[1] Arnold, R., & Pätzold, H. (2002). Padagogik. Schulpadagogik kompakt. Prufungswissen auf den Punkt gebracht. Studienbuch. Cornelsen Scriptor. (in German)

[3] Beauregard, C. (2014). Effects of classroom-based creative expression programmes on children's well-being. The Arts in Psychotherapy, 41(3), 269-277. https://doi.org/10.1016/j.aip.2014.04.003

[4] Budnyk, O., Fomin, K., Novoselska, N., & Voitovych, A. (2020). Preparing Teachers to Organize Dialogic Learning of Students: Communicative Aspect. Revista Inclusiones, 7 (4) Octubre/Diciembre, 117-129. http://surl.li/geflu

[5] Burrell, G., & Morgan, G. (1979). Sociological Paradigms and Organizational Analysis. Heinemann Educational Books.

[6] Charney, R. (2002). Teaching Children to Care: Classroom Management for Ethical and Academic Growth. Northeast Foundation for Children.

[7] Chen, S., & Letzter, I. (2018). Various Patterns Of The Propensity For Teacher-Parent Dialogue. In V. Chis, & I. Albulescu (Eds.), Education, Reflection, Development – ERD 2017. European Proceedings of Social and Behavioural Sciences, 41 (1), 814-821). Future Academy. https://doi.org/10.15405/epsbs.2018.06.97

[8] Delgado-Gaitan, C. (1991). Involving Parents in the Schools: A Process of Empowerment. American Journal of Education, 100(1), 20–46. http://www.jstor.org/stable/1085651

[9] Easen, P., Kendall, P., & Shaw J. (1992). Parents and Educators: Dialogue and Development Through Partnership. Children & Society, 6(4), 282-296. https://doi.org/10.1111/j.1099-0860.1992.tb00395.x

[10] Ferland, A., Chu, Y., Gleddie, D., & Veugelers, P. (2014). Leadership skills are associated with health behaviours among Canadian children. Health Promotion International, 30(1), 76-88. https://doi.org/10.1093/heapro/dau095

[11] Flick, U. (2010). Projektowanie badania jakościowego. [Designing a qualitative research study]. PWN. (in Polish)

[12] Garcia-Winner M. (2008). Think Social! A Social Thinking Curriculum for School-Age Students. Think Social Publishing.

[13] Gisewhite, R. A., Jeanfreau M. M., & Holden C. L. (2021). A call for ecologically-based teacher-parent communication skills training in pre-service teacher education programmes. EducationalReview, 73(5), 597-616. https://doi.org/10.1080/00131911.2019.1666794

[14] Greenberg, M. T. (2006). Promoting resilience in children and youth. Preventive intervention andtheir interface with neuroscience. Annals of the New York Academy of Sciences, 1094(1), 139-150. https://doi.org/10.1196/annals.1376.013

[15] Greene, R. W. (2019). Zagubieni w szkole. Jak odkryć źródła szkolnych trudności dziecka i pomóc mu je przezwyciężyć. [Lost at School. How to discover the reasons for your child's school challenges and help them overcome them] Mamania. (in Polish)

[16] Gibbs, G. (2015). Analizowanie danych jakościowych. [Analysis of qualitative data].PWN. (in Polish)

[17] Gibbs, J. (2001). Tribes: A New Way of Learning and Being Together. Centersource Systems.

[18] Guo Y., & Mohan B. (2008) ESL Parents and Teachers: Towards Dialogue? Language and Education, 22(1), 17-33, https://doi.org/10.2167/le731.0

[19] Gurlui, I. (2015). Educational partnership in primary education. Procedia – Social and Behavioral Sciences, 180(1), 606- 611. https://doi.org/10.1016/j.sbspro.2015.02.167

[20] Heifetz, R (1998). Leadership Without Easy Answers. Belknap Press.

[21] Kachak, T., & Blyznyuk, T. (2023). Development of Communicative Competence of Future Special Education Teachers. Journal of Vasyl Stefanyk Precarpathian National University, 10(1), 87-98. https://doi.org/10.15330/jpnu.10.1.87-98.

[22] King, N. (1998). Template analisys. In G. Symon, C. Cassell (Eds.), Qualiative Methods and Analisis in Organizational Research (pp.426-450). London: Sage.

[23] Klus-Stańska, D. (2018). Paradygmaty dydaktyki. Myśleć teorią o praktyce. [ Paradigms of didactics. Thinking through theory about practice.] PWN. (in Polish)

[24] Kohn, A. (1996). Beyond Discipline: From Compliance to Community. Association for Supervision and Curriculum Development.

