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Radway, Robyn, Grusiecki, Tomasz, Born, Robert, Ivanič, Suzanna, Noyes, Ruth Sargent , Pevny, Olenka.
Globalizing early modern central and eastern European art : a discussion forum. Art East Central. 2022, vol. [2], iss. 2, pp. 11–47.
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Minea, Cosmin.
Beyond national style : the innovative thinking and designs of the architect Ion Mincu (1852–1912). Art East Central. 2022, vol. [2], iss. 2, pp. 49–76.
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Bierbauer, Virgil.
Four essays on modern architecture. Art East Central. 2022, vol. [2], iss. 2, pp. 77–111.
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Ankwicz-Kleehoven, Hans, Born, Wolfgang, Zimbler, Liane.
Five essays on women's art and perception in interwar Austria. Art East Central. 2022, vol. [2], iss. 2, pp. 113–135.
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Lexová, Petra.
A colourful atlas of artistic practice. Art East Central. 2022, vol. [2], iss. 2, pp. 139–145.
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Filipová, Marta.
Navigating Czech art history after the Second World War. Art East Central. 2022, vol. [2], iss. 2, pp. 147–152.
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Rampley, Matthew.
Estonians, Germans and their heritage. Art East Central. 2022, vol. [2], iss. 2, pp. 153–158.
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Gabowitsch, Mischa.
Red Army monuments in Poland from creation to destruction. Art East Central. 2022, vol. [2], iss. 2, pp. 159–167.
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Secklehner, Julia.
Beyond the Bauhaus. Art East Central. 2022, vol. [2], iss. 2, pp. 169–174.
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Drobe, Christian.
Archiving performances as a dissident practice. Art East Central. 2022, vol. [2], iss. 2, pp. 175–180.
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Veszprémi, Nóra.
The Great Book Theft. Art East Central. 2022, vol. [2], iss. 2, pp. 181–185.
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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.
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Foletti, Ivan, Hahn, Cynthia, Racaniello, Kris N., Voyer, Cécile, Palladino, Adrien.
Contextualizing Conques, an introduction. Convivium. 2023, vol. 10, iss. Supplementum 3, pp. 11–18.
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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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Lefstein, Adam, Israeli, Mirit, Pollak, Itay, Bozo-Schwartz, Maya.
Investigating dilemmas in teaching: towards a new form of pedagogical scholarship. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 9–36.
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Nehyba, Jan.
The social neuroscience of education : a book review. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 129–134.
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Mertova, Patricie.
Internationalisation in higher education through a 'critical event' narrative inquiry: perspectives from three higher education systems. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 115–128.
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Kasperová, Dana.
Reflections on the focus of education in the Theresienstadt ghetto based on reports by Theresienstadt's educators. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 37–56.
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Sedláček, Martin, Pol, Milan, Hloušková, Lenka, Lazarová, Bohumíra, Novotný, Petr.
Internal setting and organisational learning in schools. Studia paedagogica. 2013, vol. 18, iss. 4, pp. 75–92.
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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 papers : Studia paedagogica 24:2, 2019 : Issue topic: Transitions in educational contexts. Studia paedagogica. 2018, vol. 23, iss. 1, pp. 157–[160].
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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.