Displaying 126 - 150 of 161
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Call for papers : Studia paedagogica 24:2, 2019 : Issue topic: Transitions in educational contexts. Studia paedagogica. 2018, vol. 23, iss. 1, pp. 157–160.
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Chvál, Martin, Šmejkalová, Martina.
Řešení úloh z české syntaxe žáky 4.–9. ročníků základních škol. Studia paedagogica. 2018, vol. 23, iss. 1, pp. 105–134.
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Buchberger, Iva, Kovač, Vesna, Ažić Bastalić, Adriana.
Přínos distributivního vedení škol k pracovní spokojenosti učitelů. Studia paedagogica. 2018, vol. 23, iss. 1, pp. 55–80.
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Nejeschleba, Tomáš.
Proč se hovoří o panteismu v renesanční filosofii?. Pro-Fil. 2018, vol. 19, iss. 1, pp. 2–18.
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Schörkhuber, Eva.
Zugänge zum Archiv : ein Parcours durch philosophische und kulturwissenschaftliche Archiv-Konzeptionen. Pro-Fil. 2018, vol. 19, iss. 1, pp. 36–48.
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Petrufová Joppová, Michaela.
An activity whereby the mind regards itself': Spinoza on consciousness. Pro-Fil. 2018, vol. 19, iss. 2, pp. 2–11.
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Nuhlíček, Martin.
Hodnota poznania a hodnota porozumenia. Pro-Fil. 2018, vol. 19, iss. 2, pp. 28–39.
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Rádková, Adéla.
Humův vliv na Madisonovu politiku náboženské tolerance. Pro-Fil. 2018, vol. 19, iss. 2, pp. 40–54.
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Tvrdý, Filip.
Antiscientismus, konceptuální analýza, naturalismus. Pro-Fil. 2018, vol. 19, iss. 1, pp. 49–61.
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Bělohrad, Radim.
Bled Philosophical Conferences 2018, Ethical Issues: Theoretical and Applied. Pro-Fil. 2018, vol. 19, iss. 1, pp. 65–66.
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Čížek, Jan.
Anthony Collins v kontextu raného britského osvícenství. Pro-Fil. 2018, vol. 19, iss. 1, pp. 19–35.
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Krchňák, Daniel.
Unseld Lectures 2018: Patricia Churchlandová – Neurobiologie svědomí. Pro-Fil. 2018, vol. 19, iss. 1, pp. 67–68.
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Špelda, Daniel.
[Čížek, Jan. Komenský a Bacon: dvě raně novověké cesty k obnově vědění]. Pro-Fil. 2018, vol. 19, iss. 1, pp. 62–64.
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Dellen, Theo van.
Learning for work from the past, in the present, and into the future?. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 9–24.
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Gregorzewski, Malte.
Where teachers learn through work and students work to learn: an empirically informed report on two examples of educational innovations from a German school. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 137–157.
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Hlaďo, Petr, Ježek, Stanislav.
Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 101–135.
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Ziebell, Natasha, Clarke, David.
Curriculum alignment : performance types in the intended, enacted, and assessed curriculum in primary mathematics and science classrooms. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 175–203.
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Toiviainen, Hanna, Vetoshkina, Liubov.
Learning for the complex object of work in a digital printing network. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 25–42.
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Millová, Katarína, Blatný, Marek.
Objective and subjective work characteristics and their relation to the successful development of adults in a society after a macrosocial transition. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 59–75.
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Novotný, Petr, Evans, Karen.
Editorial : Learning and work. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 5–7.
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Howard, Ezra Anthony.
Building foundation on sand : certified TEFL teachers' shifting identity through practice. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 159–174.
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Göhlich, Michael, Novotný, Petr, Revsbaek, Line, Schröer, Andreas, Weber, Susanne M., Byung, Jun Yi.
Research memorandum : Organizational education. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 205–215.
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Doroftei, Alexandra Oliveira, Silva, Sofia Marques da, Araújo, Helena C..
Perspectives of young people enrolled in apprenticeship courses in Portugal about learning in work contexts. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 77–99.
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Zhao, Yanmin, Ko, James.
Workplace learning in the professional development of vocational education teachers. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 43–58.