústav pro informace ve vzdělávání.

Lambert, N. M., & McCombs, B. L. (Eds.). (1998). How students learn: Reforming schools through
learner centered education. Washington, DC: American Psychological Association.

Lambert R., Abbott-Shim, M., & McCarty, F. (2002). The relationship between classroom quality
and ratings of the social functioning of head start children. Early Child Development and Care, 172(3), 231–245.

Lange, G. (Ed). (2002). TIE-CLIL Professional development course. Milan: M.I.U.R.

Lave, J. (1988). Cognition in practice. Cambridge: Cambridge University Press.

Lewis, G. E. (1977). Bilingual in education-cross-national research. International Journal of the
Sociology of Language, 1977(14), 26–52.

Mareš, J. (2000). Sociální klima školy. Pedagogická revue, 52(3), 241–254.

Marsh, D. (2000). Using languages to learn and learning to use languages. University of Jyväskylä: UniCOM.

Novotná, J., & Hofmannová, M. (2000). CLIL and mathematics education. In A. Rogerson (Ed),
Proceedings of the international conference Mathematics for living (pp. 226–230). Amman: The Mathematics Education into the 21st Century Project.

Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. ESL Magazine, 4(1), 18–20.

Rutter, M. (2000). School effects on pupil progress: Research findings and policy implications. In
P. K. Smith & A. D. Pellegrini (Eds.), Psychology of education: Major Themes (2–42). London:
Falmer Press.

Salomon, G. (1992). New challenges for educational research: Studying the individual within learning environments. Scandinavian Journal of Educational Research, 36(3), 167–183. https://doi.org/10.1080/0031383920360301">https://doi.org/10.1080/0031383920360301

Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental psychology
(1–65). London: Academic Press.

Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. Tesol Quarterly, 23(2), 201–217. https://doi.org/10.2307/3587333">https://doi.org/10.2307/3587333

Stigler, J. W., & Hiebert, J. (1999). The teaching gap. New York: Free Press.

Swain, M., & Lapkin, S. (1982). Evaluating bilingual education: A canadian case study. Clevedon:
Multilingual Matters.

Šulista, M. (2010). Analysis of the initial implementation of CLIL in mathematics lessons (Disertační práce). Praha: Pedagogická fakulta Univerzity Karlovy v Praze.

The PISA 2003 assessment framework – mathematics, reading, science and problem solving
knowledge and skills (2003). Paris: OECD.