Danish School of Education

Aarhus University Seal
You are here: Danish School of Education About the school Organisation Department of Educational anthropology and Educational pshychology

Department of

Educational anthropology and Educational psychology

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built on the Master's degree programmes in Educational anthropology and Educational psychology.

The researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Master's degree programme in

Educational anthropology

Master's degree programme in

Educational psychology

Kandidatuddannelsen i

Uddannelsesantropologi og globalisering

Research units

 

Publications

Sort by: Date | Author | Title

Bøttcher, L. (2016). Hjælpemidler til kommunikation. Spastikeren, (2), 22-23.
Bøttcher, L., Dammeyer, J. & Andersen, E. R. (2017). An interview study of why parents conduct intensive ABA home training for their child with autism spectrum disorder: an analysis from the lens of the dialectical disability model. European Journal of Special Needs Education, 32(2), 270-286. https://doi.org/10.1080/08856257.2016.1223400
Petersen, K. E. (2016). Udsatte børn og unge: teoretiske perspektiver på og forståelser af udsathed. In J. H. Lund (Ed.), Tværprofessionelt samarbejde om udsatte børn og unge: en studiebog (pp. 39-68). Turbine Akademisk.
Lund, R. (2016). Mellem feminisme og ond optimisme: selvreflektion og reproduktion i feministisk feltarbejde. FRIKTION, 3(8). http://friktionmagasin.dk/index.php/2016/02/29/mellem-feminisme-og-ond-optimisme-long-read/
Lund, R. (2015). "Idealakademikeren" og kvinnelige akademikeres hverdag. In K. Widerberg (Ed.), I hjertet av velferdsstaten: En invitasjon til institusjonell etnografi (pp. 164-188). Cappelen Damm Akademisk.
Lund, R. & Tienari, J. (2016). Institutional ethnography: an alternative way to study M&As. In A. Risberg, D. R. King & O. Meglio (Eds.), The Routledge companion to mergers and acquisitions (pp. 242-259). Routledge.
Valentin, K. (2016). Unge nepalesere er en gevinst for det danske samfund. Politiken, 5. http://politiken.dk/debat/ECE3296057/unge-nepalesere-er-en-gevinst-for-det-danske-samfund/
Dannesboe, K. I., Krab, J., Kryger, N., Akselvoll, M. Ø., Øster, B. & Schmidt, M. C. S. (2015). Institution og familie: intensiveret samarbejde og forskydninger af ansvar. Dansk Pædagogisk Tidsskrift, (4), 2.
Dannesboe, K. I. (2015). Forældre som ambassadører? Dansk Pædagogisk Tidsskrift, (4), 7-15.
Højholt, C., Juhl, P. & Kousholt, D. (2018). The collectivity of family conduct of life and parental self-understanding. In E. Eriksen Ødegaard & S. Garvis (Eds.), Nordic dialogues on children and families (pp. 13-26). Routledge.
Højholt, C. & Kousholt, D. (2018). Children participating and developing agency in and across various social practices. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education (pp. 1581-1597). Springer.
Adriansen, H. K. (2016, Jan 26). Q&A with Hanne Kirstine Adriansen, co-editor of "Higher education and capacity building in Africa". https://www.routledge.com/developmentstudies/posts/9282
Nielsen, J. C. & Olesen, J. (2015). Idrætsklasser: En ny læringsaftale. Paper presented at Carlsbergfondets skolekonference, København, Denmark.
Hansen, H. R., Lagermann, L. C. & Nielsen, J. C. (2016). Vild og mild? Pædagogisk Psykologisk Tidsskrift, 53(2), 3-4. Article 1.
Nielsen, J. C., Olesen, J. & Skrubbeltrang, L. S. (2016). Tilblivelse af talenter og ikke-talenter: om unges arbejde med at blive til som idrætstalenter . Pædagogisk Psykologisk Tidsskrift, 53(2), 90-104. Article 9.
Hansen, H. R., Winther-Lindqvist, D. A. & Nielsen, J. C. (2016). Fortrolighed med professionelle voksne i de unges liv. Pædagogisk Psykologisk Tidsskrift, 53(2), 74-84. Article 8.
