Displaying 51 - 75 of 198
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Symeonidis, Vasileios.
Weaving the threads of a continuum: teacher education in Hungary from the perspective of European developments. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 131–149.
Article
Hales, Patrick.
Shifts in teacher talk in a participatory action research professional learning community. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 31–53.
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Šeďová, Klára, Šalamounová, Zuzana, Švaříček, Roman, Sedláček, Martin.
Teachers' emotions in teacher development: do they matter?. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 77–110.
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Šeďová, Klára, Lehesvouri, Sami.
Editorial : How to link teacher education to educational research. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 5–8.
Article
Hellemans, Lieveke, Haesen, Stefan.
Benefits of a small research study for the teacher education at a university of applied sciences: a case study. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 111–129.
Article
Lehesvuori, Sami, Hähkiöniemi, Markus, Jokiranta, Kaisa, Nieminen, Pasi, Hiltunen, Jenna, Viiri, Jouni.
Enhancing dialogic argumentation in mathematics and science. Studia paedagogica. 2017, vol. 22, iss. 4, pp. 55–76.
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Šeďová, Klára, Švaříček, Roman, Sedláček, Martin, Šalamounová, Zuzana.
On the way to dialogic teaching: action research as a means to change classroom discourse. Studia paedagogica. 2014, vol. 19, iss. 4, pp. 9–43.
Article
Gallardo Echenique, Eliana.
An integrative review of literature on learners in the digital era. Studia paedagogica. 2014, vol. 19, iss. 4, pp. 161–184.
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Zounek, Jiří, Záleská, Klára, Juhaňák, Libor, Bárta, Ondřej, Vlčková, Kristýna.
Czech Republic and Norway on their path to digital education. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 11–48.
Article
Bugno, Lisa.
Clues to the wind's direction: sailing on teachers' beliefs about cultural diversity : results from a semi-structured interview in the Italian context. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 129–144.
Article
Kajamaa, Anu, Kumpulainen, Kristiina, Rajala, Antti.
A digital learning environment mediating students' funds of knowledge and knowledge creation. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 49–66.
Article
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.
Article
Erstad, Ola, Zounek, Jiří.
Editorial : Digital youth and their ways of learning. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 5–10.
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Call for papers : Studia paedagogica 4/2019 : Issue topic: Better learning through argumentation. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 147–149.
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Daneback, Kristian, Bjereld, Ylva, Macháčková, Hana, Ševčíková, Anna, Dědková, Lenka.
Bullied online but not telling anyone : what are the reasons for not disclosing cybervictimization?. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 119–128.
Article
Jarvoll, Agnieszka B..
"I'll have everything in diamonds!": students' experiences with minecraft at school. Studia paedagogica. 2018, vol. 23, iss. 4, pp. 67–89.
Article
van der Wilt, Femke, Froehlich, Dominik E., van der Veen, Chiel.
The role of language competence in building peer relationships in early childhood : a social network perspective. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 11–29.
Article
Mejía-Cáceres, María Angélica, Freire, Laísa Maria.
Influences of educational policy on the pre-service education of teachers in science and environmental education : a Latin American context. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 139–163.
Article
Lojdová, Kateřina, Vlčková, Kateřina, Nehyba, Jan.
Stories of teachers' identity : between personal and professional experience. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 113–137.
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MacGregor, Stephen, Brown, Chris, Flood, Jane.
Exploring the role of positive leadership for mobilizing innovative practices : a social network approach. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 31–48.
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Froehlich, Dominik E., Beausaert, Simon, Segers, Mien.
Similarity-attraction theory and feedback-seeking behavior at work : how do they impact employability?. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 77–96.
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Šalamounová, Zuzana, Langer-Osuna, Jennifer M..
Editorial. Studia paedagogica. 2021, vol. 26, iss. 2, pp. 5–9.
Article
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.
Article
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.