<\/p>\n
Monografie<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2024). Expanze a diverzita st\u00ednov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed: Glob\u00e1ln\u00ed pohledy, lok\u00e1ln\u00ed kontexty<\/em><\/a> \/ The expansion and diversity of shadow education Global perspectives, local contexts<\/a><\/em>. Praha: Pedagogick\u00e1 fakulta Univerzity Karlovy.<\/li>\n\u0160\u0165astn\u00fd, V., Walterov\u00e1, E., & Zhu, X. (2021). \u0160koln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b<\/em>.<\/a> Praha: Karolinum.<\/li>\n\u0160\u0165astn\u00fd, V., Svobodov\u00e1, Z., & Rochex, J.-Y. (2017). \u0160koln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed ve Francii. <\/em><\/a>Praha: Karolinum.<\/li>\n<\/ul>\nPublikace v zahrani\u010dn\u00edch\u00a0recenzovan\u00fdch \u010dasopisech<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2025). Shadow education: weakening or strengthening dissatisfied parents\u2019 exit and voice in education?<\/a> Globalisation, Societies and Education<\/em>. 1-15.<\/li>\n\u0160\u0165astn\u00fd, V. (2025). \u2018If the School Does Not Provide What I Expect, I Have to Supply It From Other Sources\u2019: Czech Parents‘ Dissatisfaction as a Driver of Shadow Education<\/a>.\u00a0European Journal of Education<\/i>,\u00a060<\/i>(1), e70029.<\/li>\n\u0160\u0165astn\u00fd, V. & Nekardov\u00e1, B. (2025). Proxy<\/span> involvement of Czech parents in education: Inner tensions and situational burdens behind decisions to buy private tutoring<\/a>. Cambridge Journal of Education, 55<\/em>(1), 113-133.\u00a0<\/li>\n\u0160\u0165astn\u00fd, V. (2023). Shadow education in the context of early tracking: between-track differences in the Czech Republic<\/a>.\u00a0Compare: A Journal of Comparative and International Education,<\/em> 53(3), 380-398.<\/li>\n\u0160\u0165astn\u00fd, V. & Chv\u00e1l, M. (2023).\u00a0Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools<\/a>.\u00a0International Journal of Educational Development, 98,<\/em>\u00a0102737.<\/li>\n\u0160\u0165astn\u00fd, V., Chv\u00e1l, M., & Walterov\u00e1, E. (2023). School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals<\/a>. Leadership and Policy in Schools, 22<\/em>(2), 463\u2013<\/span>479.<\/em><\/li>\n\u0160\u0165astn\u00fd, V. (2022). Shadow education: A double-edged sword for Czech mainstream schools in the competitive educational market.<\/a> Research Papers in Education,<\/em> 37(6), 1042\u20131063<\/span>.<\/li>\nHoidn, S., & \u0160\u0165astn\u00fd, V. (2023). Labour Market Success of Initial Vocational Education and Training Graduates: A Comparative Study of Three Education Systems in Central Europe<\/a>.\u00a0Journal of Vocational Education & Training, 75 <\/i>(4), 629-653.<\/li>\n\u0160\u0165astn\u00fd, V., Chv\u00e1l, M., & Walterov\u00e1, E. (2021). An ordinary moonlighting activity? Determinants of the provision of private tutoring by Czech schoolteachers<\/a>.\u00a0International Journal of Educational Development, 82,<\/em> 1\u2013<\/span>11.(\u010dl\u00e1nek z\u00edskal ocen\u011bn\u00ed \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu za v\u00fdznamnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci<\/a>)<\/li>\n\u0160\u0165astn\u00fd, V., Greger, D., & Soukup, P.<\/span>\u00a0(2021).<\/span>\u00a0Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries<\/a>.<\/span>\u00a0School Effectiveness and School Improvement,<\/span><\/em> 32(1), 24\u201346<\/span>.<\/span><\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Private tutoring lessons supply \u2013 Insights from online advertising in the Czech Republic. <\/a>Compare:\u00a0A Journal of Comparative and International Education, 47<\/em>(4), 561\u2013579.\u00a0<\/em><\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Challenges, pitfalls, and opportunities of researching shadow education through internet<\/a>. E-Methodology, 4<\/em>(1), 95\u2013<\/span>113.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Private supplementary tutoring in the Czech Republic.<\/a>\u00a0European Education<\/em>, 48<\/em>(1), 1\u201322.<\/li>\n<\/ul>\nPublikace v dom\u00e1c\u00edch recenzovan\u00fdch \u010dasopisech<\/strong><\/p>\n\nKobakhidze, M. N., & \u0160\u0165astn\u00fd, V. (2023). Theoretical Perspectives on the Role of Parents in Shadow Education<\/a>.\u00a0Studia paedagogica<\/i>,\u00a028<\/i>(2), 73-95.<\/li>\nWalterov\u00e1, E., & \u0160\u0165astn\u00fd, V. (2020). P\u0159\u00edpravn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed a profesn\u00ed rozvoj u\u010ditel\u016f v \u010c\u00edn\u011b<\/a>.\u00a0Pedagogick\u00e1 orientace<\/i>,\u00a030<\/i>(1), 61\u201386.<\/li>\n\u0160\u0165astn\u00fd, V. & Walterov\u00e1, E. (2019).