Nielsen, J. C. (2016). Fællesskabet er nøglen til at forstå unges selvforvaltning af risici i ungdomslivet. Pædagogisk Psykologisk Tidsskrift, 53(2), 43-50. Article 5.
Adriansen, H. K. (2016, Jun 20). Can African universities deliver knowledge for ‘Transforming our world’ without decolonizing the academy? https://norrag.wordpress.com/2016/06/20/can-african-universities-deliver-knowledge-for-transforming-our-world-without-decolonizing-the-academy/
Dahl, K. K. B. & Millora, C. M. (2016). Lifelong learning from natural disasters: transformative, group-based learning at Philippine universities. International Journal of Lifelong Education, 35(6), 648-663. https://doi.org/10.1080/02601370.2016.1209587
Valentin, K. (2017). Transnational belonging and relational practices: Nepali student migration to Denmark. In C. Gomes & L. T. Tran (Eds.), Cultural Studies and Transdisciplinarity in Education: transnational perspectives (pp. 263-280). Springer. https://doi.org/10.1007/978-981-10-2601-0
Valentin, K. & Olwig, K. F. (2015). Mobility, Education and Life Trajectories: New and Old Migratory Pathways. Identities - Global Studies in Culture and Power, 22(3), 247-257. https://doi.org/10.1080/1070289X.2014.939191
Valentin, K. (2015). Transnational education and the remaking of social identity: Nepalese student migration to Denmark. Identities - Global Studies in Culture and Power, 22(3), 318-332. https://doi.org/10.1080/1070289X.2014.939186
Pedersen, M. K., Svenningsen, A., Dohn, N. B., Lieberoth, A. & Sherson, J. (2016). DiffGame: Game-based mathematics learning for physics. Procedia - Social and Behavioral Sciences, 228, 316-322. https://doi.org/10.1016/j.sbspro.2016.07.047
Esbensen, G. L., Hasse, C., Mathiasen, M. K., Breum, M., Pedersen, K. P., Brinks Andersen, E., Harrekilde, S., Arason, N., Rieland, S., Lund Mathisen, L. & Sayedmirza, A. (2016). Robotter i folkeskolen: begrundelser, visioner, faktisk brug og udfordringer i normalklasser . Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. https://doi.org/10.7146/aul.166.132
Bødtker Sunde, P. & Pind, P. (2016). Comparison of two test approaches for detecting mathematical difficulties. In L. Lindenskov (Ed.), Special needs in mathematics education (pp. 141-156). DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_18_-_Udgivet_version.pdf
Skrubbeltrang, L. S., Nielsen, J. C. & Olesen, J. (2016). How to stay becoming: living up to the code of conduct in a sports class. Ethnography and Education, 11(3), 371-387. https://doi.org/10.1080/17457823.2015.1109467
Christensen, T. W. (2015). When good intentions are not enough: a successful mentor-mentee relation requires a deliberated practice. Psyke & Logos, 36(1), 242-266.
Christensen, T. W. (2015). How extremist experiences become valuable knowledge in EXIT programmers. Jornal for Deradicalization, Summer/15(3), 92-134. http://journals.sfu.ca/jd/index.php/jd/article/view/18/18
Andersen, F. Ø., Nissen, P. & Poulsen, L. (2016). Inclusion of marginalized boys: a survey of a summer school using positive psychology interventions. Journal of Educational Issues, 2(1), 231-247. Article 13. https://doi.org/10.5296/jei.v2i1.9187
Harmat, L., Andersen, F. Ø., Ullén, F., Wright, J. & Sadlo, G. (2016). Flow experience: Empirical research and applications. Springer International Publishing Switzerland. https://doi.org/10.1007/978-3-319-28634-1, https://doi.org/10.1007/978-3-319-28634-1
Andersen, F. Ø. (2016). Using ESM to study flow in a STEM project. In L. Harmat, F. Ø. Andersen, F. Ullén, J. Wright & G. Sadlo (Eds.), Flow experience: empirical research and applications (pp. 145-161). Springer. https://doi.org/10.1007/978-3-319-28634-1_10
Esbensen, G. L. & Nickelsen, N. C. M. (2017). Sundhedsfaglig og fagprofessionel teknologiforståelse. In Telerehabilitering Munksgaard .
Bach, D. (2017). The civilized family life: childrearing in affluent families. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 194-235). Pluto Press.
