Vol.19,No.4(2014)
Studia paedagogica

Editorial

Editorial

5–7

Milan Pol
https://doi.org/10.5817/SP2014-4-1

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Studies

On the Way to Dialogic Teaching: Action Research as a Means to Change Classroom Discourse

9–43

Klára Šeďová, Roman Švaříček, Martin Sedláček, Zuzana Šalamounová
https://doi.org/10.5817/SP2014-4-2

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Intergenerational Learning Among Teachers: An Interaction Perspective

45–79

Petr Novotný, Karla Brücknerová
https://doi.org/10.5817/SP2014-4-3

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Evaluating the Effectiveness of a Professional Development Programme on Pupil Well-being in Primary Schools

81–100

Maarten Penninckx, Jan Vanhoof, Peter Van Petegem
https://doi.org/10.5817/SP2014-4-4

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“Send in the Clowns!”, or the Imagination at Work: the Narratives of Three Pediatric Ward Clowns

101–120

Francesca Gobbo
https://doi.org/10.5817/SP2014-4-5

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Work Environment and Well-being of Academic Faculty in Czech Universities: A Pilot Study

121–144

Kateřina Zábrodská, Jiří Mudrák, Petr Květoň, Marek Blatný, Kateřina Machovcová, Iva Šolcová
https://doi.org/10.5817/SP2014-4-6

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Emerging Researchers

School as Space: Spatial Alterations, Teaching, Social Motives, and Practices

145–160

Georg Rißler, Andrea Bossen, Nina Blasse
https://doi.org/10.5817/SP2014-4-7

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An Integrative Review of Literature on Learners in the Digital Era

161–184

Eliana Gallardo Echenique
https://doi.org/10.5817/SP2014-4-8

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Reviews

What Can Be Better Than the Best?

185–189

Klára Šeďová
https://doi.org/10.5817/SP2014-4-9

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