2025

Lintner, T., Klocek, A., Ropovik, I., & Kollerová, L. (2025). How affective relationships and classroom norms shape perceptions of aggressor, victim, and defender roles. Aggressive Behavior, 51(1). https://doi.org/10.1002/ab.70020

Majcík, M., & Babyrádová, V. (2025). The rising issue of dropouts from upper secondary vocational schools in the Czech Republic: Perspectives of career counsellors. Journal of Vocational Education and Training. Advance online publication. https://doi.org/https://doi.org/10.1080/13636820.2025.2552798

Majcík, M., Rozvadská, K., Vengřinová, T., & Novotný, P. (2024). Biographical aspects of self-regulated learning during repeatedly failing in upper-secondary exit examination. Studies in the Education of Adults, 56(2), 177–190. https://doi.org/https://doi.org/10.1080/02660830.2024.2412028

Majcík, M., & Obrovská, J. (2025). Teaching strategies for engaging socially disadvantaged students in the classroom. International Journal of Educational Development, 117, 103372. https://doi.org/https://doi.org/10.1016/j.ijedudev.2025.103372

Novotný, P., Rozvadská, K., & Majcík, M. (2025). Guilty of success and failure: Permeability struggles of unsuccessful upper secondary VET examinees in the Czech Republic. Social Inclusion, 13(13), 1–20. https://doi.org/https://doi.org/10.17645/si.9785

Obrovská, J., Majcík, M., & Simonová, J. (2025). Achievement vs. engagement: Providing support in socially disadvantaged schools. British Educational Research Journal, 51(2), 1039–1072. https://doi.org/https://doi.org/10.1002/berj.4105

Sedláček, M., Šeďová, K., Švaříček, R., & Šalamounová, Z. (2025). If they talk more during lessons, will they achieve better? unlocking the reciprocal relationship between student verbal participation and achievement. Studia Paedagogica, 29(3), 30–51. https://doi.org/10.5817/sp2024-3-2

Sedova, K., Sedlacek, M., Salamounova, Z., Lintner, T., Svaricek, R., Vlcek, J., Malikova, K., & Rozmahel, I. (2025). Let them all talk: Equitable participation in classroom dialogue as a result of an intervention programme. Language and Education, 1–19. https://doi.org/10.1080/09500782.2025.2454637

Šťastný, V., & Nekardová, B. (2025). Proxy involvement of Czech parents in education: Inner tensions and situational burdens behind decisions to buy private tutoring. Cambridge Journal of Education, 55(1), 113–133. https://doi.org/10.1080/0305764x.2025.2451282

Vlcek, J., & Sedova, K. (2025). What hinders professional growth of novice Teachers? An analysis of perceived competency development during the first two years of teaching. Teaching and Teacher Education, 165, 105176. https://doi.org/10.1016/j.tate.2025.105176

2024

Juhaňák, L., Brücknerová, K., Nekardová, B., & Zounek, J. (2024). Goal setting and goal orientation as predictors of learning satisfaction and online learning behavior in Higher Education Blended Courses. Studia Paedagogica, 28(3), 39–58. https://doi.org/10.5817/sp2023-3-2

Lintner, T. (2024). Effects of performance-based financial incentives on higher education students: A meta-analysis using causal evidence. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100621

Lintner, T. (2024). No Evidence for Social Selection and Peer Influence on Grades and Literacy Among Early Adolescents Through Friendship Ties. The Journal of Early Adolescence. https://doi.org/10.1177/02724316241271424

Lintner, T. (2024). A systematic review of Ai Literacy Scales. Npj Science of Learning, 9(1). https://doi.org/10.1038/s41539-024-00264-4

Lintner, T., & Belovecová, B. (2024). Demographic predictors of public speaking anxiety among university students. Current Psychology. https://doi.org/10.1007/s12144-024-06216-w

Lintner, T., Diviák, T., & Nekardová, B. (2024). Interaction dynamics in classroom group work. Social Networks, 79, 14-24. https://doi.org/10.1016/j.socnet.2024.05.002

Sedova, K., Hofmann, R., Salamounova, Z., Svaricek, R., & Sedlacek, M. (2024). Seeing students differently: Tracing shifts in teachers’ conceptualizations through situated discourse. Learning in Context, 1(1–2), 100003. https://doi.org/10.1016/j.lecon.2025.100003

Šeďová, K., Obrovská, J., Hlado, P., Lojdová, K., Machovcová, K., Stupak, O., Fico, M., & Lintner, T. (2024). ‘They usually look happy.’ approaches to the adaptation of Ukrainian refugees in Czech schools. Pedagogy, Culture & Society, 1-22. https://doi.org/10.1080/14681366.2024.2362965

Šikl, R., Brücknerová, K., Švedová, H., Děchtěrenko, F., Ugwitz, P., Chmelík, J., Pokorná, H., & Juřík, V. (2024). Who benefits and who doesn’t in virtual reality learning: An experimental study comparing two types of school. Journal of Computer Assisted Learning, 40(4), 1591-1604. https://doi.org/10.1111/jcal.12973

Švaříček, R. (2024). Sceptical teacher and silent students: a case study of teacher changes during a teacher professional development programme. Journal of Education for Teaching, 50(2), 310-328. https://doi.org/10.1080/02607476.2023.2296459

Vlček, J. (2024). Vize a realita při výběru a přijímání nových učitelů: perspektivy pedagogických lídrů a začínajících učitelek. Studia paedagogica, 29(1), 59-82. https://doi.org/10.5817/SP2024-1-3

2023

Lintner, T., Šeďová, K., Sedláček, M., Šalamounová, Z., Švaříček, R., Malíková, K., Rozmahel, I., Vlček, J., & Nekardová, B. (2023). Relational and interactional dynamic network data from Czech lower-secondary school students. Data in Brief, 51. https://doi.org/10.1016/j.dib.2023.109641

Šeďová, K., & Sedláček, M. (2023). How vocal and silent forms of participation in combination relate to student achievement. Instructional Science, 51(2), 343-361. https://doi.org/10.1007/s11251-022-09609-1

2022

Lintner, T., & Šeďová, K. (2022). Aiming for Active Student Participation in Online University Lessons: A Case Study of Two Teachers During Emergency Remote Teaching. Studia paedagogica, 27(2), 9-34. https://doi.org/10.5817/SP2022-2-1

Lintner, T., Diviák, T., Šeďová, K., & Hlado, P. (2023). Ukrainian refugees struggling to integrate into Czech school social networks. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-01880-y

Nekardová, B. (2022). The role of peer learning among university teachers in integrating digital technologies into Higher Education teaching. Studia Paedagogica, 27(2), 131–149. https://doi.org/10.5817/sp2022-2-6

Šalamounová, Z. (2022). Základní školy v procesu adaptace na výuku na dálku: vícepřípadová studie. Studia paedagogica, 27(1), 35-66. https://doi.org/10.5817/SP2022-1-2

2021

Brücknerová, K., Rozvadská, K., Knotová, D., Juhaňák, L., Rabušicová, M., & Novotný, P. (2021). Educational Trajectories of Non-Traditional Students: Stories Behind Numbers. Studia paedagogica, 25(4), 93-114. https://doi.org/10.5817/SP2020-4-5

Brücknerová, K. (2021). Jak poznáme kvalitní kombinované studium? Pilíře kvality v hodnocení zralými studenty. Studia paedagogica, 26(1), 125-144. https://doi.org/10.5817/SP2021-1-5

Brücknerová, K. (2021). Význam vzájemného učení mezi studenty kombinovaných programů pro prevenci studijní neúspěšnosti. Lifelong Learning, 11(1), 11-37. https://doi.org/10.11118/lifele20211101011

Lintner, T., & Šalamounová, Z. (2021). Classroom Space and Student Positions in Peer Social Networks: An Exploratory Study. Studia paedagogica, 26(2), 49-76. https://doi.org/10.5817/SP2021-2-3

Šalamounová, Z., & Fučík, P. (2021). The relationship between peer status and students’ participation in classroom discourse. Educational Studies, 47(4), 438-455. https://doi.org/10.1080/03055698.2019.1706042

Šeďová, K. (2021). Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme. Dialogic Pedagogy: An International Online Journal, 9, A37-A59. https://doi.org/10.5195/dpj.2021.423

Šeďová, K., Nekardová, B., & Rozvadská, K. (2021). Výzva, nebo nemožná mise? Tranzice k online výuce v době pandemie covid-19 očima vysokoškolských učitelů. Studia paedagogica, 26(3), 51-82. https://doi.org/10.5817/SP2021-3-3

2020

Sedláček, M., & Šeďova, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk? Learning, Culture and Social Interaction, 26. https://doi.org/10.1016/j.lcsi.2020.100411

Nekardová, B. (2020). Vysokoškolští učitelé a jejich reflexe vlastního pedagogického rozvoje. LIFELONG LEARNING – CELOŽIVOTNÍ VZDĚLÁVÁNÍ, 10(Number 2, 2020), s. 209-229.

Šeďová, K., & Navrátilová, J. (2020). Silent students and the patterns of their participation in classroom talk. Journal of the Learning Sciences, 29(4-5), 681-716. https://doi.org/10.1080/10508406.2020.1794878

Švaříček, R., Straková, J., Brom, C., Greger, D., Hannemann, T., & Lukavský, J. (2020). Spolupráce rodiny a školy v době uzavřených základních škol. Studia paedagogica, 25(3), 9-41. https://doi.org/10.5817/SP2020-3-1