Bach, D. & Christensen, S. (2017). Battling the Tiger Mother: Pre-School Reform and Conflicting Norms of Parenthood in Singapore. Children & Society, 31(2), 134-143. https://doi.org/10.1111/chso.12162
Palludan, C. (2015). Doubting the obvious. In Siblings: Practical and Sensitive Relations (pp. 109-120). AU Library Scholarly Publishing Services. http://ebooks.au.dk/index.php/aul/catalog/book/114
Palludan, C. & Winther, I. W. (2015). Intimacy. In Siblings : Practical and Sensitive Relations (pp. 74-85). AU Library Scholarly Publishing Services. http://ebooks.au.dk/index.php/aul/catalog/book/114
Palludan, C. & Winther, I. W. (2015). The Importance of things. In Siblings Practical and Sensitive Relations (pp. 37-48). AU Library Scholarly Publishing Services. http://ebooks.au.dk/index.php/aul/catalog/book/114
Lim, M. A. & Ørberg, J. W. (2017). Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education, 1(1), 91-108. https://doi.org/10.1080/23322969.2016.1236351
Lim, M. A. (2015, Jun 10). Balance of Power: Asian Universities and the Global University Rankings. https://www.timeshighereducation.com/balance-power
Lim, M. A. (2015). Global University Rankings: Determining the Distance Between Asia and 'Superpower Status' in Higher Education. In R. Bhandari & A. Lefebure (Eds.), Asia: The Next Higher Education Superpower (pp. 23-38). Institute of International Education.
Egelund, N. (2016). Sådan bliver vores børn dygtigere: resultater fra Center for Strategisk Uddannelsesforskning 2010-2016. Aarhus Universitetsforlag.
Egelund, N. & Riis Ottosen-Støtt, M. (2016). Slutevaluering af Young Skills: klædt på til en erhvervsuddannelse 2012 - 2015. Center for Strategisk Uddannelsesforskning. http://www.herlev.dk/borger/unge-job-uddannelse/young-skills-klaedt-pa-til-en-erhvervsuddannelse/nyt-fra-young-skills/slutevaluering-2015-af-young-skills-projektet
Egelund, N. (2016). Egelund: Husk det positive i en længere skoledag. Altinget. http://www.altinget.dk/artikel/egelund-husk-det-positive-i-en-laengere-skoledag
Egelund, N. (2016). H.O. Lange-prisen til Charlotte Appel & Ning de Coninck-Smith: motiveringstale ved tildelingen. Det Kongelige Bibliotek. Magasin, 29(1), 25-29. https://tidsskrift.dk/index.php/magasin/article/viewFile/72332/129522
Nissen, P. (2016). Få blik for elevens læring og trivsel. Skolen i Morgen, 19(5), 12-15. Article 5.
Egelund, N., Krassel, K. F. & Nordahl, T. (2016). Fra grundskole til ungdomsuddannelse: en register- og surveyanalyse af LP-modellens elever. KORA, Det Nationale Institut for Kommuners og Regioners Analyse og Forskning. http://www.kora.dk/media/5066106/10825_fra-grundskole-til-ungdomsuddannelse.pdf
Nissen, P. (2016). Trivselsskala. Interactive production, Dafolo.
Egelund, N., Dyssegaard, C. B., Sørensen, L. B., Damsgaard, C. T., Damsgaard, S. M., Petersen, R., Stark, K., Andersen, R., Tetens, I., Astrup, A., Michaelsen, K. F. & Lauritzen, L. (2015). Diet-induced changes in iron and n-3 fatty acid status and associations with cognitive performance in 8-11-year-old Danish Children: secondary analysis of the Optimal Well-Being, Development and Health for Danish Children through a Healthy New Nordic Diet School Meal Study. British Journal of Nutrition, 114(10), 1623-1637. https://doi.org/10.1017/S0007114515003323
Nissen, P. (2016). Læringskala. Interactive production, Dafolo. http://www.dafolo-tools.dk/laertriv
Søndergaard, D. M. (2016). Intra-active subject formation – with friends and violent video games. Abstract from The Twelfth International Congress of Qualitative Inquiry , Illinois, United States.

Displaying results 1951 to 2000 out of 2111

Previous

34

35

36

37

38

39

40

41

42

43

Next

Staff

Contact

Head of department

Department administrator

Revised 16.04.2026
-
Lisbeth Hartmann