Pub Date : 2022-08-18DOI: 10.14712/23363177.2022.7
Petra Knorr
The value of reflective writing in teacher education is widely accepted and research has focused increasingly on investigating the quality of students’ reflective texts by assessing their reflective depth or breadth. Studies on student teachers’ professional vision have looked at processes of noticing relevant classroom events and reasoning about them, emphasizingthat thinking about teaching and learning is a strongly knowledge-guided process. While much empirical attention has been given to assessing students’ writing, little insight has been gained into how reflective thinking actually unfolds. The aim of this study is to examine student teachers’ discursive practices as they engage in reflective writing in the context of a teaching practicum. Data consists of reflective essays which were analysed using linguistically based qualitative coding in order to identify discourse functions in students’ texts. Findings allow a detailed description of verbal actions carried out in guided reflective writing. They also indicate that due to the situated nature of their writing, student teachers engage in affective appraisal and reasoning processes which are verbalized by using everyday as well as academic language depending on students’ zone of proximal development and their developing pedagogical content knowledge.
{"title":"Student Teachers’ Use of Language: Discourse Functions in Teaching-Based Reflective Writing","authors":"Petra Knorr","doi":"10.14712/23363177.2022.7","DOIUrl":"https://doi.org/10.14712/23363177.2022.7","url":null,"abstract":"The value of reflective writing in teacher education is widely accepted and research has focused increasingly on investigating the quality of students’ reflective texts by assessing their reflective depth or breadth. Studies on student teachers’ professional vision have looked at processes of noticing relevant classroom events and reasoning about them, emphasizingthat thinking about teaching and learning is a strongly knowledge-guided process. While much empirical attention has been given to assessing students’ writing, little insight has been gained into how reflective thinking actually unfolds. The aim of this study is to examine student teachers’ discursive practices as they engage in reflective writing in the context of a teaching practicum. Data consists of reflective essays which were analysed using linguistically based qualitative coding in order to identify discourse functions in students’ texts. Findings allow a detailed description of verbal actions carried out in guided reflective writing. They also indicate that due to the situated nature of their writing, student teachers engage in affective appraisal and reasoning processes which are verbalized by using everyday as well as academic language depending on students’ zone of proximal development and their developing pedagogical content knowledge.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46394799","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 : 2022-08-17DOI: 10.14712/23363177.2022.4
Julia Hüttner
The contribution present data and findings from a teacher education intervention, which aimed at supporting (student) teachers’ professional vision in order to improve their (dialogic) reflective practices. In order to facilitate meaningful dialogue, video-recorded English lessons were used as bases of discussion. The 19 participants were early career teachers (with about two to four years teaching experience) from diverse geographical and educational backgrounds. Overall, interactions amounting to 349 minutes were recorded. Data show interesting interactions between participants describing and noticing specific teaching events on the video material, the challenges of suspending evaluation and the crucial role of dialogue in deepening the reflective process. Findings also show the affordances of video materials on fostering professional vision, such as the means of re-watching episodes and of several participants having seen the same teaching event. Although the participants had teaching experience, the facilitators were crucial in guiding towards both specific moments in the teaching events observed and to theory-based knowledge available to the participants. This raises implication for both pre- and in-service teaching aimed at reflective practice.
