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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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Obsah - Contents. Studia paedagogica. 2021, vol. 26, iss. 1, pp. 3–4.

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Brücknerová, Karla. Jak poznáme kvalitní kombinované studium? : pilíře kvality v hodnocení zralými studenty. Studia paedagogica. 2021, vol. 26, iss. 1, pp. 125–144.

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Obsah - Contents. Studia paedagogica. 2015, vol. 20, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2011, vol. 16, iss. 2, pp. 3–4.

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Contents. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 3.

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Bottery, Mike. The future of intergenerational learning: redefining the focus?. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 9–24.

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Nováčková, Eva. Effects of intergenerational learning in a small manufacturing company. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 117–130.

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Cortellesi, Giulia, Kernan, Margaret. Together old and young: how informal contact between young children and older people can lead to intergenerational solidarity. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 101–116.

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Vařejková, Zuzana, Žďárková, Veronika. Intergenerational learning in contemporary Europe. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 147–150.

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Sborník prací Filozofické fakulty brněnské univerzity. T, Řada politologická. 1997–1997

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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.

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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.

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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.

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Obsah - Contents. Studia paedagogica. 2021, vol. 26, iss. 3, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2018, vol. 23, iss. 3, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2018, vol. 23, iss. 1, pp. 3–4.

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Sborník prací Filozofické fakulty brněnské univerzity. F, Řada uměnovědná. 1957–2008

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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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Contents. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 3.

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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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Obsah. Studia paedagogica. 2012, vol. 17, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2015, vol. 20, iss. 3, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2016, vol. 21, iss. 3, pp. 3–4.

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Contents. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 3–4.

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Macagno, Fabrizio, Rapanta, Chrysi. The dimensions of argumentative texts and their assessment. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 11–44.

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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.