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Efficiency of Teaching Based on the Comparison of Textbooks

., Vallerand, R. J., & Pelletier, L. G. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26 (3-4), 325-346. Dobrovská, D., & Andres, P. (2016). Engineering pedagogy students’ attitudes on teaching quality. Acta Technologica Dubnicae, (6) 1, 42-48. doi: 10.1515/atd-2016-0005 Hrmo, R., Krištofiaková, L., & Miština, J. (2015). Building a quality system of technical and vocational education in Slovakia towards a European labour market. In WEEF 2015. Proceedings of 2015 International conference on Interactive

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Conceptualising professional communities among teachers

beyond. Paper presented at ‘European Conference on Education Research’ (ECER) 2014. Porto, Portugal. Fullan, M. (2016). The elusive nature of whole system improvement in education. Journal of Educational Change, 17(4), 539-544. Glatter, R. (2014). Leadership and Management: Spotting the Difference an Expert Perspective. London, UK: National College for Teaching and Leadership. Gleeson, M., & Tait, C. (2012). Teachers as sojourners: Transitory communities in short study-abroad programmes. Teaching and Teacher Education, 28

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An Inclusive Secondary School in Bratislava

References Asher, S. R., & Wheeler, V. A. (1985). The loneliness and social dissatisfaction questionnaire (LSDQ). Barancová, M., Bisaki, V., Radnoti, E., & Sodomová, S. (2014). Inkluzívna škola - príklad dobrej praxe. In E. Gajdošová (Ed.), Psychológia - škola - inklúzia (pp. 321-326). Nitra: Polymédia. Daniels, H., & Gardner, P. (Eds.). (1999). Inclusive education: supporting inclusion in education systems. London: Kogan Page Limited. Furlong, M. J., Gilman, R., & Huebner, E. S. (Eds.). (2014b

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