[25] Kovalova, O., Prokofieva, O., & Chorna, V. (2021). Ways to establish a constructive dialogue between participants in the educational process (teachers, children and their parents) in an inclusive education. Journal of Interdisciplinary Research, 11 (2), 170-174. http://surl.li/qeqwc

[26] Kuhn, T. (2001). Struktura rewolucji naukowych. Fundacja Aletheia.

[27] Labio-Bernal, A., Romero-Domínguez L.R., & García-Orta M.J. (2020). Protection of minors in the European digital audiovisual context: a necessary dialogue between parents, academy, regulators and industry. Comunicação e sociedade, 37 (1), 127-146 https://doi.org/10.17231/comsoc.37(2020).2162

[28] Lawrence-Lightfoot, S. (2003). The Essential Conversation: What Parents and Teachers Can Learn from Each Other. Random House.

[29] Laughlin L., & Turner T. (2014). Unvarnished Documentation: A Dialogue Between Teacher and Parent in Understanding a Child's “Bad” Behavior. The New Educator, 10(1), 77-84, https://doi.org/10.1080/1547688X.2014.868253

[30] Lievens, E., Livingstone, S., McLaughlin, S., O’Neill, B. & Verdoodt, V. (2018). Childrens’s rights and digital technologies. Springer Nature.

[31] Mendel, M. (2007). Rodzice i nauczyciele jako sprzymierzeńcy. [Parents and teachers as allies]. Harmonia. (in Polish)

[32] Mendelová, E., & Gužíková, L. (2023). Current Parents and Children’s Leisure Time. Journal of Vasyl Stefanyk Precarpathian National University, 10(1), 33-48. https://doi.org/10.15330/jpnu.10.1.33-48.

[33] Morse, J. M. (1991). Approaches to qualitative-quantitative methodological triangulation. Nursing Research, 40 (1), 120-123. https://doi.org/10.1097/00006199-199103000-00014

[34] Palka, S. (2018). Wiązanie podejść metodologicznych w pedagogice teoretyczno-praktycznej. Impuls.

[35] Potter, A., & Steemers, J. (2017). Children’s television in transition: policies, platforms and production. Media International Australia, 163(1), 6-12. https://doi.org/10.1177/1329878X17693936

[36] Raviv, A. (2016). Teacher--Parent Community: A Model for Dialogue Development and Significant Parent--Teacher Relationship. International Journal of Educational Organization & Leadership, 23(1), 37-54. http://dx.doi.org/10.18848/2329-1656/CGP/v23i01/37-54

[37] Ritchie, J., Spencer, L., & O’Connor, W. (2003). Carrying out qualitative analysis. In: J. Richie, J. Lewis (Eds.), Qualitative Research Practice. A Guide for Social Science Students and Researchers (s. 219-262). London: Sage.

[38] Sławecki, B. (2012). Znaczenie paradygmatów w badaniach jakościowych. In: D. Jemielniak (Eds.), Badania jakościowe podejścia i teorie [ Qualitative research approaches and theories] (pp. 57-87) PWN. (in Polish)

[39] Stroetinga, M., Leeman, Y., & Veugelers, W. (2019). Primary school teachers’ collaboration with parents on upbringing: a review of the empirical literature. Educational Review, 71(5), 650-667. https://doi.org/10.1080/00131911.2018.1459478

[40] Szymańska, M. (2019). Portfolio w kształceniu nauczycieli.[Portfolios in teacher training.]Wydawnictwo Naukowe Akademii Ignatianum.

[41] Śnieżyński, M. (2003). Przezwiska nauczycieli. [ Teacher nicknames.] Impuls. (in Polish)

[42] Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners, Association for Supervision and Curriculum Development.

[43] Tveit, A. D. (2014). Researching teachers' and parents' perceptions of dialogue. International Journal of Inclusive Education, 18(8), 823-835. https://doi.org/10.1080/13603116.2013.841296

[44] Abdigapbarovaa, U. M., Ibrayevaa, K. E., Baikulovaa, A. M., Ibrayevaa, M. K., Shalabayevaa, L.L., Zhundybayevaa, T. N. (2016). Communication Through Dialogue Between Preschool Children with Leadership Skills. Iejme — Mathematics Education, 11(5), 1343-1350. http://surl.li/qeqxt

[45] Valli, L., Stefanski, A. & Lacobson, R. (2016). School-community partnership models: implications for leadership. International Journal of Leadership in Education, 21(1), 31-49. http://dx.doi.org/10.1080/13603124.2015.1124925