{"title":"“From Her Eyes”: On the Affordances of Video Resources in Supporting Teacher Reflection","authors":"Julia Hüttner","doi":"10.14712/23363177.2022.4","DOIUrl":"https://doi.org/10.14712/23363177.2022.4","url":null,"abstract":"The contribution present data and findings from a teacher education intervention, which aimed at supporting (student) teachers’ professional vision in order to improve their (dialogic) reflective practices. In order to facilitate meaningful dialogue, video-recorded English lessons were used as bases of discussion. The 19 participants were early career teachers (with about two to four years teaching experience) from diverse geographical and educational backgrounds. Overall, interactions amounting to 349 minutes were recorded. Data show interesting interactions between participants describing and noticing specific teaching events on the video material, the challenges of suspending evaluation and the crucial role of dialogue in deepening the reflective process. Findings also show the affordances of video materials on fostering professional vision, such as the means of re-watching episodes and of several participants having seen the same teaching event. Although the participants had teaching experience, the facilitators were crucial in guiding towards both specific moments in the teaching events observed and to theory-based knowledge available to the participants. This raises implication for both pre- and in-service teaching aimed at reflective practice.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44401667","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 : 2022-07-07DOI: 10.14712/23363177.2022.5
Dominik Dvořák, Petr Meyer, S. Kučerová
Student transfers between schools or inter-school mobility is an important topic, as it is often associated with other unfavourable conditions for schooling. Repeated transfers may predict an increased likelihood of school failure. On the other hand, school mobility can also serve the school choice. Despite that, data on mobility rate in Czech education have not been available yet. In this study, we use complete set of administrative data on transfers to another school in all Czech basic (comprehensive primary and lower secondary) schools in the consecutive three years (about 150 thousand events). To eliminate structurally enforced transitions, we focused on fully organized schools (grade span of 1–9). The number of departures per year represents on average 3.81% of the number of students. However, there are significant regional differences in the rate of mobility, and we find even greater difference at the level of individual schools. These findings complement the current discussion on inequalities in Czech education and deserve further detailed study.
{"title":"Míra meziškolní mobility žáků základních škol v Česku","authors":"Dominik Dvořák, Petr Meyer, S. Kučerová","doi":"10.14712/23363177.2022.5","DOIUrl":"https://doi.org/10.14712/23363177.2022.5","url":null,"abstract":"Student transfers between schools or inter-school mobility is an important topic, as it is often associated with other unfavourable conditions for schooling. Repeated transfers may predict an increased likelihood of school failure. On the other hand, school mobility can also serve the school choice. Despite that, data on mobility rate in Czech education have not been available yet. In this study, we use complete set of administrative data on transfers to another school in all Czech basic (comprehensive primary and lower secondary) schools in the consecutive three years (about 150 thousand events). To eliminate structurally enforced transitions, we focused on fully organized schools (grade span of 1–9). The number of departures per year represents on average 3.81% of the number of students. However, there are significant regional differences in the rate of mobility, and we find even greater difference at the level of individual schools. These findings complement the current discussion on inequalities in Czech education and deserve further detailed study.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":"66 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41284201","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 : 2022-05-12DOI: 10.14712/23363177.2022.3
Jana Majerčíková, Ivo Jirásek
A deeper understanding of the kindergarten teacher’s profession allows for the use of visual methodology and symbol analysis of visual representations in pedagogical research. The study seeks to gain a deeper understanding of verbally difficult to convey meanings through quantification of thematic motifs of drawings by student kindergarten teachers (n = 76) and a detailed qualitative analysis of selected images of 5 of them, based on a team-based free association method and subsequent symbolic interpretation of the images. In the results of the quantitative analysis, the kindergarten teacher’s profession is based on the visualization of the relationships and interaction between adults (usually women) and children, most often in free play or learning, with the support of a set agenda and against the background of a positively attuned situation. However, the interpretation of the expressive symbolism of the 5 drawings also offers previously unnoticed contradictions that disrupt this schema. In them, other aspects of the profession emerge, such as overload, elements of unreasonable attachment, dependence or the sad transience of all their efforts and activities, resonating also the weakening of the profession’s importance at the expense of external pressures.
