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Lintner, Tomáš, Šeďová, Klára.
Aiming for active student participation in online university lessons : a case study of two teachers during emergency remote teaching. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 9–34.
Article
Almeida, Marta Mateus de, Viana, Joana, Alves, Mariana Gaio.
Exploring teaching conceptions and practices : a qualitative study with higher education teachers in Portugal. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 35–53.
Article
Lehesvuori, Sami, Ketonen, Laura, Hähkiöniemi, Markus.
Utilizing informal formative assessment and dialogicity during reflections on educational dialogue in mathematics. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 55–75.
Article
Dostálová, Nicol, Juhaňák, Libor, Plch, Lukáš.
A narrative review of eye-tracking research on self-regulated learning from multimedia learning materials in higher education. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 77–96.
Article
Říčan, Jaroslav, Kroufek, Roman.
Factor structure of a self-report questionnaire determining the epistemic beliefs of primary school and kindergarten student teachers in the science domain. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 97–129.
Article
Nekardová, Barbora.
The role of peer learning among university teachers in integrating digital technologies into higher education teaching. Studia paedagogica. 2022, vol. 27, iss. 2, pp. 131–149.
Article
Cosijns, Lev, Olshanetsky, Haggai.
Did the Byzantine Negev settlements exhaust the surrounding environment? : a response to "Environment and horticulture in the Byzantine Negev Desert, Israel: sustainability, prosperity and enigmatic decline". Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 5–14.
Article
Lebedeva, Iuliana.
The west in the mentality of the Greeks of the 8th century BC. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 25–46.
Article
Martínez, Javier, Labiano, Mikel.
Epicurus and the paradox of hedonism. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 73–84.
Article
Mazalová, Lucie, Mutlová, Petra.
Melancholy about the lay chalice : the polemic between John of Capistrano and John of Borotín. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 85–99.
Article
Papamichali, Olga, Kalachanis, Konstantinos, Dimitrijević, Milan S..
The bear mythology : an enduring archetypical tale of feminine empowerment, adulthood and motherhood. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 101–111.
Article
La Roi, Ezra.
Towards a chronology of the modal particles : the diachronic spread in the Ancient Greek mood system. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 113–135.
Article
Šimon, František, Steger, Florian.
Celebration of a military doctor : an unknown poem by Johannes Gregor Macer Szepsius (ca. 1530 – after 1579). Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 137–144.
Article
Tarrío, Ana María S..
Columella in Russian culture : notes on Sangermanensis (St. Petersburg Cl. lat. F. v. 1). Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 145–159.
Article
Šmìher, Taras Volodymyrovyč.
[Brodňanská, Erika; Koželová, Adriána. Gregor z Nazianzu: morálna poézia]. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 161–162.
Article
Zavřel, Viktor.
[Aristotelés. How to tell a story: an ancient guide to the art of storytelling for writers and readers. Translanted and introduced by Philip Freeman]. Graeco-Latina Brunensia. 2022, vol. 27, iss. 2, pp. 163–165.
Article
Hlaďo, Petr, Novotný, Petr, Schuchart, Claudia.
Success and failure in upper secondary education : editorial. Studia paedagogica. 2022, vol. 27, iss. 4, pp. 5–9.
Article
Dvořák, Dominik, Simonová, Jaroslava, Vyhnálek, Jan, Gal, Petr.
Days after a choice is made : transition to professional and vocational upper secondary schools in Czechia. Studia paedagogica. 2022, vol. 27, iss. 4, pp. 11–43.
Article
Rolfe, Victoria, Rosén, Monica.
Delays and dropouts : identifying risks of suboptimal post-compulsory educational pathways in Sweden. Studia paedagogica. 2022, vol. 27, iss. 4, pp. 45–77.
Article
Macagno, Fabrizio, Rapanta, Chrysi.
The dimensions of argumentative texts and their assessment. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 11–44.
Article
Švaříček, Roman.
The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 143–171.
Article
McNaughton, Stuart, Zhu, Tong, Rosedale, Naomi, Oldehaver, Jacinta, Jesson, Rebecca, Greenleaf, Cynthia.
Critical perspective taking : promoting and assessing online written argumentation for dialogic focus. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 119–141.
Article
Hähkiöniemi, Markus, Lehesvuori, Sami, Nieminen, Pasi, Hiltunen, Jenna, Jokiranta, Kaisa.
Three dimensions of dialogicity in dialogic argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 199–219.
Article
Rapanta, Chrysi.
Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 45–61.
Article
Gronostay, Dorothee.
Are classroom discussions on controversial political issues in civic education lessons cognitively challenging? : a closer look at discussions with assigned positions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 85–100.
Article
Reznitskaya, Alina, Švaříček, Roman.
Better learning through argumentation : editorial. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 5–10.
Article
Oyler, Joe.
Exploring teacher contributions to student argumentation quality. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 173–198.
Article
Sözen Özdoğan, Sinem, Özçakır, Bilal, Orhan, Burcu.
A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 221–243.
Article
Av-Shalom, Na'ama Y., Zimmerman, Randi M., Chinn, Clark A., Duncan, Ravit G..
Analysis of different categories of epistemic and metacognitive discourse in argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 101–118.
Article
Reznitskaya, Alina, Wilkinson, Ian A. G..
Measuring production and comprehension of written arguments in upper-elementary grades. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 63–84.