Displaying 151 - 175 of 197
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Švaříček, Roman.
The role of the teacher in supporting students' epistemic thinking in dialogic argumentation : a case study. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 143–171.
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McNaughton, Stuart, Zhu, Tong, Rosedale, Naomi, Oldehaver, Jacinta, Jesson, Rebecca, Greenleaf, Cynthia.
Critical perspective taking : promoting and assessing online written argumentation for dialogic focus. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 119–141.
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Hähkiöniemi, Markus, Lehesvuori, Sami, Nieminen, Pasi, Hiltunen, Jenna, Jokiranta, Kaisa.
Three dimensions of dialogicity in dialogic argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 199–219.
Article
Rapanta, Chrysi.
Bewilderment as a pragmatic ingredient of teacher-student dialogic interactions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 45–61.
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Gronostay, Dorothee.
Are classroom discussions on controversial political issues in civic education lessons cognitively challenging? : a closer look at discussions with assigned positions. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 85–100.
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Reznitskaya, Alina, Švaříček, Roman.
Better learning through argumentation : editorial. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 5–10.
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Oyler, Joe.
Exploring teacher contributions to student argumentation quality. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 173–198.
Article
Sözen Özdoğan, Sinem, Özçakır, Bilal, Orhan, Burcu.
A case of teacher and student mathematical problem-solving behaviors from the perspective of a cognitive-metacognitive framework. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 221–243.
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Av-Shalom, Na'ama Y., Zimmerman, Randi M., Chinn, Clark A., Duncan, Ravit G..
Analysis of different categories of epistemic and metacognitive discourse in argumentation. Studia paedagogica. 2019, vol. 24, iss. 4, pp. 101–118.
Article
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.
Article
Dellen, Theo van.
The Dutch lifelong learning scene: continuing unresolved issues and two alternative perspectives. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 9–32.
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Oliveira, Gisela.
Employability and learning transfer: what do students experience during their placements?. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 123–138.
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Jarvis, Peter, Rabušicová, Milada, Nehyba, Jan.
Adult learning as a lifelong concern: interview with Peter Jarvis. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 109–122.
Article
Häbig, Julia.
Cooperation between parents and schools from a student perspective. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 155–165.
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Bilgin-Aksu, Mualla, Aksu, Türkan, Polat, Soner.
School administrator self-esteem and its relationship to trust in teachers. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 33–51.
Article
Holm, Claus, Martinsen, Anders.
Mapping the relationship between higher education and sustainable development. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 71–84.
Article
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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Bergnell Karlsson, Anneli.
"Let's pretend this [orange] is you!" : preschool children making meaning of a multimodal illustration offered at a Swedish Science Center. Studia paedagogica. 2015, vol. 20, iss. 4, pp. 139–153.
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Call for papers : Studia Paedagogica 23:4, 2018 : Issue topic: Digital youth and their ways of learning. Studia paedagogica. 2017, vol. 22, iss. 3, pp. 177–179.
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Brücknerová, Karla.
Jak poznáme kvalitní kombinované studium? : pilíře kvality v hodnocení zralými studenty. Studia paedagogica. 2021, vol. 26, iss. 1, pp. 125–144.
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Call for proposals : ICET 61st World Assembly 2017, 28-30 June 2017. Studia paedagogica. 2016, vol. 21, iss. 3, pp. 191–[194].
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Bárta, Boleslav, Ludvíková, Helena.
The difference in emotional irritability between asthmatic and normal children. Sborník prací Filozofické fakulty brněnské univerzity. I, Řada pedagogicko-psychologická. 1966, vol. 15, iss. I1, pp. 7–12.
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Široký, Hugo.
Psychodrama as a modern instrument of moral education. Sborník prací Filozofické fakulty brněnské univerzity. I, Řada pedagogicko-psychologická. 1967, vol. 16, iss. I2, pp. 7–14.
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Kamm, Chantal, Gebhardt, Anja.
Risk patterns and bounded agency in vocational orientation. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 11–31.
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Bjøru, Anne-Mette.
Upper secondary school in Norway : discourses about dropout in White papers. Studia paedagogica. 2019, vol. 24, iss. 2, pp. 137–150.