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Lintner, Tomáš. Siete vo vzdelávaní : možnosti využitia analýzy sociálnych sietí v pedagogickom výskume. Studia paedagogica. 2020, vol. 25, iss. 3, pp. 153–185.

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Sousa, Rita Tavares de, Lopes, Amélia, Boyd, Pete. Initial teacher education and the relationship with research : student teachers' perspectives. Studia paedagogica. 2020, vol. 25, iss. 2, pp. 161–179.

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Pupala, Branislav, Kaščák, Ondrej, Rehúš, Michal. Teachers for Slovakia : tensions in the profession. Studia paedagogica. 2020, vol. 25, iss. 2, pp. 97–116.

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Tůma, František, Píšová, Michaela, Černá, Monika. Eroding trust in teacher professionalism : an ethnomethodological analysis of radio interviews with Czech experts on education. Studia paedagogica. 2020, vol. 25, iss. 2, pp. 47–69.

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Stejskalová, Michaela. Zahraničná inšpirácia pre vzdelávanie rómskych detí – teoretická perspektíva. Studia paedagogica. 2014, vol. 19, iss. 2, pp. 77–104.

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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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Huťťová, Karin, Halamová, Júlia. Efekt tréningu zameraného na emócie pre sebasúcit a sebaobranu pre žiakov s ľahkým mentálnym postihnutím. Studia paedagogica. 2020, vol. 25, iss. 1, pp. 107–125.

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Kubiatko, Milan. Bez prírodopisu to nejde, alebo, Ako ho vnímajú žiaci základných škôl. Studia paedagogica. 2011, vol. 16, iss. 2, pp. 75–88.

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Sršníková, Daniela. Spätná väzba ako faktor ovplyvňujúci lingvistickú a komunikatívnu úroveň produktívnej zručnosti písania. Studia paedagogica. 2011, vol. 16, iss. 2, pp. 89–108.

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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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Franz, Julia, Scheunpflug, Annette. A systematic perspective on intergenerational learning: theoretical and empirical findings. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 25–41.

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Rabušicová, Milada, Novotný, Petr. Editorial. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 5–8.

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Michlíčková, Eliška, Španielová, Monika. The parent and grandparent roles from the perspective of contemporary Czech grandparents. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 131–145.

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Patrício, Maria Raquel, Osório, António. Intergenerational learning with ICT: a case study. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 83–99.

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Kamanová, Lenka, Pevná, Kateřina, Rabušicová, Milada. A family business as a space for intergenerational learning interactions. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 43–66.