Vol.22,No.1(2017)
Studia paedagogica

Editorial

Editorial

5–7

Klára Šeďová, Milan Pol, Roman Švaříček
https://doi.org/10.5817/SP2017-1-1

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Studies

Social Networks of Authors Publishing in Educational Sciences Between 2009 and 2013: An Exploratory Analysis

9–36

Libor Juhaňák
https://doi.org/10.5817/SP2017-1-2

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Institutionalization of Czech Andragogy and International Scientific Discourse

37–54

Miroslav Dopita, Jana Poláchová Vašťatková
https://doi.org/10.5817/SP2017-1-3

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School Burnout in Hungarian High School Students and Teachers’ Responsibility of Teachers for Prevention: A New Aspect of Teacher Competencies

55–66

Nora Kunos
https://doi.org/10.5817/SP2017-1-4

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Mothers as Participants in Family Sexual Culture

67–86

Lenka Kamanová
https://doi.org/10.5817/SP2017-1-5

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Teacher Power Bases: Czech Adaptation of Teacher Power Use Scale

87–112

Kateřina Vlčková, Jan Mareš, Stanislav Ježek, Zuzana Šalamounová
https://doi.org/10.5817/SP2017-1-6

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Interview

Learning Does Not Start or End With School Education: An Interview with Francesca Gobbo

113–119

Francesca Gobbo, Roman Švaříček
https://doi.org/10.5817/SP2017-1-7

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Emerging Researchers

The Use of EEG Biofeedback For Treating Specific Learning Difficulties in Children of Middle School Age

121–133

Zuzana Zdražilová
https://doi.org/10.5817/SP2017-1-8

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Reviews

There Is No Understanding of a Minority If There Is No Understanding of Our Relation to It

135–139

Roman Švaříček
https://doi.org/10.5817/SP2017-1-9

PDF (Czech)