\u00a0Vliv \u0161koly na vyu\u017e\u00edv\u00e1n\u00ed soukrom\u00e9ho dou\u010dov\u00e1n\u00ed<\/a>.\u00a0Studia paedagogica, 24<\/em>(1), 51\u201378.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Availability of Czech school play-centres.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(4), 575\u2013598.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Soukrom\u00e9 hodiny dou\u010dov\u00e1n\u00ed na st\u0159edn\u00edch \u0161kol\u00e1ch: diagn\u00f3za a sm\u011bry dal\u0161\u00edho v\u00fdzkumu<\/a>.\u00a0Pedagogick\u00e1 orientace, 27<\/em>(1), 29\u201356.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Kl\u00ed\u010dov\u00e1 t\u00e9mata a metody ve v\u00fdzkumu soukrom\u00e9ho dou\u010dov\u00e1n\u00ed.<\/a> Orbis scholae, 10<\/em>(1), 35\u201362.<\/li>\n\u0160\u0165astn\u00fd, V. (2015). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed pohledem spole\u010denskov\u011bdn\u00edch discipl\u00edn a teori\u00ed.<\/a> Studia paedagogica, 20<\/i>(1), 45\u201366.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed a vzd\u011bl\u00e1vac\u00ed politiky v Evrop\u011b.<\/a> Pedagogick\u00e1 orientace, 24<\/i>(3), 353\u2013374.(\u010dl\u00e1nek z\u00edskal ocen\u011bn\u00ed \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu za pozoruhodnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci v kategorii Junior<\/a>)<\/li>\n<\/ul>\nPublikace v recenzovan\u00fdch sborn\u00edc\u00edch<\/strong><\/p>\n\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2018).\u00a0Pos\u00edlen\u00ed autonomie rakousk\u00fdch \u0161kol \u2013 pro a proti.<\/a> In J. Vete\u0161ka, Z. Svobodov\u00e1, & M. Tureckiov\u00e1 (Eds.),\u00a0Prom\u011bny eduka\u010dn\u00edch situac\u00ed a jejich konceptualizace<\/em> (s. 44\u201354). Praha: PedF UK.<\/li>\n\u0160\u0165astn\u00fd, V. (2013). Metodologick\u00e9 v\u00fdzvy komparativn\u00edho v\u00fdzkumu st\u00ednov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0\u010cR.<\/a> In V. Laufkov\u00e1, H. Moraov\u00e1, & T. Med\u0159ick\u00e1 (Eds.),\u00a0Metodologick\u00e9 p\u0159\u00edstupy v pedagogick\u00fdch a psychologick\u00fdch doktorsk\u00fdch v\u00fdzkumech: recenzovan\u00fd sborn\u00edk z doktorsk\u00e9 konference konan\u00e9 dne 20. kv\u011btna 2013 v Praze<\/i>\u00a0(s. 205\u2013212).<\/i> Praha: PedF UK.<\/li>\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2013). Z\u00f3ny prioritn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed ve Francii jako n\u00e1stroj sni\u017eov\u00e1n\u00ed nerovnost\u00ed v p\u0159\u00edstupu ke vzd\u011bl\u00e1n\u00ed<\/a>. In L. C\u00edrus (Ed.),\u00a0Sborn\u00edk p\u0159\u00edsp\u011bvk\u016f XXI. celost\u00e1tn\u00ed konference \u010cAPV Efektivita vzd\u011bl\u00e1v\u00e1n\u00ed v prom\u011bn\u00e1ch spole\u010dnosti<\/em> (ss.\u00a0456\u2013463).<\/em> \u00dast\u00ed nad Labem: Univerzita J. E. Purkyn\u011b.<\/li>\n<\/ul>\nKapitoly v knize<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2022). V\u00fdzkum \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b a ve Francii: metodologick\u00e9 v\u00fdzvy a v\u00fdhledy do budoucna. In J. Pol\u00e1chov\u00e1 Va\u0161\u0165atkov\u00e1 & F. T\u016fma (Eds.), Inspirace pro v\u00fdzkum: <\/em><\/a>nahl\u00e9dnut\u00ed do metodologie pedagogiky<\/a>\u00a0<\/em>(ss. 181\u2013194). Brno: \u010cesk\u00e1 asociace pedagogick\u00e9ho v\u00fdzkumu.\u00a0\u00a0<\/li>\n\u0160\u0165astn\u00fd, V., Dvo\u0159\u00e1k, D., & Svobodov\u00e1, Z. (2017). Die Ganztagsschulentwicklung in der Tschechischen Republik.<\/a> In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.),\u00a0Jahrbuch Ganztagsschule 2018:\u00a0Lehren und Lernen in der Ganztagsschule. Grundlagen \u2013 Ziele \u2013 Perspektiven\u00a0<\/em>(ss. 237\u2013246). Schwalbach: Debus P\u00e4dagogik.<\/li>\n\u0160\u0165astn\u00fd, V. & Laufkov\u00e1, V. (2016). Formativn\u00ed hodnocen\u00ed ve Francii. In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 107\u2013111). Praha: Port\u00e1l.<\/li>\nLaufkov\u00e1, V. & \u0160\u0165astn\u00fd, V. (2016). Rozd\u00edly a podobnosti mezi frankofonn\u00edm a anglosassk\u00fdm pojet\u00edm formativn\u00edho hodnocen\u00ed In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 113\u2013115). Praha: Port\u00e1l.<\/li>\n<\/ul>\nRecenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Publikace v zahrani\u010dn\u00edch\u00a0recenzovan\u00fdch \u010dasopisech<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2025). Shadow education: weakening or strengthening dissatisfied parents\u2019 exit and voice in education?<\/a> Globalisation, Societies and Education<\/em>. 1-15.<\/li>\n\u0160\u0165astn\u00fd, V. (2025). \u2018If the School Does Not Provide What I Expect, I Have to Supply It From Other Sources\u2019: Czech Parents‘ Dissatisfaction as a Driver of Shadow Education<\/a>.