{"title":"Fenomén učitelské profese v mateřské škole ve vizuálních reprezentacích (studujících) učitelek","authors":"Jana Majerčíková, Ivo Jirásek","doi":"10.14712/23363177.2022.3","DOIUrl":"https://doi.org/10.14712/23363177.2022.3","url":null,"abstract":"A deeper understanding of the kindergarten teacher’s profession allows\u0000for the use of visual methodology and symbol analysis of visual representations in pedagogical research. The study seeks to gain a deeper understanding of verbally difficult to convey meanings through quantification of thematic motifs of drawings by student kindergarten teachers (n = 76) and a detailed qualitative analysis of selected images of 5 of them, based on a team-based free association method and subsequent symbolic interpretation of the images. In the results of the quantitative analysis, the kindergarten teacher’s profession is based on the visualization of the relationships and interaction between adults (usually women) and children, most often in free play or learning, with the support of a set agenda and against the background of a positively attuned situation. However, the interpretation of the expressive symbolism of the 5 drawings also offers previously unnoticed contradictions that disrupt this schema. In them, other aspects of the profession emerge, such as overload, elements of unreasonable attachment, dependence or the sad transience of all their efforts and activities, resonating also the weakening of the profession’s importance at the expense of external pressures.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41847987","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 : 2022-03-30DOI: 10.14712/23363177.2022.1
Eva Klimecká
Elitism in education is often applied by a different and prefered approach to students belonging to the so-called elite. This elite is segregated and developed, often at the expense of the needs of other students. Can elitism be one of the problems of pedagogical practice with intellectually gifted students in ordinary inclusive primary schools? We carried out qualitative research in the environment of ordinary primary schools by observing school lessons and interviews with teachers. We spent 70 hours in eight schools, tracking 24 gifted students. The aim was to identify and describe the pedagogical situations leading to the elitism of gifted pupils. We focused on teachers as the creator of a modified curriculum for gifted pupils, which gives space for the emergence of elitism. We analyzed the data using open and axial coding. We found that teachers apply pedagogical situations leading to the elitism of gifted pupils, in all components of the modified curriculum, but especially in pedagogical strategies such as extracurricular activities, gifted as a teacher's assistant, complementary tasks and group work. Finally, the features of the curriculum leading to elitism are defined. Research highlights one of the negative consequences of increasing formal support of giftedness.
{"title":"Modifikace kurikula jako „příležitost“ k elitářství nadaných žáků","authors":"Eva Klimecká","doi":"10.14712/23363177.2022.1","DOIUrl":"https://doi.org/10.14712/23363177.2022.1","url":null,"abstract":"Elitism in education is often applied by a different and prefered approach to students belonging to the so-called elite. This elite is segregated and developed, often at the expense of the needs of other students. Can elitism be one of the problems of pedagogical practice with intellectually gifted students in ordinary inclusive primary schools? We carried out qualitative research in the environment of ordinary primary schools by observing school lessons and interviews with teachers. We spent 70 hours in eight schools, tracking 24 gifted students. The aim was to identify and describe the pedagogical situations leading to the elitism of gifted pupils. We focused on teachers as the creator of a modified curriculum for gifted pupils, which gives space for the emergence of elitism. We analyzed the data using open and axial coding. We found that teachers apply pedagogical situations leading to the elitism of gifted pupils, in all components of the modified curriculum, but especially in pedagogical strategies such as extracurricular activities, gifted as a teacher's assistant, complementary tasks and group work. Finally, the features of the curriculum leading to elitism are defined. Research highlights one of the negative consequences of increasing formal support of giftedness.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44007658","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 : 2022-03-28DOI: 10.14712/23363177.2022.2
M. Janík, Věra Janíková
The article examines managing language diversity at four urban schools in the Czech Republic, particularly it focuses on the contradictoriness between real-life experiences with languages and language policy. Czech language education is characterized by pursuing the European policy so-called “Mother Tongue + 2” and by maintaining national ideology at school. As result is that the language monitoring system provides data, that perceive languages as discreet entities, that are hierarchized in order to Mother Tongue + 2 ideology. The aim of the study was to explore how three schools focusing on languages perceive languages present in their space in comparison to how these languages are perceived by selected pupils. The study was carried out in a qualitative design, which included three interviews with school headmasters (representing the perspective of three selected schools) and an analysis of six language profiles (representing the perspective of pupils). Based on qualitative empirical approach, which includes three interviews with headmasters, is in this article argued, that real-live experiences with languages differ from the perception of languages by language policy (especially in categories foreign languages, Czech for foreigners and pupils-foreigners), but it follows frames of language policy. The analysis of the language profiles suggests a pupil’s understanding of languages (home languages, school languages, friends’ languages, and languages they wish to know or like) that is based on the use of languages in social interaction with different actors in different places and situations. Based on our results it can be assumed that the increasing language diversity at schools calls for reconceptualization of the Czech language policy (top-down and bottom-up) toward flexible approaches to multilingualism, derived from current linguistic and pedagogical findings based on lived experiences with languages.
