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Symeonidis, Vasileios, Stromquist, Nelly P.. Teacher status and the role of teacher unions in the context of new professionalism. Studia paedagogica. 2020, vol. 25, iss. 2, pp. 23–45.

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Sneyers, Elien, Vanhoof, Jan, Mahieu, Paul. Bias in primary school teachers' expectations of students? : a study of general and specific bias towards SES, ethnicity and gender. Studia paedagogica. 2020, vol. 25, iss. 2, pp. 71–96.

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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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Melville, Julie. The development of an intergenerational centre in the UK: how several generations used the centre and interacted with(in) the building. Studia paedagogica. 2016, vol. 21, iss. 2, pp. 67–82.

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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.

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Holte, Kjersti Lien. Homework in primary school: could it be made more child-friendly?. Studia paedagogica. 2016, vol. 21, iss. 4, pp. 13–33.

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Hasnat, Mahammad Abul. Parents' perception of their involvement in schooling activities: a case study from rural secondary schools in Bangladesh. Studia paedagogica. 2016, vol. 21, iss. 4, pp. 137–149.

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Gobbo, Francesca. Educational engagement, care, and inclusion: a narrative about La Giostra, a nursery school in Florence. Studia paedagogica. 2016, vol. 21, iss. 4, pp. 117–136.

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Juhaňák, Libor. Learning analytics and educational data mining in the context of learning management systems : summary. In: Juhaňák, Libor. Analytika učení a data mining ve vzdělávání v kontextu systémů pro řízení výuky. 2023, pp. 195–197.

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Juhaňák, Libor. Bibliografie. In: Juhaňák, Libor. Analytika učení a data mining ve vzdělávání v kontextu systémů pro řízení výuky. 2023, pp. 198–219.

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Juhaňák, Libor, Joksimović, Srećko, Ifenthaler, Dirk. Learning analytics to study and support self-regulated learning. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 5–8.

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Borter, Natalie. Differential effects of additional formative assessments on student learning behaviors and outcomes. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 9–38.

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Juhaňák, Libor, Brücknerová, Karla, Nekardová, Barbora, Zounek, Jiří. Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in higher education blended courses. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 39–58.

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Santos, Ricardo, Henriques, Roberto. Decoding student success in higher education : a comparative study on learning strategies of undergraduate and graduate students. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 59–87.

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Wickberg Hugerth, Mattias, Nouri, Jalal, Åkerfeldt, Anna. "I should, but I don't feel like it" : overcoming obstacles in upper secondary students' self-regulation using learning analytics. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 89–111.

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Dostálová, Nicol, Plch, Lukáš. A scoping review of webcam eye tracking in learning and education . Studia paedagogica. 2023, vol. 28, iss. 3, pp. 113–131.

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Al Ajeilat Kousalová, Barbora. Vocabulary learning strategies, self-regulated learning and learners' outcomes in primary school pair work. Studia paedagogica. 2023, vol. 28, iss. 3, pp. 133–163.

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Paseka, Angelika, Rabušicová, Milada. Parental involvement: changes and challenges : editorial. Studia paedagogica. 2023, vol. 28, iss. 2, pp. 5–10.

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Ule, Mirjana, Živoder, Andreja. "Good" parenting : parental support in education as a factor in inequality. Studia paedagogica. 2023, vol. 28, iss. 2, pp. 11–28.

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Freires, Thiago, Pereira, Fátima. Parental and family involvement in schools : perceptions of young Brazilian and Portuguese people from underprivileged contexts. Studia paedagogica. 2023, vol. 28, iss. 2, pp. 29–48.

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Ali-Rweide, Tahani. Parental involvement in Palestine. Studia paedagogica. 2023, vol. 28, iss. 2, pp. 49–71.

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Kobakhidze, Magda Nutsa, Šťastný, Vít. Theoretical perspectives on the role of parents in shadow education. Studia paedagogica. 2023, vol. 28, iss. 2, pp. 73–95.

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Dombinskaya, Natalia. Ukrainian parents' engagement with Czech public schools : challenges and roles for parents. Studia paedagogica. 2023, vol. 28, iss. 2, pp. 97–118.