\u00a0European Journal of Education<\/i>,\u00a060<\/i>(1), e70029.<\/li>\n\u0160\u0165astn\u00fd, V. & Nekardov\u00e1, B. (2025). Proxy<\/span> involvement of Czech parents in education: Inner tensions and situational burdens behind decisions to buy private tutoring<\/a>. Cambridge Journal of Education, 55<\/em>(1), 113-133.\u00a0<\/li>\n\u0160\u0165astn\u00fd, V. (2023). Shadow education in the context of early tracking: between-track differences in the Czech Republic<\/a>.\u00a0Compare: A Journal of Comparative and International Education,<\/em> 53(3), 380-398.<\/li>\n\u0160\u0165astn\u00fd, V. & Chv\u00e1l, M. (2023).\u00a0Different subjects, different incentives: Private tutoring and perceived instructional quality in Czech lower-secondary schools<\/a>.\u00a0International Journal of Educational Development, 98,<\/em>\u00a0102737.<\/li>\n\u0160\u0165astn\u00fd, V., Chv\u00e1l, M., & Walterov\u00e1, E. (2023). School Partnerships with Private Tutoring Providers: Weighing the Risks and Benefits by Czech School Principals<\/a>. Leadership and Policy in Schools, 22<\/em>(2), 463\u2013<\/span>479.<\/em><\/li>\n\u0160\u0165astn\u00fd, V. (2022). Shadow education: A double-edged sword for Czech mainstream schools in the competitive educational market.<\/a> Research Papers in Education,<\/em> 37(6), 1042\u20131063<\/span>.<\/li>\nHoidn, S., & \u0160\u0165astn\u00fd, V. (2023). Labour Market Success of Initial Vocational Education and Training Graduates: A Comparative Study of Three Education Systems in Central Europe<\/a>.\u00a0Journal of Vocational Education & Training, 75 <\/i>(4), 629-653.<\/li>\n\u0160\u0165astn\u00fd, V., Chv\u00e1l, M., & Walterov\u00e1, E. (2021). An ordinary moonlighting activity? Determinants of the provision of private tutoring by Czech schoolteachers<\/a>.\u00a0International Journal of Educational Development, 82,<\/em> 1\u2013<\/span>11.(\u010dl\u00e1nek z\u00edskal ocen\u011bn\u00ed \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu za v\u00fdznamnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci<\/a>)<\/li>\n\u0160\u0165astn\u00fd, V., Greger, D., & Soukup, P.<\/span>\u00a0(2021).<\/span>\u00a0Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries<\/a>.<\/span>\u00a0School Effectiveness and School Improvement,<\/span><\/em> 32(1), 24\u201346<\/span>.<\/span><\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Private tutoring lessons supply \u2013 Insights from online advertising in the Czech Republic. <\/a>Compare:\u00a0A Journal of Comparative and International Education, 47<\/em>(4), 561\u2013579.\u00a0<\/em><\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Challenges, pitfalls, and opportunities of researching shadow education through internet<\/a>. E-Methodology, 4<\/em>(1), 95\u2013<\/span>113.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Private supplementary tutoring in the Czech Republic.<\/a>\u00a0European Education<\/em>, 48<\/em>(1), 1\u201322.<\/li>\n<\/ul>\nPublikace v dom\u00e1c\u00edch recenzovan\u00fdch \u010dasopisech<\/strong><\/p>\n\nKobakhidze, M. N., & \u0160\u0165astn\u00fd, V. (2023). Theoretical Perspectives on the Role of Parents in Shadow Education<\/a>.\u00a0Studia paedagogica<\/i>,\u00a028<\/i>(2), 73-95.<\/li>\nWalterov\u00e1, E., & \u0160\u0165astn\u00fd, V. (2020). P\u0159\u00edpravn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed a profesn\u00ed rozvoj u\u010ditel\u016f v \u010c\u00edn\u011b<\/a>.\u00a0Pedagogick\u00e1 orientace<\/i>,\u00a030<\/i>(1), 61\u201386.<\/li>\n\u0160\u0165astn\u00fd, V. & Walterov\u00e1, E. (2019).\u00a0Vliv \u0161koly na vyu\u017e\u00edv\u00e1n\u00ed soukrom\u00e9ho dou\u010dov\u00e1n\u00ed<\/a>.\u00a0Studia paedagogica, 24<\/em>(1), 51\u201378.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Availability of Czech school play-centres.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(4), 575\u2013598.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Soukrom\u00e9 hodiny dou\u010dov\u00e1n\u00ed na st\u0159edn\u00edch \u0161kol\u00e1ch: diagn\u00f3za a sm\u011bry dal\u0161\u00edho v\u00fdzkumu<\/a>.\u00a0Pedagogick\u00e1 orientace, 27<\/em>(1), 29\u201356.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Kl\u00ed\u010dov\u00e1 t\u00e9mata a metody ve v\u00fdzkumu soukrom\u00e9ho dou\u010dov\u00e1n\u00ed.<\/a> Orbis scholae, 10<\/em>(1), 35\u201362.<\/li>\n\u0160\u0165astn\u00fd, V. (2015). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed pohledem spole\u010denskov\u011bdn\u00edch discipl\u00edn a teori\u00ed.<\/a> Studia paedagogica, 20<\/i>(1), 45\u201366.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed a vzd\u011bl\u00e1vac\u00ed politiky v Evrop\u011b.