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Obsah - Contents. Studia paedagogica. 2016, vol. 21, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2015, vol. 20, iss. 2, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2014, vol. 19, iss. 2, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2020, vol. 25, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2013, vol. 18, iss. 2-3, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2020, vol. 25, iss. 3, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2010, vol. 15, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2022, vol. 27, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2013, vol. 18, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2019, vol. 24, iss. 1, pp. 3–4.

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Obsah - Contents. Studia paedagogica. 2012, vol. 17, iss. 2, pp. 3–4.

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Obsah - Content. Studia historica Brunensia. 2023, vol. 70, iss. 2, pp. 3.

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

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Obsah. Studia paedagogica. 2009, vol. 14, iss. 2, pp. 5–6.

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Obsah. Studia paedagogica. 2009, vol. 14, iss. 1, pp. 5–6.

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Obsah. Studia paedagogica. 2017, vol. 22, iss. 1, pp. .

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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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Sánchez-Gelabert, Albert. Non-traditional students, university trajectories, and higher education institutions : a comparative analysis of face-to-face and online universities. Studia paedagogica. 2020, vol. 25, iss. 4, pp. 51–72.

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Čejková, Ingrid. Narrative inquiry: a classroom full of researchers. Studia paedagogica. 2016, vol. 21, iss. 4, pp. 169–173.

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Novotný, Petr. Mind the gap: or better still, bridge it! : editorial. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 5–8.

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Quintelier, Amy. Methods and modalities of effective school inspections. Studia paedagogica. 2017, vol. 22, iss. 2, pp. 153–157.

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Vaculíková, Jitka. Measuring self-regulated learning and online learning events to predict student academic performance. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 91–118.

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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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Hlaďo, Petr, Ježek, Stanislav. Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia paedagogica. 2018, vol. 23, iss. 2, pp. 101–135.

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Carreira, Pedro, Lopes, Ana Sofia. Mature vs young working students : similarities, differences, and drivers of graduation and dropout. Studia paedagogica. 2020, vol. 25, iss. 4, pp. 73–91.

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Holm, Claus, Martinsen, Anders. Mapping the relationship between higher education and sustainable development. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 71–84.

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Schratz, Michael, Schwarz, Johanna F., Westfall-Greiter, Tanja. Looking at two sides of the same coin: phenomenologically oriented vignette research and its implications for teaching and learning. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 57–73.

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Malach, Josef, Vicherková, Dana, Barot, Tomáš. Locus of control analysed with regards to non-traditional tertiary students of education. Studia paedagogica. 2020, vol. 25, iss. 4, pp. 135–159.

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Zounek, Jiří. Literatura. In: Zounek, Jiří. E-learning - jedna z podob učení v moderní společnosti. 2009, pp. 149–159.

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Šmideková, Zuzana. Learning to swim in a digital ocean. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 167–171.