{"title":"Mezi jazykovou politikou a žitou zkušeností aneb Mnohojazyčnost, která (ne)existuje","authors":"M. Janík, Věra Janíková","doi":"10.14712/23363177.2022.2","DOIUrl":"https://doi.org/10.14712/23363177.2022.2","url":null,"abstract":"The article examines managing language diversity at four urban schools in the Czech Republic, particularly it focuses on the contradictoriness between real-life experiences with languages and language policy. Czech language education is characterized by pursuing the European policy so-called “Mother Tongue + 2” and by maintaining national ideology at school. As result is that the language monitoring system provides data, that perceive languages as discreet entities, that are hierarchized in order to Mother Tongue + 2 ideology. The aim of the study was to explore how three schools focusing on languages perceive languages present in their space in comparison to how these languages are perceived by selected pupils. The study was carried out in a qualitative design, which included three interviews with school headmasters (representing the perspective of three selected schools) and an analysis of six language profiles (representing the perspective of pupils). Based on qualitative empirical approach, which includes three interviews with headmasters, is in this article argued, that real-live experiences with languages differ from the perception of languages by language policy (especially in categories foreign languages, Czech for foreigners and pupils-foreigners), but it follows frames of language policy. The analysis of the language profiles suggests a pupil’s understanding of languages (home languages, school languages, friends’ languages, and languages they wish to know or like) that is based on the use of languages in social interaction with different actors in different places and situations. Based on our results it can be assumed that the increasing language diversity at schools calls for reconceptualization of the Czech language policy (top-down and bottom-up) toward flexible approaches to multilingualism, derived from current linguistic and pedagogical findings based on lived experiences with languages.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330993","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 : 2021-11-03DOI: 10.14712/23363177.2021.12
Arnošt Veselý
The concept of “middle layer” (ML) is one of the most frequent terms in current education policy. Yet, the literature on the topic is fragmented and the concept itself is defined in several different ways which hinders effective discussion. The main goals of the article are as follows: 1) to imbed current discussion in the scholar literature and provide basic overview of scholar literature; 2) clarify the terminology and delimit various meanings of the “middle layer” concept. The article is structured as follows. First, the methodology of literature review is described. Then the basic meaning of ML in various educational systems is explained. In the next part of the paper, the literature review on ML is provided. In so doing, two strands of literature are distinguished. While the research-oriented strand focuses on analysis of what ML does (and does not), the practical stream relates to what ML should (or should not) do. Based on previous analysis, the paper argues that four meanings of middle layer can be delimited. These meanings are shortly labelled as follows: (a) a loose network of local actors; (b) a coordinated and interacting system of actors; (c) an organized set of several core local organizations; (d) a regional public administration institution. These four definitions are defined and explained. The article concludes with several implications for educational policy in the Czech Republic.
{"title":"Střední článek ve vzdělávání: vymezení pojmu, přístupy a implikace pro vzdělávací politiku","authors":"Arnošt Veselý","doi":"10.14712/23363177.2021.12","DOIUrl":"https://doi.org/10.14712/23363177.2021.12","url":null,"abstract":"The concept of “middle layer” (ML) is one of the most frequent terms in current education policy. Yet, the literature on the topic is fragmented and the concept itself is defined in several different ways which hinders effective discussion. The main goals of the article are as follows: 1) to imbed current discussion in the scholar literature and provide basic overview of scholar literature; 2) clarify the terminology and delimit various meanings of the “middle layer” concept. The article is structured as follows. First, the methodology of literature review is described. Then the basic meaning of ML in various educational systems is explained. In the next part of the paper, the literature review on ML is provided. In so doing, two strands of literature are distinguished. While the research-oriented strand focuses on analysis of what ML does (and does not), the practical stream relates to what ML should (or should not) do. Based on previous analysis, the paper argues that four meanings of middle layer can be delimited. These meanings are shortly labelled as follows: (a) a loose network of local actors; (b) a coordinated and interacting system of actors; (c) an organized set of several core local organizations; (d) a regional public administration institution. These four definitions are defined and explained. The article concludes with several implications for educational policy in the Czech Republic.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49609489","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}
