šolsko polje, letnik xxvii, številka 1–2 210 and the effectiveness of classroom-based social-emotional learning and mindfulness-based education programs. Kimberly A. Schonert-Reichl je profesorica na Oddelku za pedagoško in svetovalno psihologijo ter specialno pedagogiko na Univerzi British Co- lumbia, Kanada. Opravlja tudi funkcijo direktorice raziskovalne mreže Human Early Learning Partnership. Njeno raziskovalno delo se osredo- toča na socialni in čustveni razvoj otrok ter mladostnikov v šolah in skup- nostih ter na učinkovitost v razredu izvajanih programov socialnega in čustvenega učenja ter čuječnosti. Veronica Smith Dr. Veronica Smith is an Associate Professor in the Department of Ed- ucational Psychology at the University of Alberta, Canada. She is also a Speech and Language Pathologist. She teaches courses on child devel- opment, program evaluation, and autism. Her research interests are the social and language development of children at risk or with identified disabilities/delays in school and community settings, including the effec- tiveness of early intervention and social-emotional learning programs in classrooms. Dr. Veronica Smith je izredna profesorica na oddelku za pedagoško psi- hologijo na Univerzi Alberta, Kanada. Je tudi strokovnjakinja za področ- je govorne in jezikovne patologije. Poučuje o razvoju otrok, evalvaciji pro- gramov in avtizmu. Njeni raziskovalni interesi so na področju socialnega in jezikovnega razvoja rizičnih otrok in otrok s prepoznanimi primanjk- ljaji/zaostanki v šoli in skupnostih, vključno z raziskovanjem učinkovito- sti zgodnjega ukrepanja in izvajanja programov socialnega in čustvenega učenja v razredih. Maša Vidmar Maša Vidmar is assistant professor and works at Educational Research In- stitute as scientific associate. Her research interests include social and emo- tional aspects of learning and teaching (teachers’ relational competence, social and personality development in childhood and adolescence), ear- ly childhood education and care, and determinants of academic achieve- ment. She is involved in several international and national projects (ear- ly school leaving, perception of knowledge in knowledge-based society). Maša Vidmar je doktorica psiholoških znanosti, docentka za psihologi- jo in kot znanstvena sodelavka zaposlena na Pedagoškem inštitutu. Ra- ziskovalno se ukvarja predvsem s socialnimi in čustvenimi vidiki učenja in poučevanja (odnosna kompetentnost učiteljev, socialni in osebnostni razvoj otrok in mladostnikov), predšolsko vzgojo ter dejavniki učne us- authors ■ av tor j i 211 pešnosti. Vključena je v različne mednarodne in nacionalne projekte (zgodnje opuščanje šolanja, odnos do znanja v družbi znanja). Katja Kerman Katja Kerman studied psychology at Faculty of Arts, University of Mari- bor, where she graduated with a Masters‘ thesis titled »Physiological indi- cators and self-rated stress: The influence of working conditions and per - sonality traits«. As a doctoral student at University of Vienna, she will continue her research work, focusing on new work demands in light of physical and psychological health. Katja Kerman je študirala psihologijo na Filozofski fakulteti Univer- ze v Mariboru, kjer je študij zaključila z magistrskim delom z naslovom »Fiziološki indikatorji in samoocena stresa: Vpliv delovnih pogojev in osebnostnih lastnosti«. Raziskovalno delo bo nadaljevala kot doktors- ka študentka na Univerzi na Dunaju, kjer bo preučevala sodobne delovne zahteve v luči pokazateljev telesnega in duševnega zdravja. Ana Kozina Ana Kozina is a researcher, assistant professor and a head of the Centre for evaluation studies in Educational Research Institute. Her work is in the field of developmental and educational psychology. She is focused on the developmental and time related trends of aggression and anxiety (in child- hood and adolescence) their interplay and the role anxiety and aggression play on individual level, on school level and on the community level (with possible prevention and intervention designs). In the field of education she is interested in the factors related to students’ achievement (school cli - mate, social and emotional learning, motivation...). She has been involved in several national and international research and evaluation projects. She has successfully finished postdoctoral project: Development of guidelines for aggression reduction on school level based on an anxiety-aggression model and trend analyses of anxiety and aggression in Slovenia primary schools from year 2007 to year 2011. Her work is presented on national and international level (e.g. conferences, journals, monographs) on regu- lar basis. She is a member of Editorial board: Educational research Insti- tute Press. Ana Kozina je diplomirana univerzitetna psihologinja, doktorica psi- holoških ved in docentka za psihologijo. Zaposlena je na Pedagoškem in- štitutu, kjer je vodja Centra za evalvacijske študije. Njeno raziskovalno delo sega na področji pedagoške in razvojne psihologije. Ukvarja se z razvojem agresivnosti in anksioznosti (obdobje otroštva in mladostništva) ter njune interakcije na ravni posameznika in na ravni širšega družbenega okolja