Getting Dialogic Teaching into Classrooms. Making Change Possible Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M. (2020). Getting Dialogic Teaching into Classrooms. Making Change Possible. Heidelberg: Springer.
Silent students and the patterns of their participation in classroom talk Šeďová, K., & Navrátilová, J. (2020). Silent students and the patterns of their participation in classroom talk. Journal of the Learning Sciences, 1–36
Výuková komunikace Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M., Majcík, M., Navrátilová, J. (2019). Výuková komunikace. Brno: Munipress.
Are student engagement and peer relationships connected to student participation in classroom talk? Sedláček, M., & Šeďová, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26, 1–12.
The relationship between peer status and students’ participation in classroom discourse Šalamounová, Z., Fučík, P. (2019). The relationship between peer status and students’ participation in classroom discourse. Educational Studies, 1–17.
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.
