Zobrazují se záznamy 4176 - 4200 z celkového počtu 4495
Článek
Gregorzewski, Malte.
Where teachers learn through work and students work to learn: an empirically informed report on two examples of educational innovations from a German school. Studia paedagogica. 2018, roč. 23, č. 2, s. 137–157.
Článek
Hlaďo, Petr, Ježek, Stanislav.
Measurement of career-specific parental behaviors perceived by Czech adolescents. Studia paedagogica. 2018, roč. 23, č. 2, s. 101–135.
Článek
Ziebell, Natasha, Clarke, David.
Curriculum alignment : performance types in the intended, enacted, and assessed curriculum in primary mathematics and science classrooms. Studia paedagogica. 2018, roč. 23, č. 2, s. 175–203.
Článek
Toiviainen, Hanna, Vetoshkina, Liubov.
Learning for the complex object of work in a digital printing network. Studia paedagogica. 2018, roč. 23, č. 2, s. 25–42.
Článek
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, roč. 23, č. 2, s. 59–75.
Článek
Novotný, Petr, Evans, Karen.
Editorial : Learning and work. Studia paedagogica. 2018, roč. 23, č. 2, s. 5–7.
Článek
Howard, Ezra Anthony.
Building foundation on sand : certified TEFL teachers' shifting identity through practice. Studia paedagogica. 2018, roč. 23, č. 2, s. 159–174.
Článek
Doroftei, Alexandra Oliveira, Silva, Sofia Marques da, Araújo, Helena C..
Perspectives of young people enrolled in apprenticeship courses in Portugal about learning in work contexts. Studia paedagogica. 2018, roč. 23, č. 2, s. 77–99.
Článek
Zhao, Yanmin, Ko, James.
Workplace learning in the professional development of vocational education teachers. Studia paedagogica. 2018, roč. 23, č. 2, s. 43–58.
Článek
Marazopoulos, Petros.
European unity, modern Greek identity and historicization of the Past : the 'Greek crisis' as perceived in contemporary literary texts. Neograeca Bohemica. 2022, roč. 22, č. [1], s. 49–62.
Článek
Christodoulidou, Louiza.
To the rhythm of Kyriakos Charalambides' Dionysus: to the 'pulse of life'. Neograeca Bohemica. 2022, roč. 22, č. [1], s. 63–79.
Článek
Yiangou, Anastasia.
[Menelaou, Iakovos. The rhetoric of the Cyprus problem: idealism, nationalism, realism]. Neograeca Bohemica. 2022, roč. 22, č. [1], s. 147–149.
Článek
Kadıoğlu Çevik, Nihal.
The journey of ceremonial foods as an expression of cultural identity in Macedonian immigrants settled in Turkey (İzmir). Porta Balkanica. 2022, roč. 13, č. 1-2, s. 63–78.
Článek
Sousa, Rita Tavares de, Lopes, Amélia, Boyd, Pete.
Initial teacher education and the relationship with research : student teachers' perspectives. Studia paedagogica. 2020, roč. 25, č. 2, s. 161–179.
Článek
Pupala, Branislav, Kaščák, Ondrej, Rehúš, Michal.
Teachers for Slovakia : tensions in the profession. Studia paedagogica. 2020, roč. 25, č. 2, s. 97–116.
Článek
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, roč. 25, č. 2, s. 47–69.
Článek
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, roč. 26, č. 2, s. 97–111.
Článek
Lintner, Tomáš, Šalamounová, Zuzana.
Classroom space and student positions in peer social networks : an exploratory study. Studia paedagogica. 2021, roč. 26, č. 2, s. 49–76.
Článek
Mandinach, Ellen B., Jimerson, Jo Beth.
Data ethics in education: a theoretical, practical, and policy issue. Studia paedagogica. 2021, roč. 26, č. 4, s. 9–26.
Článek
Fernandes, Venesser.
Exploring leadership influence within data-informed decision-making practices in Australian independent schools. Studia paedagogica. 2021, roč. 26, č. 4, s. 139–159.
Článek
Fjørtoft, Henning, Morud, Elin Bø.
Assessment decision making in vocational education and training. Studia paedagogica. 2021, roč. 26, č. 4, s. 119–137.