Stránka 2: Vybrané publikace | Ústav pedagogických věd

The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage: A mediation analysis

Juhaňák, L., Zounek, J., Záleská, K., Bárta, O., Vlčková, K. (2019). The relationship between the age at first computer use and students' perceived competence and autonomy in ICT usage: A mediation analysis. Computers & Education, 141, 1–14.

Do those who talk more learn more? The relationship between student classroom talk and student achievement

Šeďová, K., Sedláček, M. Švaříček, R., Majcík, M., Navrátilová, J., Drexlerová, A., Kychler, J., Šalamounová, Z. (2019). Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction, 63.

The influence of principals on the hidden curriculum of induction

Brücknerová, K., Novotný, P. (2019). The influence of principals on the hidden curriculum of induction. Educational Management Administration & Leadership, 47(4), 606–623.

Using process mining to analyze students' quiz-taking behavior patterns in a learning management system

Juhaňák, L., Zounek, J., Rohlíková, L. (2019). Using process mining to analyze students' quiz-taking behavior patterns in a learning management system. Computers in Human Behavior, 92, 496–506.

“You have betrayed us for a little dirty money!” The Prague Spring as seen by primary school teachers

Zounek, J., Šimáně, M., Knotová, D. (2018). “You have betrayed us for a little dirty money!” The Prague Spring as seen by primary school teachers. Paedagogica Historica, 54(3), 320–337.

Normální život v nenormální době: Základní školy a jejich učitelé (nejen) v období normalizace

Zounek, J., Šimáně, M., & Knotová, D. (2017). Normální život v nenormální době: Základní školy a jejich učitelé (nejen) v období normalizace. Praha: Wolters Kluwer.

How many are talking? The role of collectivity in dialogic teaching

Sedláček, M., Šeďová, K. (2017). How many are talking? The role of collectivity in dialogic teaching. International Journal of Educational Research, 85, 99-108.

Intergenerational learning among teachers: overt and covert forms of continuing professional development

Brücknerová, K., Novotný, P. (2017). Intergenerational learning among teachers: overt and covert forms of continuing professional development. Professional Development in Education, 43(3), 397–415.

A case study of a transition to dialogic teaching as a process of gradual change

Šeďová, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290.

Socialistická základní škola pohledem pamětníků

Zounek, J., Šimáně, M., & Knotová, D. (2017). Socialistická základní škola pohledem pamětníků: sonda do života učitelů v Jihomoravském kraji. Praha: Wolters Kluwer.

Mezigenerační učení. Teorie, výzkum, praxe

Rabušicová, M., Brücknerová, K., Kamanová, L., Novotný, P., Pevná, K., & Vařejková, Z. (2016). Mezigenerační učení. Teorie, výzkum, praxe. Brno: Masarykova univerzita.

Primary school teachers as a tool of secularisation of society in communist Czechoslovakia

Zounek, J., Šimáně, M., Knotová, D. (2017). Primary school teachers as a tool of secularisation of society in communist Czechoslovakia. History of Education, 46(4), 480-497.