2022 - present

Ph.D.

Faculty of Education, Charles University, Prague

Education

Thesis: Vliv jazykového zázemí žáka na způsob odpovídání na dotazníkové položky v mezinárodním šetření PISA 

2020 - 2022

Mgr. (Master of Arts), post-bachelor

Faculty of Education, Charles University, Prague

Training Teachers of General Subjects at Lower and Higher Secondary Schools - English Language 

Thesis: Perception of Religious and Mythological Lexis among EFL Users

2016 - 2020

Bc. (Bachelor of Arts)

Faculty of Education, Charles University, Prague

English Language Oriented at Education — Mathematics Oriented at Education 

Thesis: Translation and stylistic analysis of a passage from Stargate Atlantis: The Lost, a novel by Jo Graham and Amy Griswold

Publications

Peer-reviewed Journals

2022

Voňková, H., Papajoanu, O., & Boško, M. (2022). Heterogenita ve způsobu odpovídání na dotazníkové položky u českých žáků v PISA 2012: Analýza dle kraje, typu a velikosti školy. Studia Paedagogica, 27(3), 127-159. https://doi.org/10.5817/SP2022-3-5 

Conferences

2023

Boško M., Voňková H., Papajoanu O. & Moore A. (2023). Speeding in PISA 2018 student questionnaire: A case of Prague basic school students. In R. Švaříček & H. Voňková (Eds.), Pedagogický výzkum a proměny vzdělávání (pp. 21-23). Česká pedagogická společnost a Masarykova univerzita Brno. Link

Papajoanu, O., Boško M., Voňková H. & Moore A. (2023). Student overclaiming of knowledge in relation to excessive strictness of teachers: The use of the overclaiming technique. In R. Švaříček & H. Voňková (Eds.), Pedagogický výzkum a proměny vzdělávání (pp. 18-20). Česká pedagogická společnost a Masarykova univerzita Brno. Link

Boško, M., Voňková, H., Papajoanu, O. & Moore, A. (2023). A comparison of response styles between different groups of Czech and New Zealand students participating in PISA 2018. In N. Popov et al. (Eds), BCES Conference Books (Volume 21), Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems (pp. 55-60). Bulgarian Comparative Education Society. Link

Boško, M., Papajoanu, O., Moore, A. & Voňková, H. (2023). Examining paradoxical associations between students’ questionnaire responses and their achievement across PISA cycles: The case of teacher support. In N. Popov et al. (Eds), BCES Conference Books (Volume 21), Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems (pp. 124-130). Bulgarian Comparative Education Society. Link

2022

Vonkova, H., Papajoanu, O., Moore, A., & Bosko, M. (2022). Exploring student-reported socioeconomic status and English as a foreign language family activities. In H. Kratochvilova & R. Kratochvil (Ed.), Proceedings of IAC 2022 in Vienna (pp. 145-151). Czech Institute of Academic Education. Link

Vonkova, H., Papajoanu, O., Moore, A., & Bosko, M. (2022). Questionnaire item response times and claiming impossible knowledge: An analysis using the overclaiming technique. In H. Kratochvilova & R. Kratochvil (Ed.), Proceedings of IAC 2022 in Vienna 2022 (pp. 140-144). Czech Institute of Academic Education. Link

Voňková, H., & Boško, M. (2022). Tendence k volbě extrémních škálových kategorií českými žáky: vybrané výsledky z PISA 2012. In R. Švaříček & H. Voňková (Eds.), Proměny výchovy a vzdělávání a jejich reflexe v pedagogickém výzkumu (pp. 26-31). Česká pedagogická společnost a Masarykova univerzita Brno. Link

Vonkova, H.,Papajoanu, O., & Bosko, M. (2022). Examining the differences in reporting behavior among East Asian students with different language and immigrant background using international large-scale assessment data. CIES 2022, Minneapolis, MN. Link