Objectives. We investigated the biological response of organism to stress in real situations at school in adolescents. We were interested in how stress is manifested in adolescents without anxiety and in adolescents with a tendency to anxiety experiencing. The aim of the study is to analyse changes in salivary cortisol levels during stressful situation at school. Hypotheses. The analyses verified how cortisol levels change in situations associated with the threat of social assessment in the school environment in individuals without anxiety and anxious; H1a–c: Anxiety individuals will have higher cortisol levels in all monitored situations compared to adolescentswithout anxiety. We also focused on the possible links between an individual’s tendency to experience anxiety and the type of stress response; H2: Anxiety individuals will show a different development of cortisol levels between situations A, B and C compared to adolescents without anxiety. We also examined the relationships between cortisol levels and cognitive and emotional fear. H3: Anxiety individuals will show significant links between cortisol levels and cognitive and emotional fear in the achievement situation. Methods. The research group was comprised of 238 adolescents in the first phase of the study. The final sample for salivary cortisol analysis was comprised of 38 participants aged 12−14 years. The questionnaires battery contains Piers-Harris II, B-JEPI and TAI. Results. The results show that in both groups of adolescents without anxiety and anxious adolescents, cortisol has a demonstrably different development trend during the day. Furthermore, anxious adolescents showed demonstrably lower cortisol levels at school compared to adolescents without anxiety, in adolescents without anxiety, we observed higher cortisol levels and fall of cortisol level during the day. Our analyses showed that stronger relationships between cortisol and test anxiety are shown especially by anxiety adolescents compared to adolescents without anxiety. Limitations. The limitation is a smaller research sample and the selection of situations in which the level of salivary cortisol was evaluated. The important limitation is the fact that the first sampling was taken at different times after awakening, because the cortisol levels change more dynamically in this part of the day.
{"title":"Koncentrace kortizolu ve slinách v průběhu zátěžových situací u úzkostných a neúzkostných adolescentů","authors":"Katarína Kubiková, Isabella Pavelková, Aneta Boháčová","doi":"10.14712/23363177.2021.10","DOIUrl":"https://doi.org/10.14712/23363177.2021.10","url":null,"abstract":"Objectives. We investigated the biological response of organism to stress in real situations at school in adolescents. We were interested in how stress is manifested in adolescents without anxiety and in adolescents with a tendency to anxiety experiencing. The aim of the study is to analyse changes in salivary cortisol levels during stressful situation at school.\u0000Hypotheses. The analyses verified how cortisol levels change in situations associated with the threat of social assessment in the school environment in individuals without anxiety and anxious; H1a–c: Anxiety individuals will have higher cortisol levels in all monitored situations compared to adolescentswithout anxiety. We also focused on the possible links between an individual’s tendency to experience anxiety and the type of stress response; H2: Anxiety individuals will show a different development of cortisol levels between situations A, B and C compared to adolescents without anxiety. We also examined the relationships between cortisol levels and cognitive and emotional fear. H3: Anxiety individuals will show significant links between cortisol levels and cognitive and emotional fear in the achievement situation.\u0000Methods. The research group was comprised of 238 adolescents in the first phase of the study. The final sample for salivary cortisol analysis was comprised of 38 participants aged 12−14 years. The questionnaires battery contains Piers-Harris II, B-JEPI and TAI.\u0000Results. The results show that in both groups of adolescents without anxiety and anxious adolescents, cortisol has a demonstrably different development trend during the day. Furthermore, anxious adolescents showed demonstrably lower cortisol levels at school compared to adolescents without anxiety, in adolescents without anxiety, we observed higher cortisol levels and fall of cortisol level during the day. Our analyses showed that stronger relationships between cortisol and test anxiety are shown especially by anxiety adolescents compared to adolescents without anxiety.\u0000Limitations. The limitation is a smaller research sample and the selection of situations in which the level of salivary cortisol was evaluated. The important limitation is the fact that the first sampling was taken at different times after awakening, because the cortisol levels change more dynamically in this part of the day.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46439282","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}
{"title":"Fasora, L., Hanuš, J. Mýty a tradice středoevropské univerzitní kultury","authors":"P. Knecht","doi":"10.14712/23363177.2021.11","DOIUrl":"https://doi.org/10.14712/23363177.2021.11","url":null,"abstract":"Book review on Fasora, L., Hanuš, J. Mýty a tradice středoevropské univerzitní kultury. Brno: Masarykova univerzita, 2019, 220 s.\u0000","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42453032","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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