Klára Šeďová
Biographic Data
| ID | 4460384 |
|---|---|
| NAME | Klára Šeďová |
| GIVEN NAMES | Klára |
| FAMILY NAME | Šeďová |
| SIGNATURE | ŠEĎOVÁ K |
| AFFILIATIONS | Masaryk University |
| ORCID | 0000-0003-0301-9500 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Between aspiration and reality
The transition from lower to upper secondary education is critical to refugee youth integration. Drawing on career construction theory, particularly the construct of career adaptability, this study examines how Ukrainian refugee students in the Czech Republic choose upper secondary schools, prepare for entrance examinations and adapt after admission. Using a qualitative longitudinal design, we conducted 45 interviews with 17 students across three…
Who benefits from teaching quality
Teaching quality is widely recognized as a crucial factor influencing student achievement. The Three Basic Dimensions (TBD) framework—comprising cognitive activation, classroom management, and student support—is commonly used to assess instructional quality, but its validity and effects remain not well understood. This study examined the factorial structure of the TBD model in Czech lower secondary schools and explored how dimensions of teaching …
Psychological capital in an integrative JD–R model of teacher burnout
Let them all talk
This study explores the impact of an intervention designed to promote more equitable student participation in classroom dialogue. While dialogue-intensive pedagogies enhance student learning, many students remain silent, limiting their engagement, while others dominate discussions. To address this issue, six teachers participated in a professional development program aimed at promoting balanced participation. The intervention included workshops…
What hinders professional growth of novice Teachers? An analysis of perceived competency development during the first two years of teaching
Revisiting Ukrainian refugees struggling to integrate into Czech school social networks
This study explores the social integration of Ukrainian refugee students in Czech schools, focusing on peer network dynamics in classrooms with a significant proportion of ethnic minority students. We employ longitudinal social network analysis combined with qualitative insights to investigate the evolution of friendship and exclusion ties among 266 students (ages 11–15, 45.11% girls, 21.05% Ukrainian) in 12 classrooms across two time points duri…
“The schools try, but…”
After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest inf…
Ukrainian refugees struggling to integrate into Czech school social networks
We provide a brief insight into the integration of Ukrainian refugees in school social networks in the Czech Republic following the mass migration caused by the Russian invasion of Ukraine. Our sample contains twelve classrooms with a total of 266 students in grades 5 to 9; 21.05% of the students were of Ukrainian origin. We employed multiplex exponential random graph modelling to assess the level to which Ukrainian refugees were integrated withi…
How vocal and silent forms of participation in combination relate to student achievement
We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement …
Silent students and the patterns of their participation in classroom talk
Background This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent.Methods We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students—four high-achieving and four low-achievi…
Are student engagement and peer relationships connected to student participation in classroom talk
A case study of a transition to dialogic teaching as a process of gradual change
The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression – caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods – and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a …
Teacher professional development as a means of transforming student classroom talk
This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk…
Troubles with dialogic teaching
Teacher professional development as a means of transforming student classroom talk
This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk…
A case study of a transition to dialogic teaching as a process of gradual change
The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression – caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods – and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a …
Revisiting Ukrainian refugees struggling to integrate into Czech school social networks
This study explores the social integration of Ukrainian refugee students in Czech schools, focusing on peer network dynamics in classrooms with a significant proportion of ethnic minority students. We employ longitudinal social network analysis combined with qualitative insights to investigate the evolution of friendship and exclusion ties among 266 students (ages 11–15, 45.11% girls, 21.05% Ukrainian) in 12 classrooms across two time points duri…
Troubles with dialogic teaching
Teacher professional development as a means of transforming student classroom talk
This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk…
A case study of a transition to dialogic teaching as a process of gradual change
The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression – caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods – and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a …
Silent students and the patterns of their participation in classroom talk
Background This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent.Methods We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students—four high-achieving and four low-achievi…
Are student engagement and peer relationships connected to student participation in classroom talk
Ukrainian refugees struggling to integrate into Czech school social networks
We provide a brief insight into the integration of Ukrainian refugees in school social networks in the Czech Republic following the mass migration caused by the Russian invasion of Ukraine. Our sample contains twelve classrooms with a total of 266 students in grades 5 to 9; 21.05% of the students were of Ukrainian origin. We employed multiplex exponential random graph modelling to assess the level to which Ukrainian refugees were integrated withi…
How vocal and silent forms of participation in combination relate to student achievement
We adopted a person-oriented approach to identify patterns of how classroom talk and internal behavioral engagement are combined in students. The research was conducted on a sample of 639 ninth-grade students (32 classes). We measured the duration of classroom talk for each individual student during Czech language and language arts lessons. The students completed an inventory to determine their internal behavioral engagement. Student achievement …
“The schools try, but…”
After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest inf…
Let them all talk
This study explores the impact of an intervention designed to promote more equitable student participation in classroom dialogue. While dialogue-intensive pedagogies enhance student learning, many students remain silent, limiting their engagement, while others dominate discussions. To address this issue, six teachers participated in a professional development program aimed at promoting balanced participation. The intervention included workshops…
What hinders professional growth of novice Teachers? An analysis of perceived competency development during the first two years of teaching
Revisiting Ukrainian refugees struggling to integrate into Czech school social networks
This study explores the social integration of Ukrainian refugee students in Czech schools, focusing on peer network dynamics in classrooms with a significant proportion of ethnic minority students. We employ longitudinal social network analysis combined with qualitative insights to investigate the evolution of friendship and exclusion ties among 266 students (ages 11–15, 45.11% girls, 21.05% Ukrainian) in 12 classrooms across two time points duri…
Between aspiration and reality
The transition from lower to upper secondary education is critical to refugee youth integration. Drawing on career construction theory, particularly the construct of career adaptability, this study examines how Ukrainian refugee students in the Czech Republic choose upper secondary schools, prepare for entrance examinations and adapt after admission. Using a qualitative longitudinal design, we conducted 45 interviews with 17 students across three…
Who benefits from teaching quality
Teaching quality is widely recognized as a crucial factor influencing student achievement. The Three Basic Dimensions (TBD) framework—comprising cognitive activation, classroom management, and student support—is commonly used to assess instructional quality, but its validity and effects remain not well understood. This study examined the factorial structure of the TBD model in Czech lower secondary schools and explored how dimensions of teaching …
Psychological capital in an integrative JD–R model of teacher burnout
Psychology (10 works) · Pedagogy (9 works) · Mathematics education (8 works) · Sociology (7 works) · Teacher Education and Leadership Studies (5 works) · Czech (4 works) · Education and experiences of immigrants and refugees (4 works) · Migration, Health and Trauma (4 works) · Refugee (4 works) · Ukrainian (4 works)