<\/a> Pedagogick\u00e1 orientace, 24<\/i>(3), 353\u2013374.(\u010dl\u00e1nek z\u00edskal ocen\u011bn\u00ed \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu za pozoruhodnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci v kategorii Junior<\/a>)<\/li>\n<\/ul>\nPublikace v recenzovan\u00fdch sborn\u00edc\u00edch<\/strong><\/p>\n\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2018).\u00a0Pos\u00edlen\u00ed autonomie rakousk\u00fdch \u0161kol \u2013 pro a proti.<\/a> In J. Vete\u0161ka, Z. Svobodov\u00e1, & M. Tureckiov\u00e1 (Eds.),\u00a0Prom\u011bny eduka\u010dn\u00edch situac\u00ed a jejich konceptualizace<\/em> (s. 44\u201354). Praha: PedF UK.<\/li>\n\u0160\u0165astn\u00fd, V. (2013). Metodologick\u00e9 v\u00fdzvy komparativn\u00edho v\u00fdzkumu st\u00ednov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0\u010cR.<\/a> In V. Laufkov\u00e1, H. Moraov\u00e1, & T. Med\u0159ick\u00e1 (Eds.),\u00a0Metodologick\u00e9 p\u0159\u00edstupy v pedagogick\u00fdch a psychologick\u00fdch doktorsk\u00fdch v\u00fdzkumech: recenzovan\u00fd sborn\u00edk z doktorsk\u00e9 konference konan\u00e9 dne 20. kv\u011btna 2013 v Praze<\/i>\u00a0(s. 205\u2013212).<\/i> Praha: PedF UK.<\/li>\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2013). Z\u00f3ny prioritn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed ve Francii jako n\u00e1stroj sni\u017eov\u00e1n\u00ed nerovnost\u00ed v p\u0159\u00edstupu ke vzd\u011bl\u00e1n\u00ed<\/a>. In L. C\u00edrus (Ed.),\u00a0Sborn\u00edk p\u0159\u00edsp\u011bvk\u016f XXI. celost\u00e1tn\u00ed konference \u010cAPV Efektivita vzd\u011bl\u00e1v\u00e1n\u00ed v prom\u011bn\u00e1ch spole\u010dnosti<\/em> (ss.\u00a0456\u2013463).<\/em> \u00dast\u00ed nad Labem: Univerzita J. E. Purkyn\u011b.<\/li>\n<\/ul>\nKapitoly v knize<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2022). V\u00fdzkum \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b a ve Francii: metodologick\u00e9 v\u00fdzvy a v\u00fdhledy do budoucna. In J. Pol\u00e1chov\u00e1 Va\u0161\u0165atkov\u00e1 & F. T\u016fma (Eds.), Inspirace pro v\u00fdzkum: <\/em><\/a>nahl\u00e9dnut\u00ed do metodologie pedagogiky<\/a>\u00a0<\/em>(ss. 181\u2013194). Brno: \u010cesk\u00e1 asociace pedagogick\u00e9ho v\u00fdzkumu.\u00a0\u00a0<\/li>\n\u0160\u0165astn\u00fd, V., Dvo\u0159\u00e1k, D., & Svobodov\u00e1, Z. (2017). Die Ganztagsschulentwicklung in der Tschechischen Republik.<\/a> In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.),\u00a0Jahrbuch Ganztagsschule 2018:\u00a0Lehren und Lernen in der Ganztagsschule. Grundlagen \u2013 Ziele \u2013 Perspektiven\u00a0<\/em>(ss. 237\u2013246). Schwalbach: Debus P\u00e4dagogik.<\/li>\n\u0160\u0165astn\u00fd, V. & Laufkov\u00e1, V. (2016). Formativn\u00ed hodnocen\u00ed ve Francii. In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 107\u2013111). Praha: Port\u00e1l.<\/li>\nLaufkov\u00e1, V. & \u0160\u0165astn\u00fd, V. (2016). Rozd\u00edly a podobnosti mezi frankofonn\u00edm a anglosassk\u00fdm pojet\u00edm formativn\u00edho hodnocen\u00ed In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 113\u2013115). Praha: Port\u00e1l.<\/li>\n<\/ul>\nRecenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Publikace v dom\u00e1c\u00edch recenzovan\u00fdch \u010dasopisech<\/strong><\/p>\n\nKobakhidze, M. N., & \u0160\u0165astn\u00fd, V. (2023). Theoretical Perspectives on the Role of Parents in Shadow Education<\/a>.\u00a0Studia paedagogica<\/i>,\u00a028<\/i>(2), 73-95.<\/li>\nWalterov\u00e1, E., & \u0160\u0165astn\u00fd, V. (2020). P\u0159\u00edpravn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed a profesn\u00ed rozvoj u\u010ditel\u016f v \u010c\u00edn\u011b<\/a>.\u00a0Pedagogick\u00e1 orientace<\/i>,\u00a030<\/i>(1), 61\u201386.<\/li>\n\u0160\u0165astn\u00fd, V. & Walterov\u00e1, E. (2019).\u00a0Vliv \u0161koly na vyu\u017e\u00edv\u00e1n\u00ed soukrom\u00e9ho dou\u010dov\u00e1n\u00ed<\/a>.\u00a0Studia paedagogica, 24<\/em>(1), 51\u201378.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Availability of Czech school play-centres.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(4), 575\u2013598.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Soukrom\u00e9 hodiny dou\u010dov\u00e1n\u00ed na st\u0159edn\u00edch \u0161kol\u00e1ch: diagn\u00f3za a sm\u011bry dal\u0161\u00edho v\u00fdzkumu<\/a>.\u00a0Pedagogick\u00e1 orientace, 27<\/em>(1), 29\u201356.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Kl\u00ed\u010dov\u00e1 t\u00e9mata a metody ve v\u00fdzkumu soukrom\u00e9ho dou\u010dov\u00e1n\u00ed.<\/a> Orbis scholae, 10<\/em>(1), 35\u201362.<\/li>\n\u0160\u0165astn\u00fd, V. (2015). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed pohledem spole\u010denskov\u011bdn\u00edch discipl\u00edn a teori\u00ed.