Allen, Kelly-Ann & Reupert, Andrea & Oades, Lindsay. (2021). Implementing school policy effectively. 10.4324/9781003025955-1.
Allen, K. A., Kern, P., Vella-Brodrick, D., & Waters, L. (2018). Understanding the priorities of Australian secondary schools through an analysis of their mission and vision statements. Educational Administration Quarterly, 54(2), 249–274.
Allen, K. A., Kern, M. L., Vella-Brodrick, D., & Waters, L. (2017). School Values: A comparison of academic motivation, mental health promotion, and school belonging with student achievement. The Educational and Developmental Psychologist, 34(1), 31–47.
Bradley, D., & Schneider, H. (2004). Participatory approaches: A facilitator’s guide. VSO.
Dewey, J. (1934). Individual Psychology and Education. The Philosopher, 12, 1934
Efreom-Lieber, Y., & Lieber, P. (2010). An ethical critique of suspension and zero-tolerance policies. The Australian Educational and Developmental Psychologist,27(2), 104–114.
Ellsworth, J. B. (2000). Surviving changes: A survey of Educational change models.
Allen, K. A., Kern, M. L., Vella-Brodrick, D. in Waters, L. (2017). Šolske vrednote: A comparison of academic motivation, mental health promotion, and school belonging with student achievement (Primerjava akademske motivacije, spodbujanja duševnega zdravja in pripadnosti šoli z dosežki učencev). The Educational and Developmental Psychologist, 34(1), 31-47.
Bradley, D. in Schneider, H. (2004). Participativnipristopi: H.: Participativnipristopi: priročnik za moderatorje. VSO.
Dewey, J. (1934). Individualna psihologija in izobraževanje. The Philosopher, 12, 1934
Efreom-Lieber, Y., & Lieber, P. (2010). Etična kritika politike začasne izključitve in ničelne tolerance. The Australian Educational and Developmental Psychologist, 27(2), 104-114.
Ellsworth, J. B. (2000). Surviving changes: A survey of Educational change models. Syracuse, NY: ERIC Clearinghouse.
Hammarberg, T. (2000). A school for children with rights. Development, 43(1), 119-126.
Howe, R. B. and Covell, K., “Schools and the participation rights of the child”, Education and Law Journal 10 (1) (2000): 107–123.
Howe, R. B. and Covell, K., “Miseducating children about their rights”, Education, Citizenship and Social Justice 5 (2) (2010): 91–102.
Foshay, A. W. (1991). The Curriculum Matrix: Transcendence and Mathematics. Journal of Curriculum and Supervision, 6(4), 277-93.
Freeman, M. (1996). Introduction: Children as persons in Children’s Rights: A Comparative Perspective. Aldershot: Dartmouth Publishing.
Fullan, M. (1982). The meaning of educational change. New York: Teachaers College Press.
Fullan, M. G. (1993). The complexity of the change process. In Change forces: Probing the depth of educational reform, pp. 19-41. Falme Press.
Fullan, M. G. (1999). Change Forces: The sequel. Philadelphia, PA: Falmer Press.
Fullan, M., & Stiegelbauer, S. (1991).The new meaning of educational change. New York, NY: Teachers College Press.
Kotter, J. P. (1995). Leading change. harvard business review, 2(1), 1-10.
Lewin, K. (1958). Psychology of success and failure.
Magor-Blatch, L. (2011). Beyond zero tolerance: Providing a framework to promote social justice and healthy adolescent development. The Educational and Developmental Psychologist, 28(1), 61-74.
Neophytou, L. (2021). Action Research in Schools and the Community for the promotion of a high-level quality of life for children. Empowering children, teachers, parents, and the surrounding community in a joint venture. In F. Valanidou, L. Neophytou, M. Anastasou & M. Koutselini. Children’s life quality: Participation, recreation, and play. A rights’based approach on children’s’ quality of life. Curriculum & Open Resource Toolbox.(p.p. 177-202). University of Cyprus; Center for Social Innovation, University of Crete, Commissioner for Children’s Rights, Sociedade Promotora de Estabelecimentos de Ensino Lda, Cyprus Observatory on School Violence (COSV), Pedagogical Institute: Nicosia. ISBN: 978-9925-553-33-4.