Displaying 76 - 100 of 114
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Papajoanu, Ondřej, Voňková, Hana, Vlčková, Kateřina.
Motivace k učení se angličtině ve vztahu ke známkám a studijním aspiracím u žáků základních škol.. Studia paedagogica. 2021, vol. 26, iss. 3, pp. 29–50.
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Langer-Osuna, Jennifer M., Chavez, Rosa, Kwon, Faith, Malamut, Jim, Gargroetzi, Emma, Lange, Kimiko, Ramirez, Jesse.
"I'm telling!" : exploring sources of peer authority during a K-2 collaborative mathematics activity. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 97–111.
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Lintner, Tomáš, Šalamounová, Zuzana.
Classroom space and student positions in peer social networks : an exploratory study. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 49–76.
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Mandinach, Ellen B., Jimerson, Jo Beth.
Data ethics in education: a theoretical, practical, and policy issue. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 9–26.
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Fernandes, Venesser.
Exploring leadership influence within data-informed decision-making practices in Australian independent schools. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 139–159.
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Fjørtoft, Henning, Morud, Elin Bø.
Assessment decision making in vocational education and training. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 119–137.
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Groß Ophoff, Jana, Egger, Christina.
Assessment of German and Austrian students' Educational Research Literacy: validation of a competency test based on cross-national comparisons. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 27–45.
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Gutwirth, Gila, Goffin, Evelyn, Vanhoof, Jan.
Sensemaking unraveled: how teachers process school performance feedback data. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 67–97.
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Vanlommel, Kristin, Pol, Milan.
Editorial. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 5–8.
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Van Gasse, Roos, Mol, Martine.
Student guidance decisions at team meetings: do teachers use data for rational decision making?. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 99–117.
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Vanlommel, Kristin, Pepermans, Elke.
Validation of the Teacher Decision-Making Inventory (TDMI): measuring data-based and intuitive dimensions in teachers' decision Process. Studia paedagogica. 2021, vol. 26, iss. 4, pp. 47–66.
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van der Wilt, Femke, Froehlich, Dominik E., van der Veen, Chiel.
The role of language competence in building peer relationships in early childhood : a social network perspective. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 11–29.
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Mejía-Cáceres, María Angélica, Freire, Laísa Maria.
Influences of educational policy on the pre-service education of teachers in science and environmental education : a Latin American context. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 139–163.
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Lojdová, Kateřina, Vlčková, Kateřina, Nehyba, Jan.
Stories of teachers' identity : between personal and professional experience. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 113–137.
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MacGregor, Stephen, Brown, Chris, Flood, Jane.
Exploring the role of positive leadership for mobilizing innovative practices : a social network approach. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 31–48.
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Froehlich, Dominik E., Beausaert, Simon, Segers, Mien.
Similarity-attraction theory and feedback-seeking behavior at work : how do they impact employability?. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 77–96.
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Šalamounová, Zuzana, Langer-Osuna, Jennifer M..
Editorial. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 5–9.
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Drábek, Pavel.
German Shakespeare and the political stage. Theatralia. 2021, vol. 24, iss. 2, pp. 167–169.
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Augustová, Zuzana.
Nová fáze recepce dramatického díla Thomase Bernharda?. Theatralia. 2021, vol. 24, iss. 2, pp. 29–46.
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Häußermann, Julia.
"Alle raus!" – von rechtspopulistischen Feind(zerr)bildern : ein Vergleich der Bremer, Dresdner und Potsdamer Inszenierung nach Jaroslav Rudišs Roman Nationalstraße. Theatralia. 2021, vol. 24, iss. 2, pp. 96–115.
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Došlová, Tereza.
Transformativní charakter performance : od symbolického jednání k liminalitě a politickému divadlu. Theatralia. 2021, vol. 24, iss. 2, pp. 78–95.
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Lazorčáková, Tatjana.
Režisér syntetické kompozice : (k divadelním režiím Josefa Henkeho). Theatralia. 2021, vol. 24, iss. 2, pp. 143–159.
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Zahálka, Michal.
Možnosti divadelního textu. Theatralia. 2021, vol. 24, iss. 2, pp. 177–180.
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Mizerová, Nikola.
Autoreflexivität in Kehlmanns Dramen Geister in Princeton und Die Reise der Verlorenen. Theatralia. 2021, vol. 24, iss. 2, pp. 15–28.
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Dubová, Jindra.
Drama HRABAL und der Mann am Fenster v kontextu tvorby Bernharda Setzweina. Theatralia. 2021, vol. 24, iss. 2, pp. 47–59.