<\/a> Studia paedagogica, 20<\/i>(1), 45\u201366.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed a vzd\u011bl\u00e1vac\u00ed politiky v Evrop\u011b.<\/a> Pedagogick\u00e1 orientace, 24<\/i>(3), 353\u2013374.(\u010dl\u00e1nek z\u00edskal ocen\u011bn\u00ed \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu za pozoruhodnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci v kategorii Junior<\/a>)<\/li>\n<\/ul>\nPublikace v recenzovan\u00fdch sborn\u00edc\u00edch<\/strong><\/p>\n\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2018).\u00a0Pos\u00edlen\u00ed autonomie rakousk\u00fdch \u0161kol \u2013 pro a proti.<\/a> In J. Vete\u0161ka, Z. Svobodov\u00e1, & M. Tureckiov\u00e1 (Eds.),\u00a0Prom\u011bny eduka\u010dn\u00edch situac\u00ed a jejich konceptualizace<\/em> (s. 44\u201354). Praha: PedF UK.<\/li>\n\u0160\u0165astn\u00fd, V. (2013). Metodologick\u00e9 v\u00fdzvy komparativn\u00edho v\u00fdzkumu st\u00ednov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0\u010cR.<\/a> In V. Laufkov\u00e1, H. Moraov\u00e1, & T. Med\u0159ick\u00e1 (Eds.),\u00a0Metodologick\u00e9 p\u0159\u00edstupy v pedagogick\u00fdch a psychologick\u00fdch doktorsk\u00fdch v\u00fdzkumech: recenzovan\u00fd sborn\u00edk z doktorsk\u00e9 konference konan\u00e9 dne 20. kv\u011btna 2013 v Praze<\/i>\u00a0(s. 205\u2013212).<\/i> Praha: PedF UK.<\/li>\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2013). Z\u00f3ny prioritn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed ve Francii jako n\u00e1stroj sni\u017eov\u00e1n\u00ed nerovnost\u00ed v p\u0159\u00edstupu ke vzd\u011bl\u00e1n\u00ed<\/a>. In L. C\u00edrus (Ed.),\u00a0Sborn\u00edk p\u0159\u00edsp\u011bvk\u016f XXI. celost\u00e1tn\u00ed konference \u010cAPV Efektivita vzd\u011bl\u00e1v\u00e1n\u00ed v prom\u011bn\u00e1ch spole\u010dnosti<\/em> (ss.\u00a0456\u2013463).<\/em> \u00dast\u00ed nad Labem: Univerzita J. E. Purkyn\u011b.<\/li>\n<\/ul>\nKapitoly v knize<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2022). V\u00fdzkum \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b a ve Francii: metodologick\u00e9 v\u00fdzvy a v\u00fdhledy do budoucna. In J. Pol\u00e1chov\u00e1 Va\u0161\u0165atkov\u00e1 & F. T\u016fma (Eds.), Inspirace pro v\u00fdzkum: <\/em><\/a>nahl\u00e9dnut\u00ed do metodologie pedagogiky<\/a>\u00a0<\/em>(ss. 181\u2013194). Brno: \u010cesk\u00e1 asociace pedagogick\u00e9ho v\u00fdzkumu.\u00a0\u00a0<\/li>\n\u0160\u0165astn\u00fd, V., Dvo\u0159\u00e1k, D., & Svobodov\u00e1, Z. (2017). Die Ganztagsschulentwicklung in der Tschechischen Republik.<\/a> In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.),\u00a0Jahrbuch Ganztagsschule 2018:\u00a0Lehren und Lernen in der Ganztagsschule. Grundlagen \u2013 Ziele \u2013 Perspektiven\u00a0<\/em>(ss. 237\u2013246). Schwalbach: Debus P\u00e4dagogik.<\/li>\n\u0160\u0165astn\u00fd, V. & Laufkov\u00e1, V. (2016). Formativn\u00ed hodnocen\u00ed ve Francii. In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 107\u2013111). Praha: Port\u00e1l.<\/li>\nLaufkov\u00e1, V. & \u0160\u0165astn\u00fd, V. (2016). Rozd\u00edly a podobnosti mezi frankofonn\u00edm a anglosassk\u00fdm pojet\u00edm formativn\u00edho hodnocen\u00ed In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 113\u2013115). Praha: Port\u00e1l.<\/li>\n<\/ul>\nRecenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Publikace v recenzovan\u00fdch sborn\u00edc\u00edch<\/strong><\/p>\n\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2018).\u00a0Pos\u00edlen\u00ed autonomie rakousk\u00fdch \u0161kol \u2013 pro a proti.<\/a> In J. Vete\u0161ka, Z. Svobodov\u00e1, & M. Tureckiov\u00e1 (Eds.),\u00a0Prom\u011bny eduka\u010dn\u00edch situac\u00ed a jejich konceptualizace<\/em> (s. 44\u201354). Praha: PedF UK.<\/li>\n\u0160\u0165astn\u00fd, V. (2013). Metodologick\u00e9 v\u00fdzvy komparativn\u00edho v\u00fdzkumu st\u00ednov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0\u010cR.<\/a> In V. Laufkov\u00e1, H. Moraov\u00e1, & T. Med\u0159ick\u00e1 (Eds.),\u00a0Metodologick\u00e9 p\u0159\u00edstupy v pedagogick\u00fdch a psychologick\u00fdch doktorsk\u00fdch v\u00fdzkumech: recenzovan\u00fd sborn\u00edk z doktorsk\u00e9 konference konan\u00e9 dne 20. kv\u011btna 2013 v Praze<\/i>\u00a0(s. 205\u2013212).<\/i> Praha: PedF UK.<\/li>\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2013). Z\u00f3ny prioritn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed ve Francii jako n\u00e1stroj sni\u017eov\u00e1n\u00ed nerovnost\u00ed v p\u0159\u00edstupu ke vzd\u011bl\u00e1n\u00ed<\/a>. In L. C\u00edrus (Ed.),\u00a0Sborn\u00edk p\u0159\u00edsp\u011bvk\u016f XXI. celost\u00e1tn\u00ed konference \u010cAPV Efektivita vzd\u011bl\u00e1v\u00e1n\u00ed v prom\u011bn\u00e1ch spole\u010dnosti<\/em> (ss.