Displaying 6251 - 6275 of 6384
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Rabušicová, Milada, Pevná, Kateřina, Vařejková, Zuzana.
Surrogate grandparents as actors in intergenerational learning. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 85–107.
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Straková, Jana, Simonová, Jaroslava.
Beliefs of Czech teachers as a prerequisite for effective teaching. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 53–70.
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Lefstein, Adam, Israeli, Mirit, Pollak, Itay, Bozo-Schwartz, Maya.
Investigating dilemmas in teaching: towards a new form of pedagogical scholarship. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 9–36.
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Nehyba, Jan.
The social neuroscience of education : a book review. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 129–134.
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Mertova, Patricie.
Internationalisation in higher education through a 'critical event' narrative inquiry: perspectives from three higher education systems. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 115–128.
Article
Kasperová, Dana.
Reflections on the focus of education in the Theresienstadt ghetto based on reports by Theresienstadt's educators. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 37–56.
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Sedláček, Martin, Pol, Milan, Hloušková, Lenka, Lazarová, Bohumíra, Novotný, Petr.
Internal setting and organisational learning in schools. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 75–92.
Article
Vlčková, Kateřina, Berger, Janek, Völkle, Manuel.
Classification theories of foreign language learning strategies: an exploratory analysis. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 93–113.
Article
Schratz, Michael, Schwarz, Johanna F., Westfall-Greiter, Tanja.
Looking at two sides of the same coin: phenomenologically oriented vignette research and its implications for teaching and learning. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 57–73.
Article
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.
Article
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.
Article
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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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.
Article
Zhao, Yanmin, Ko, James.
Workplace learning in the professional development of vocational education teachers. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 43–58.
Article
Penninckx, Maarten, Quintelier, Amy, Vanhoof, Jan, De Maeyer, Sven, Van Petegem, Peter.
Delphi study on standardized systems to monitor student learning outcomes in Flanders: mechanisms for building trust and/or control?. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 9–31.
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Gerhartz-Reiter, Sabine.
Success and failure in educational careers: a typology. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 135–152.
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Veselý, Arnošt.
Education officials between hierarchies and networks. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 117–133.
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Ceulemans, Carlijne.
How to move beyond the trust–control dilemma? : What insight into the work of educational standards might have to offer. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 33–51.
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Brücknerová, Karla, Novotný, Petr.
Trust within teaching staff and mutual learning among teachers. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 67–95.
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Vanhoof, Jan, Pol, Milan.
Editorial : Trust and control in shaping educational processes. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 5–8.
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Quintelier, Amy.
Methods and modalities of effective school inspections. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 153–157.