Editorial

[1] Engle, R. A., Langer-Osuna, J. M., & McKinney de Royston, M. (2014). Toward a model of influence in persuasive discussions: Negotiating quality, authority, privilege, and access within a student-led argument. Journal of the Learning Sciences, 23(2), 245–268. https://doi.org/10.1080/10508406.2014.883979 | DOI 10.1080/10508406.2014.883979

[2] Fuhse, J. A. (2009). The meaning structure of social networks. Sociological Theory, 27(1), 51–73. https://doi.org/10.1111/j.1467-9558.2009.00338.x | DOI 10.1111/j.1467-9558.2009.00338.x

[3] Juhaňák, L. (2017). Sociální sítě autorů publikujících v pedagogických vědách v letech 2009–2013: Exploratorní analýza. Studia paedagogica, 22(1), 9–36. https://doi.org/10.5817/SP2017-1-2 | DOI 10.5817/SP2017-1-2

[4] Karam, F. J., Kibler, A. K., Johnson, H. E., & Molloy Elreda, L. (2019). Identity, positionality, and peer social networks: A case study of an adolescent refugee background student. Journal of Language, Identity & Education, 19(3), 208–223. https://doi.org/10.1080/15348458.2019.1655427 | DOI 10.1080/15348458.2019.1655427

[5] Kindermann, T. A. (2007). Effects of naturally-existing peer groups on changes in academic engagement in a cohort of sixth graders. Child Development, 78(4), 1186–1203. https://doi.org/10.1111/j.1467-8624.2007.01060.x | DOI 10.1111/j.1467-8624.2007.01060.x

[6] Wasserman, S., & Faust, K. (2019). Social network analysis: Methods and applications. Cambridge University Press.

[7] White, H. C. (2008). Identity and control: How social formations emerge. Princeton University Press