\u00a0456\u2013463).<\/em> \u00dast\u00ed nad Labem: Univerzita J. E. Purkyn\u011b.<\/li>\n<\/ul>\nKapitoly v knize<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2022). V\u00fdzkum \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b a ve Francii: metodologick\u00e9 v\u00fdzvy a v\u00fdhledy do budoucna. In J. Pol\u00e1chov\u00e1 Va\u0161\u0165atkov\u00e1 & F. T\u016fma (Eds.), Inspirace pro v\u00fdzkum: <\/em><\/a>nahl\u00e9dnut\u00ed do metodologie pedagogiky<\/a>\u00a0<\/em>(ss. 181\u2013194). Brno: \u010cesk\u00e1 asociace pedagogick\u00e9ho v\u00fdzkumu.\u00a0\u00a0<\/li>\n\u0160\u0165astn\u00fd, V., Dvo\u0159\u00e1k, D., & Svobodov\u00e1, Z. (2017). Die Ganztagsschulentwicklung in der Tschechischen Republik.<\/a> In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.),\u00a0Jahrbuch Ganztagsschule 2018:\u00a0Lehren und Lernen in der Ganztagsschule. Grundlagen \u2013 Ziele \u2013 Perspektiven\u00a0<\/em>(ss. 237\u2013246). Schwalbach: Debus P\u00e4dagogik.<\/li>\n\u0160\u0165astn\u00fd, V. & Laufkov\u00e1, V. (2016). Formativn\u00ed hodnocen\u00ed ve Francii. In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 107\u2013111). Praha: Port\u00e1l.<\/li>\nLaufkov\u00e1, V. & \u0160\u0165astn\u00fd, V. (2016). Rozd\u00edly a podobnosti mezi frankofonn\u00edm a anglosassk\u00fdm pojet\u00edm formativn\u00edho hodnocen\u00ed In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 113\u2013115). Praha: Port\u00e1l.<\/li>\n<\/ul>\nRecenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Kapitoly v knize<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2022). V\u00fdzkum \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b a ve Francii: metodologick\u00e9 v\u00fdzvy a v\u00fdhledy do budoucna. In J. Pol\u00e1chov\u00e1 Va\u0161\u0165atkov\u00e1 & F. T\u016fma (Eds.), Inspirace pro v\u00fdzkum: <\/em><\/a>nahl\u00e9dnut\u00ed do metodologie pedagogiky<\/a>\u00a0<\/em>(ss. 181\u2013194). Brno: \u010cesk\u00e1 asociace pedagogick\u00e9ho v\u00fdzkumu.\u00a0\u00a0<\/li>\n\u0160\u0165astn\u00fd, V., Dvo\u0159\u00e1k, D., & Svobodov\u00e1, Z. (2017). Die Ganztagsschulentwicklung in der Tschechischen Republik.<\/a> In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.),\u00a0Jahrbuch Ganztagsschule 2018:\u00a0Lehren und Lernen in der Ganztagsschule. Grundlagen \u2013 Ziele \u2013 Perspektiven\u00a0<\/em>(ss. 237\u2013246). Schwalbach: Debus P\u00e4dagogik.<\/li>\n\u0160\u0165astn\u00fd, V. & Laufkov\u00e1, V. (2016). Formativn\u00ed hodnocen\u00ed ve Francii. In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 107\u2013111). Praha: Port\u00e1l.<\/li>\nLaufkov\u00e1, V. & \u0160\u0165astn\u00fd, V. (2016). Rozd\u00edly a podobnosti mezi frankofonn\u00edm a anglosassk\u00fdm pojet\u00edm formativn\u00edho hodnocen\u00ed In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 113\u2013115). Praha: Port\u00e1l.<\/li>\n<\/ul>\nRecenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Recenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Odborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
Jin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n
![\"V\u00edt](\"https:\/\/pages.pedf.cuni.cz\/uvrv\/files\/2022\/12\/IMG_2891-2048x1365-1.jpg\")
<\/p>\n![v\u00fdznamnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci<\/a>)<\/li>\n\u0160\u0165astn\u00fd, V., Greger, D., & Soukup, P.<\/span>\u00a0(2021).<\/span>\u00a0Does the quality of school instruction relate to the use of additional tutoring in science? Comparative analysis of five post-socialist countries<\/a>.<\/span>\u00a0School Effectiveness and School Improvement,<\/span><\/em> 32(1), 24\u201346<\/span>.<\/span><\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Private tutoring lessons supply \u2013 Insights from online advertising in the Czech Republic. <\/a>Compare:\u00a0A Journal of Comparative and International Education, 47<\/em>(4), 561\u2013579.\u00a0<\/em><\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Challenges, pitfalls, and opportunities of researching shadow education through internet<\/a>. E-Methodology, 4<\/em>(1), 95\u2013<\/span>113.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Private supplementary tutoring in the Czech Republic.<\/a>\u00a0European Education<\/em>, 48<\/em>(1), 1\u201322.<\/li>\n<\/ul>\nPublikace v dom\u00e1c\u00edch recenzovan\u00fdch \u010dasopisech<\/strong><\/p>\n\nKobakhidze, M. N., & \u0160\u0165astn\u00fd, V. (2023). Theoretical Perspectives on the Role of Parents in Shadow Education<\/a>.\u00a0Studia paedagogica<\/i>,\u00a028<\/i>(2), 73-95.