Danish School of Education

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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

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Nørby, S. & Nordfang, M. (2017). Tænkning. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 219-260). Samfundslitteratur.
Nørby, S. (2017). Sprog. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 299-336). Samfundslitteratur.
Nørby, S. (2017). Emotioner. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 337-374). Samfundslitteratur.
Nørby, S. & Nordfang, M. (Eds.) (2017). Kognitionspsykologi. Samfundslitteratur.
Nørby, S. (2019). Mnemonic emotion regulation: A three-process model. Cognition and Emotion, 33(5), 959-975. https://doi.org/10.1080/02699931.2018.1523137
Nørby, S. (2018). Forgetting and emotion regulation in mental health, anxiety and depression. Memory, 26(3), 342-363. https://doi.org/10.1080/09658211.2017.1346130
Nørby, S. (2016). Putting an unpleasant past to rest: On forgetting and emotional health. Abstract from ICOM 2016 Budapest, Hungary.
Nørby, S. (2016). Functional forgetting. Poster session presented at Second International Meeting of the Psychonomic Society, Granada, Spain.
Nørby, S. (2017). Memory and emotion regulation. Poster session presented at Escop 2017, Potsdam, Germany.
Nørby, S. (2019). Negative erindringer, glemsel og psykisk helbred. BestPractice Nordic.
Nørby, S. (2018). Memory and emotion regulation. Abstract from Autobiographical Memory and the Self, Aarhus, Denmark.
Nørby, S. (2018). Graded forgetting: reasons and implications. Abstract from The UC Irvine International Conference on Learning & Memory, Huntington Beach, CA, United States.
Nørby, S. (2018). Memory control and emotion regulation. Abstract from 4th international conference of the European Society for Cognitive and Affective Neuroscience, Leiden, Netherlands.
Nørby, S. (2020). Varieties of graded forgetting. Consciousness and Cognition, 84, Article 102983. https://doi.org/10.1016/j.concog.2020.102983
Nørby, S. (2021). Undervisning og vejledning af depressionsramte studerende. Specialpaedagogik, 41(4), 5-25.
Nørby, S. (2019). Mnemonic emotion regulation: Possibilities and limitations. 247-247. Abstract from 21st conference of the European Society for Cognitive Psychology, Playa de las Américas, Spain.
Nørby, S. (2024). Et kognitionspsykologisk perspektiv på udvikling. In A. S. S. Lund & L. Testmann (Eds.), Udviklingspsykologi i pædagogisk arbejde (pp. 67-94). Hans Reitzels Forlag.
Nørby, S. (2023). Inklusion af børn og unge med psykiske forstyrrelser. In C. Holm & L. Bøttcher (Eds.), Efter inklusionen : institutionen og den pædagogiske strategi (pp. 133-150). U Press.
Nørby, S. (2022). Glemsel. In T. A. Sørensen, A. Gjedde & R. S. Rasmussen (Eds.), Hjernen og hukommelse (pp. 96-110). HjerneForum.
Nørby, S. (2022). Levels of forgetting. Abstract from Escop 2022 (22nd conference of the European Society for Cognitive Psychology).
Nørby, S. & Darling, P. (2024). Indledning: Stille psykiske forstyrrelser. Kognition & Pædagogik, 34(133), 2-7.
Nørby, S. (2024). Social angst, læring og uddannelse. Kognition & Pædagogik, 34(133), 16-27.
Nørby, S. (2025). Depression: Implications for learning and education. Emotional and Behavioural Difficulties, 30(3), 133-148. https://doi.org/10.1080/13632752.2024.2434982
Nørby, S. (2023). Jean Piaget. Lex.dk. https://lex.dk/Jean_Piaget?gad_source=1
Nørby, S. (2023). Metakognitiv terapi. Lex.dk. https://lex.dk/metakognitiv_terapi
Nørby, S. (2024). Kognitiv terapi. Lex.dk. https://lex.dk/kognitiv_terapi
Nissen, P. (2016). Læringskala. Interactive production, Dafolo. http://www.dafolo-tools.dk/laertriv
Nissen, P. (2016). Trivselsskala. Interactive production, Dafolo.
Nissen, P. (2016). Få blik for elevens læring og trivsel. Skolen i Morgen, 19(5), 12-15. Article 5.
Nissen, P. (2016). Hvordan måler vi, på rekordtid, om børn og unge trives? MOV:E, 3(4), 58-65. http://www.epaper.dk/jtoas/syddansk/4/
Nissen, P. (2016). Hvordan måler vi om eleverne trives og lærer noget i skolen? PPF nyt, 46(3), 7-15.
Nissen, P. (2016). Detecting talent: a checklist for the prediction of talent.
Nissen, P. (2017). Undersøg: praktikerens guide til undersøgelsesdesign og formidling af resultater. Dansk Psykologisk Forlag.
Nissen, M. & Mørck, L. L. (2019). Situated generalization with prototypes in dialogical teaching. In C. Højholt & E. Schraube (Eds.), Subjectivity and knowledge: generalization in the psychological study of everyday life (pp. 195-219). Springer.
Nissen, P. (2019). På jagt efter talenterne - hvordan spotter vi dem? Kognition & Pædagogik, 29(111/112), 58-65.
Nissen, P. (2019). Hvordan måler vi, om eleverne lærer noget i skolen og trives? Kognition & Pædagogik, 29(111/112), 122 - 129.
Nissen, S. K. (2019). Symbolic Boundaries of Time: Exploring the Production of Temporal Socialisation.
Nissen, S. K. (2019). What would we do without timing? Temporal norms and practices in Danish schools.
Nissen, P. (2019). Detecting Talent from the Perspectives of Students, Parents, and Teachers. US-China Education Review B, 9(4), 119-127. Article 1. https://doi.org/10.17265/2161-6248/2019.04.001
Nissen, P. (2019). Editorial. Kognition & Pædagogik, 29(111 / 112), 3 -5.
Nissen, M. (2023). Rearticulating Motives. Springer. Theory and History in the Human and Social Sciences https://doi.org/10.1007/978-3-031-43494-5
Nissen, M. & Christensen, T. F. (2019). At ville ville: Skitser af et motivlandskab. STUFF. http://www.stuffsite.org/katalog/at-ville-ville/
Nissen, M. & Kofod, K. H. (2020, Mar 31). Toilet Graffiti Revisited. https://www.scriptopolis.fr/en/toilet-graffiti-revisited/
Nissen, M. & Kordovsky, J. (2021). Om at lege med tekster. Pædagogisk Psykologisk Tidsskrift, 58(4), 109-120.
Nissen, M. & Mørck, L. L. (2021). Brobygning og fælesskabende praksis: Meningsfuld og fællesskabende dokumentation. Pictures, Video and sound recordings (digital) https://www.youtube.com/watch?v=-uCmkMGYD-k
Nissen, M. & Blunden, A. (2022). Morten Nissen, interviewed by Andy Blunden, on cultivating motivation, social work and addiction. Pictures, Video and sound recordings (digital) https://www.youtube.com/watch?v=P7y0OnXuZKc
Nissen, M. (2023). Skolens drama: leg som kilde til fællesskab. In H. Knudsen, J. E. Kristensen & J. B. Nielsen (Eds.), Leg på spil i pædagogik og uddannelse (pp. 283-300). