Pub Date : 2024-07-09DOI: 10.14712/23363177.2024.9
David Greger
Interview
采访
{"title":"S Eliškou Walterovou o minulosti a budoucnosti časopisu Orbis scholae","authors":"David Greger","doi":"10.14712/23363177.2024.9","DOIUrl":"https://doi.org/10.14712/23363177.2024.9","url":null,"abstract":"Interview","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"105 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-06DOI: 10.14712/23363177.2024.7
Andrea Rozkovcová, Petr Urbánek, H. Picková, Jitka Jursová
The favourable social climate of the teaching staff is one of the key indicators of the quality of school functioning. The text presents five research phases of a qualitative longitudinal pre-post quasi-experiment implemented in the environment of school life. In 37 schools, the climate of the teaching staffs was repeatedly measured with the OCDQ-RS questionnaire in the pre- and post-intervention phase of the experiment. In six of these schools, qualitative research procedures were carried out in order to determine the causes and contexts of the state of the climate and intervention procedures aimed at supporting the development of a favourable teaching staff climate. In the post-intervention phase, focus groups were implemented in six intervened schools to supplement the context. The aim of the research was to find out what effects intervention procedures can have on the climate and under what conditions they can be successful. The results confirm repeated findings about the key role of school leadership in shaping and maintaining a favourable climate of the staff by increasing trust across the staff, promoting open communication and meaningful cooperation of all actors, and leading to shared meanings of events in the school and general acceptance of the school’s values and concept.
{"title":"Sociální klima učitelských sborů: Kvalitativní kvaziexperiment","authors":"Andrea Rozkovcová, Petr Urbánek, H. Picková, Jitka Jursová","doi":"10.14712/23363177.2024.7","DOIUrl":"https://doi.org/10.14712/23363177.2024.7","url":null,"abstract":"The favourable social climate of the teaching staff is one of the key indicators of the quality of school functioning. The text presents five research phases of a qualitative longitudinal pre-post quasi-experiment implemented in the environment of school life. In 37 schools, the climate of the teaching staffs was repeatedly measured with the OCDQ-RS questionnaire in the pre- and post-intervention phase of the experiment. In six of these schools, qualitative research procedures were carried out in order to determine the causes and contexts of the state of the climate and intervention procedures aimed at supporting the development of a favourable teaching staff climate. In the post-intervention phase, focus groups were implemented in six intervened schools to supplement the context. The aim of the research was to find out what effects intervention procedures can have on the climate and under what conditions they can be successful. The results confirm repeated findings about the key role of school leadership in shaping and maintaining a favourable climate of the staff by increasing trust across the staff, promoting open communication and meaningful cooperation of all actors, and leading to shared meanings of events in the school and general acceptance of the school’s values and concept.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Formal sex education and its implementation in education have been increasingly debated in recent years. In the Czech Republic, the area came to the centre of public policy interest in early 2023, when, in response to several sexual harassment cases, former Minister of Education, Mr. Balaš, expressed the need to strengthen sex education in schools. With the ongoing revision of the national Framework Educational Programme and the awareness of the lack of research coverage in this area, we consider it appropriate to look at how sex education is framed in institutional documents in the Czech Republic today. We conduct a qualitative analysis of the Recommendation of the Ministry of Education for the Implementation of Sexuality Education in Primary Schools, selected school education programmes and minimum prevention programmes. We compare these with the principles, rationale and topics articulated in the Standards for Sexuality Education in Europe, which were developed to support the implementation of holistic sexuality education. We point out significant differences in the conceptualisation of the Czech documents, particularly the normative, biologizing and risk-oriented sex education. We see the untold potential for a quality approach to sex education, which takes into account the sexual subjectivity and uniqueness of adolescents’ experience and the interactive nature of sexuality, which the Standards for Sexuality Education in Europe emphasize, in the areas of Education for Citizenship, Ethics Education or in Social and Personal Development.
{"title":"Sexualita jako riziko? Sexuální výchova v českých kurikulárních dokumentech","authors":"Barbora Benešovská, Dagmar Krišová, Marcela Macháčková","doi":"10.14712/23363177.2024.3","DOIUrl":"https://doi.org/10.14712/23363177.2024.3","url":null,"abstract":"Formal sex education and its implementation in education have been increasingly debated in recent years. In the Czech Republic, the area came to the centre of public policy interest in early 2023, when, in response to several sexual harassment cases, former Minister of Education, Mr. Balaš, expressed the need to strengthen sex education in schools. With the ongoing revision of the national Framework Educational Programme and the awareness of the lack of research coverage in this area, we consider it appropriate to look at how sex education is framed in institutional documents in the Czech Republic today. We conduct a qualitative analysis of the Recommendation of the Ministry of Education for the Implementation of Sexuality Education in Primary Schools, selected school education programmes and minimum prevention programmes. We compare these with the principles, rationale and topics articulated in the Standards for Sexuality Education in Europe, which were developed to support the implementation of holistic sexuality education. We point out significant differences in the conceptualisation of the Czech documents, particularly the normative, biologizing and risk-oriented sex education. We see the untold potential for a quality approach to sex education, which takes into account the sexual subjectivity and uniqueness of adolescents’ experience and the interactive nature of sexuality, which the Standards for Sexuality Education in Europe emphasize, in the areas of Education for Citizenship, Ethics Education or in Social and Personal Development.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-05DOI: 10.14712/23363177.2024.4
Vít Šťastný
News
新闻
{"title":"Zpráva z desáté Mezinárodní vědecké konference Mezinárodní asociace pro hodnocení výsledků vzdělávání. Dublin, 27.−30. června 2023","authors":"Vít Šťastný","doi":"10.14712/23363177.2024.4","DOIUrl":"https://doi.org/10.14712/23363177.2024.4","url":null,"abstract":"<jats:p>News</jats:p>","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"25 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140738803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.14712/23363177.2024.2
Daniela Prokschová
Tato studie se zabývá jedním z důležitých, avšak opomíjených aspektů občanského vzdělávání, a to zobrazováním Evropské unie v učebnicích. Usiluje o co nejkomplexnější analýzu obsahu a formy kapitol o Evropské unii ve 22 didaktických materiálech (učebnicích, pracovních sešitech a příručkách učitele) občanské výchovy a vlastivědy v českých základních školách. Text zodpoví následující tři skupiny otázek: 1) Kolik prostoru je Evropské unii věnováno na stránkách těchto učebnic? 2) V jakých souvislostech je Evropská unie zmiňována? Na jaké aktéry a témata je kladen důraz? Vyskytuje se v učebnicích hodnocení EU a její relevance pro jednotlivé skupiny aktérů? 3) Jaké didaktické postupy a úlohy pro žáky navrhují učebnice ve výuce o EU? Jakým způsobem je v nich učivo prezentováno po vizuální stránce? K zodpovězení těchto otázek bude použita kvantitativní a kvalitativní obsahová analýza. Studie ukázala, že k EU je přistupováno převážně z perspektivy žáka a je zobrazována především kladně. Během let se vyvíjí rámování my versus oni a učebnice prezentují Českou republiku jako aktivní součást evropských struktur. Úlohy pro žáky jsou v učebních textech sice rozmanité, ale nepříliš analyticky zaměřené a nevedou žáky ke kritické práci se zdroji informací. Cílem textu je rovněž nabídnout doporučení pro autory učebnic i pedagogy. Výsledky studie jsou zasazeny do mezinárodního kontextu.
{"title":"Evropská unie v učebnicích občanského vzdělávání: limity, inovace a výzvy","authors":"Daniela Prokschová","doi":"10.14712/23363177.2024.2","DOIUrl":"https://doi.org/10.14712/23363177.2024.2","url":null,"abstract":"Tato studie se zabývá jedním z důležitých, avšak opomíjených aspektů občanského vzdělávání, a to zobrazováním Evropské unie v učebnicích. Usiluje o co nejkomplexnější analýzu obsahu a formy kapitol o Evropské unii ve 22 didaktických materiálech (učebnicích, pracovních sešitech a příručkách učitele) občanské výchovy a vlastivědy v českých základních školách. Text zodpoví následující tři skupiny otázek: 1) Kolik prostoru je Evropské unii věnováno na stránkách těchto učebnic? 2) V jakých souvislostech je Evropská unie zmiňována? Na jaké aktéry a témata je kladen důraz? Vyskytuje se v učebnicích hodnocení EU a její relevance pro jednotlivé skupiny aktérů? 3) Jaké didaktické postupy a úlohy pro žáky navrhují učebnice ve výuce o EU? Jakým způsobem je v nich učivo prezentováno po vizuální stránce? K zodpovězení těchto otázek bude použita kvantitativní a kvalitativní obsahová analýza. Studie ukázala, že k EU je přistupováno převážně z perspektivy žáka a je zobrazována především kladně. Během let se vyvíjí rámování my versus oni a učebnice prezentují Českou republiku jako aktivní součást evropských struktur. Úlohy pro žáky jsou v učebních textech sice rozmanité, ale nepříliš analyticky zaměřené a nevedou žáky ke kritické práci se zdroji informací. Cílem textu je rovněž nabídnout doporučení pro autory učebnic i pedagogy. Výsledky studie jsou zasazeny do mezinárodního kontextu.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"117 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.14712/23363177.2024.1
Karin Černickaja, Lenka Sokolová
Learning disabilities, specifically dyslexia, affect learning processes and school performance of pupils and students at all levels of education. The aim of this narrative synthesis is to outline the topics that are investigated in relation to the university studies of people with dyslexia, while the mapping of this empirical knowledge has the potential to reflect these studies at their different stages. From 923 studies registered between 2001 and 2020 in the Web of Science database, we included 65 studies, which represent an overview of knowledge about decisions about university studies, adjustment in the university environment, study strategies of individuals with dyslexia and support that is provided by university. The results show that dyslexia and its symptoms can be a barrier to successful university studies, yet these students can overcome these barriers with adequate support.
学习障碍，特别是阅读障碍，影响着各级教育中学生的学习过程和学习成绩。本叙述性综述旨在概述大学研究中与阅读障碍患者有关的调查主题，而对这些实证知识的映射有可能反映出这些研究的不同阶段。从 2001 年至 2020 年期间在 Web of Science 数据库中登记的 923 项研究中，我们收录了 65 项研究，这些研究代表了有关大学学习决策、大学环境适应、阅读障碍患者的学习策略以及大学提供的支持等方面的知识概览。研究结果表明，阅读障碍及其症状可能会成为成功完成大学学业的障碍，但这些学生可以通过适当的支持克服这些障碍。
{"title":"S dyslexiou k vysokoškolskému titulu: Naratívna syntéza","authors":"Karin Černickaja, Lenka Sokolová","doi":"10.14712/23363177.2024.1","DOIUrl":"https://doi.org/10.14712/23363177.2024.1","url":null,"abstract":"Learning disabilities, specifically dyslexia, affect learning processes and school performance of pupils and students at all levels of education. The aim of this narrative synthesis is to outline the topics that are investigated in relation to the university studies of people with dyslexia, while the mapping of this empirical knowledge has the potential to reflect these studies at their different stages. From 923 studies registered between 2001 and 2020 in the Web of Science database, we included 65 studies, which represent an overview of knowledge about decisions about university studies, adjustment in the university environment, study strategies of individuals with dyslexia and support that is provided by university. The results show that dyslexia and its symptoms can be a barrier to successful university studies, yet these students can overcome these barriers with adequate support.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"115 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.14712/23363177.2023.16
David Heyne, Gil Antoine Keppens, Dominik Dvořák
The recording, reporting, and use of data on school attendance and absence (DSAA) play a crucial role in understanding attendance and addressing absence in educational systems worldwide. However, a comprehensive grasp of the diverse approaches adopted across and within different countries has remained elusive. To address this knowledge gap, the International Network for School Attendance (INSA) facilitated this special issue providing an in-depth investigation into DSAA practices in 13 countries. This opening paper serves two purposes. First, it lays the conceptual groundwork for readers before they delve into the recording, reporting, and use of DSAA in different countries. Second, it presents key insights that emerge from the diverse array of contributions and a discussion of challenges and opportunities for the field. These include the substantial inconsistencies within and across countries; the pressing need for standardised best practices for recording, reporting, and using data; and the importance of embracing technological advancements to enhance the use of data. We envisage that the collective effort of the 40 authors involved in this special issue will enrich knowledge, enhance collaboration, and create real-world impact by enabling interested parties to develop, use, and evaluate data-driven strategies related to attendance and absence. By working together to address challenges and seize opportunities related to DSAA, we help young people access the education they rightfully deserve.
{"title":"From Attendance Data to Student Support: International Practices for Recording, Reporting, and Using Data on School Attendance and Absence","authors":"David Heyne, Gil Antoine Keppens, Dominik Dvořák","doi":"10.14712/23363177.2023.16","DOIUrl":"https://doi.org/10.14712/23363177.2023.16","url":null,"abstract":"The recording, reporting, and use of data on school attendance and absence (DSAA) play a crucial role in understanding attendance and addressing absence in educational systems worldwide. However, a comprehensive grasp of the diverse approaches adopted across and within different countries has remained elusive. To address this knowledge gap, the International Network for School Attendance (INSA) facilitated this special issue providing an in-depth investigation into DSAA practices in 13 countries. This opening paper serves two purposes. First, it lays the conceptual groundwork for readers before they delve into the recording, reporting, and use of DSAA in different countries. Second, it presents key insights that emerge from the diverse array of contributions and a discussion of challenges and opportunities for the field. These include the substantial inconsistencies within and across countries; the pressing need for standardised best practices for recording, reporting, and using data; and the importance of embracing technological advancements to enhance the use of data. We envisage that the collective effort of the 40 authors involved in this special issue will enrich knowledge, enhance collaboration, and create real-world impact by enabling interested parties to develop, use, and evaluate data-driven strategies related to attendance and absence. By working together to address challenges and seize opportunities related to DSAA, we help young people access the education they rightfully deserve.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"29 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.14712/23363177.2023.15
Sara Griffiths, Victoria Esme Franklin, David Heyne
This paper presents a comprehensive overview of the recording, reporting, and use of data pertaining to school attendance and absence in England. To establish a foundation, we outline the educational context in England, alongside an explanation of the legal framework guiding the collection and use of attendance and absence data. Subsequently, we elucidate the definition and documentation of various types of absence in England, the methodologies employed for data collection and dissemination, as well as the utilisation of this data for benchmarking purposes. Notably, attendance serves as a key performance indicator for schools, Trusts, and Local Authorities, aiming to improve the educational outcomes of young people. Through a critical examination of the current policy and practice in England concerning data on school attendance and absence, we identify strengths and weaknesses. Based on our findings, we propose additional actions to improve the consistency of data collection and foster the effective reporting and use of data to support prompt responses as needed. Through these suggestions, our endeavour is to drive continuous improvement and optimise outcomes for young people in England.
{"title":"School Attendance and Absence in England: Working with Data to Inform Policy and Practice Beneficial to Young People","authors":"Sara Griffiths, Victoria Esme Franklin, David Heyne","doi":"10.14712/23363177.2023.15","DOIUrl":"https://doi.org/10.14712/23363177.2023.15","url":null,"abstract":"This paper presents a comprehensive overview of the recording, reporting, and use of data pertaining to school attendance and absence in England. To establish a foundation, we outline the educational context in England, alongside an explanation of the legal framework guiding the collection and use of attendance and absence data. Subsequently, we elucidate the definition and documentation of various types of absence in England, the methodologies employed for data collection and dissemination, as well as the utilisation of this data for benchmarking purposes. Notably, attendance serves as a key performance indicator for schools, Trusts, and Local Authorities, aiming to improve the educational outcomes of young people. Through a critical examination of the current policy and practice in England concerning data on school attendance and absence, we identify strengths and weaknesses. Based on our findings, we propose additional actions to improve the consistency of data collection and foster the effective reporting and use of data to support prompt responses as needed. Through these suggestions, our endeavour is to drive continuous improvement and optimise outcomes for young people in England.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.14712/23363177.2023.13
Eva Koželuhová, Barbora Loudová Stralczynská, Zora Syslová
The paper deals with the issue of curriculum development in pre-primary education. The aim of the research was to find out what experiences and opinion student-teachers have to the development of school and class curricula. The data were obtained through a questionnaire conducted between 2020−21 among students of BA and MA part-time programmes of faculties preparing preschool teachers in the Czech Republic (N = 1001, response rate 35%). For this paper, data from respondents working as teachers in preschools (N = 224) were used. The results showed that the approaches of preschools are heavily burdened by the pedagogical tradition of the sociocentric paradigm. A chronological approach to the arrangement of educational content in school curricula prevails (63%). Almost a third of preschools create classroom curricula for the whole year ahead. Only 44% of respondents suggest educational topics during the school year. In contrast, more flexible approaches, justified by respect for the child, dominated respondents’ preferences. In spite of this, the lack of understanding of the current notion of designing educational content at school and classroom level were still very much present in the sub-statements.
{"title":"Dítě, nebo tradice? Plánování vzdělávacího obsahu v předškolním vzdělávání","authors":"Eva Koželuhová, Barbora Loudová Stralczynská, Zora Syslová","doi":"10.14712/23363177.2023.13","DOIUrl":"https://doi.org/10.14712/23363177.2023.13","url":null,"abstract":"The paper deals with the issue of curriculum development in pre-primary education. The aim of the research was to find out what experiences and opinion student-teachers have to the development of school and class curricula. The data were obtained through a questionnaire conducted between 2020−21 among students of BA and MA part-time programmes of faculties preparing preschool teachers in the Czech Republic (N = 1001, response rate 35%). For this paper, data from respondents working as teachers in preschools (N = 224) were used. The results showed that the approaches of preschools are heavily burdened by the pedagogical tradition of the sociocentric paradigm. A chronological approach to the arrangement of educational content in school curricula prevails (63%). Almost a third of preschools create classroom curricula for the whole year ahead. Only 44% of respondents suggest educational topics during the school year. In contrast, more flexible approaches, justified by respect for the child, dominated respondents’ preferences. In spite of this, the lack of understanding of the current notion of designing educational content at school and classroom level were still very much present in the sub-statements.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45820749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.14712/23363177.2023.14
Kristýna Šejnohová, Hana Urbanová
Report from European Educational Research Association Summer School 2022
欧洲教育研究协会2022年暑期学校报告
{"title":"Letní škola Evropské asociace pedagogického výzkumu 2022","authors":"Kristýna Šejnohová, Hana Urbanová","doi":"10.14712/23363177.2023.14","DOIUrl":"https://doi.org/10.14712/23363177.2023.14","url":null,"abstract":"Report from European Educational Research Association Summer School 2022","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41824590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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