<\/li>\nWalterov\u00e1, E., & \u0160\u0165astn\u00fd, V. (2020). P\u0159\u00edpravn\u00e9 vzd\u011bl\u00e1v\u00e1n\u00ed a profesn\u00ed rozvoj u\u010ditel\u016f v \u010c\u00edn\u011b<\/a>.\u00a0Pedagogick\u00e1 orientace<\/i>,\u00a030<\/i>(1), 61\u201386.<\/li>\n\u0160\u0165astn\u00fd, V. & Walterov\u00e1, E. (2019).\u00a0Vliv \u0161koly na vyu\u017e\u00edv\u00e1n\u00ed soukrom\u00e9ho dou\u010dov\u00e1n\u00ed<\/a>.\u00a0Studia paedagogica, 24<\/em>(1), 51\u201378.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Availability of Czech school play-centres.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(4), 575\u2013598.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Soukrom\u00e9 hodiny dou\u010dov\u00e1n\u00ed na st\u0159edn\u00edch \u0161kol\u00e1ch: diagn\u00f3za a sm\u011bry dal\u0161\u00edho v\u00fdzkumu<\/a>.\u00a0Pedagogick\u00e1 orientace, 27<\/em>(1), 29\u201356.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). Kl\u00ed\u010dov\u00e1 t\u00e9mata a metody ve v\u00fdzkumu soukrom\u00e9ho dou\u010dov\u00e1n\u00ed.<\/a> Orbis scholae, 10<\/em>(1), 35\u201362.<\/li>\n\u0160\u0165astn\u00fd, V. (2015). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed pohledem spole\u010denskov\u011bdn\u00edch discipl\u00edn a teori\u00ed.<\/a> Studia paedagogica, 20<\/i>(1), 45\u201366.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Soukrom\u00e9 dou\u010dov\u00e1n\u00ed a vzd\u011bl\u00e1vac\u00ed politiky v Evrop\u011b.<\/a> Pedagogick\u00e1 orientace, 24<\/i>(3), 353\u2013374.(\u010dl\u00e1nek z\u00edskal ocen\u011bn\u00ed \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu za pozoruhodnou v\u00fdzkumn\u011b zam\u011b\u0159enou publikaci v kategorii Junior<\/a>)<\/li>\n<\/ul>\nPublikace v recenzovan\u00fdch sborn\u00edc\u00edch<\/strong><\/p>\n\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2018).\u00a0Pos\u00edlen\u00ed autonomie rakousk\u00fdch \u0161kol \u2013 pro a proti.<\/a> In J. Vete\u0161ka, Z. Svobodov\u00e1, & M. Tureckiov\u00e1 (Eds.),\u00a0Prom\u011bny eduka\u010dn\u00edch situac\u00ed a jejich konceptualizace<\/em> (s. 44\u201354). Praha: PedF UK.<\/li>\n\u0160\u0165astn\u00fd, V. (2013). Metodologick\u00e9 v\u00fdzvy komparativn\u00edho v\u00fdzkumu st\u00ednov\u00e9ho vzd\u011bl\u00e1v\u00e1n\u00ed v\u00a0\u010cR.<\/a> In V. Laufkov\u00e1, H. Moraov\u00e1, & T. Med\u0159ick\u00e1 (Eds.),\u00a0Metodologick\u00e9 p\u0159\u00edstupy v pedagogick\u00fdch a psychologick\u00fdch doktorsk\u00fdch v\u00fdzkumech: recenzovan\u00fd sborn\u00edk z doktorsk\u00e9 konference konan\u00e9 dne 20. kv\u011btna 2013 v Praze<\/i>\u00a0(s. 205\u2013212).<\/i> Praha: PedF UK.<\/li>\nSvobodov\u00e1, Z. & \u0160\u0165astn\u00fd, V. (2013). Z\u00f3ny prioritn\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed ve Francii jako n\u00e1stroj sni\u017eov\u00e1n\u00ed nerovnost\u00ed v p\u0159\u00edstupu ke vzd\u011bl\u00e1n\u00ed<\/a>. In L. C\u00edrus (Ed.),\u00a0Sborn\u00edk p\u0159\u00edsp\u011bvk\u016f XXI. celost\u00e1tn\u00ed konference \u010cAPV Efektivita vzd\u011bl\u00e1v\u00e1n\u00ed v prom\u011bn\u00e1ch spole\u010dnosti<\/em> (ss.\u00a0456\u2013463).<\/em> \u00dast\u00ed nad Labem: Univerzita J. E. Purkyn\u011b.<\/li>\n<\/ul>\nKapitoly v knize<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2022). V\u00fdzkum \u0161koln\u00edho vzd\u011bl\u00e1v\u00e1n\u00ed v \u010c\u00edn\u011b a ve Francii: metodologick\u00e9 v\u00fdzvy a v\u00fdhledy do budoucna. In J. Pol\u00e1chov\u00e1 Va\u0161\u0165atkov\u00e1 & F. T\u016fma (Eds.), Inspirace pro v\u00fdzkum: <\/em><\/a>nahl\u00e9dnut\u00ed do metodologie pedagogiky<\/a>\u00a0<\/em>(ss. 181\u2013194). Brno: \u010cesk\u00e1 asociace pedagogick\u00e9ho v\u00fdzkumu.\u00a0\u00a0<\/li>\n\u0160\u0165astn\u00fd, V., Dvo\u0159\u00e1k, D., & Svobodov\u00e1, Z. (2017). Die Ganztagsschulentwicklung in der Tschechischen Republik.<\/a> In S. Maschke, G. Schulz-Gade & L. Stecher (Eds.),\u00a0Jahrbuch Ganztagsschule 2018:\u00a0Lehren und Lernen in der Ganztagsschule. Grundlagen \u2013 Ziele \u2013 Perspektiven\u00a0<\/em>(ss. 237\u2013246). Schwalbach: Debus P\u00e4dagogik.<\/li>\n\u0160\u0165astn\u00fd, V. & Laufkov\u00e1, V. (2016). Formativn\u00ed hodnocen\u00ed ve Francii. In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 107\u2013111). Praha: Port\u00e1l.<\/li>\nLaufkov\u00e1, V. & \u0160\u0165astn\u00fd, V. (2016). Rozd\u00edly a podobnosti mezi frankofonn\u00edm a anglosassk\u00fdm pojet\u00edm formativn\u00edho hodnocen\u00ed In K. Star\u00fd, V. Laufkov\u00e1 a kol., Formativn\u00ed hodnocen\u00ed ve v\u00fduce <\/em><\/a>(ss. 113\u2013115). Praha: Port\u00e1l.<\/li>\n<\/ul>\nRecenze<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. (2021). Book review: Teachers as tutors: Shadow education market dynamics in Georgia by Magda Nutsa Kobakhidze<\/a> [recenze monografie]. Compare, 51<\/em>(2),\u00a0315\u2013317.<\/li>\n\u0160\u0165astn\u00fd, V. (2017). Book review: Researching private supplementary tutoring: Methodological lessons from diverse cultures by Mark Bray, Ora Kwo and Boris Jokic (Eds.)<\/a> [recenze kolektivn\u00ed monografie]. Asia Pacific Journal of Education, 37<\/em>(3), 420\u2013422.<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Bray, M., Mazawi, A. E., & Sultana, R. G. (Eds.). Private Tutoring Across the Mediterranean: Power Dynamics and Implications for Learning and Equity<\/a> [recenze kolektivn\u00ed monografie]. Orbis Scholae<\/em>, 8<\/em>(1), <\/em>168\u2013171.<\/li>\n<\/ul>\nOdborn\u00e9 zpr\u00e1vy a sd\u011blen\u00ed<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V. & Kobakhidze, N. (2020). Editorial: Throwing Light on Shadow Education<\/a>. Orbis scholae, 14<\/em>(2), 5\u201312.<\/li>\n\u0160\u0165astn\u00fd, V. (2017).\u00a0Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Rakousku: zpr\u00e1va ze studijn\u00edho pobytu ve V\u00eddni.<\/a>\u00a0Pedagogick\u00e1 orientace, 27<\/em>(3), 504\u2013512.<\/li>\n\u0160\u0165astn\u00fd, V. (2016). „Neprohraj u\u017e na startovn\u00ed \u010d\u00e1\u0159e“: Aktu\u00e1ln\u00ed pohledy na vzd\u011bl\u00e1v\u00e1n\u00ed v Hongkongu.<\/a> Orbis scholae, 10<\/em>(1), 141\u2013151.<\/li>\n\u0160\u0165astn\u00fd, V. & Bou\u0161kov\u00e1, M. (2015).\u00a0School Tracking: Diverse Mechanisms, Effects, and Policy Responses Conference Report.<\/a>\u00a0Orbis scholae, 9<\/em>(2), 148\u2013151.<\/li>\nDvo\u0159\u00e1k, D. & \u0160\u0165astn\u00fd, V. (2014). XXVI. mezin\u00e1rodn\u00ed kongres CESE (The Comparative Education Society in Europe): Governing Educational Spaces.<\/a> Orbis scholae,\u00a0 8<\/em>(3), 171\u2212176.<\/li>\nLaufkov\u00e1, V., \u0160\u0165astn\u00fd, V., & Bou\u0161kov\u00e1, M. (2014).\u00a0European Conference of Educational Research 2014, Emerging Researchers\u2019 Conference: The Past, Present and Future of Educational Research in Europe.<\/a> Orbis scholae, <\/em>8(3), 162\u2212165.<\/li>\n<\/ul>\nJin\u00e9\u00a0publikace<\/strong><\/p>\n\n\u0160\u0165astn\u00fd, V., Boudov\u00e1, S., Basl, J. (2021). Zji\u0161t\u011bn\u00ed z modulu TALIS-PISA link<\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., Basl, J., Zatloukal, T., Andrys, O., & Pra\u017e\u00e1kov\u00e1, D. (2020). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018 – Zku\u0161enosti, n\u00e1zory a postoje u\u010ditel\u016f a \u0159editel\u016f \u0161kol: N\u00e1rodn\u00ed zpr\u00e1va<\/a><\/em>.<\/a> Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\nBoudov\u00e1, S., \u0160\u0165astn\u00fd, V., & Basl, J. (2019). Mezin\u00e1rodn\u00ed \u0161et\u0159en\u00ed TALIS 2018: N\u00e1rodn\u00ed zpr\u00e1va<\/em><\/a>. Praha: \u010cesk\u00e1 \u0161koln\u00ed inspekce.<\/li>\n\u0160\u0165astn\u00fd, V., & Terreros, B. (2015, z\u00e1\u0159\u00ed). Anal\u00fdza nab\u00eddky poskytovatel\u016f soukrom\u00e9ho dou\u010dov\u00e1n\u00ed pro \u017e\u00e1ky z\u00e1kladn\u00edch a st\u0159edn\u00edch \u0161kol<\/em><\/a>.\u00a0Poster prezentovan\u00fd na 23. konferenci \u010cAPV, Plze\u0148.\u00a0(poster z\u00edskal ocen\u011bn\u00ed <\/a>p\u0159i p\u0159\u00edle\u017eitosti konference \u010cesk\u00e9 asociace pedagogick\u00e9ho v\u00fdzkumu 2015)<\/li>\n\u0160\u0165astn\u00fd, V. (2014). Boj proti negramotnosti na ostrov\u011b Reunion. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201320). ISSN 1211-6858.<\/li>\n\u0160\u0165astn\u00fd, V. (2011). Zahrani\u010dn\u00ed inspirace: mezin\u00e1rodn\u00ed mobilita francouzsk\u00fdch \u017e\u00e1k\u016f. Modern\u00ed vyu\u010dov\u00e1n\u00ed.<\/em> (4\u201338). ISSN 1211-6858.<\/div><\/li>\n<\/ul>\nProjekty<\/h5>\n\n2022-2024<\/strong>GA \u010cR: Popt\u00e1vka rodi\u010d\u016f po st\u00ednov\u00e9m vzd\u011bl\u00e1v\u00e1n\u00ed: kontexty, procesy, determinanty a konsekvence<\/a>\u00a0(reg. \u010d. 22-01308S)hlavn\u00ed \u0159e\u0161itel<\/li>\n2021-2022<\/strong>Visegrad Fund Strategic Grant: Preventing post-COVID Social Exclusion Together (koordin\u00e1tor Univerzita Krak\u00f3w)\u0159e\u0161itel za \u010ceskou republiku<\/li>\n2020-2022<\/strong>OP VVV Inovace v pedagogice: Podoby diferenciace na z\u00e1kladn\u00edch \u0161kol\u00e1ch\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2021<\/strong>OP VVV Inovace v pedagogice: D\u016fvody nedostatku u\u010ditel\u016f\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n2020-2022<\/strong>PRIMUS – Centrum meta-v\u00fdzkumu vzd\u011bl\u00e1v\u00e1n\u00ed\u010dlen \u0159e\u0161itelsk\u00e9ho t\u00fdmu<\/li>\n](\"https:\/\/pages.pedf.cuni.cz\/uvrv\/files\/2022\/09\/oceneniCAPV.jpg\"){kind=link}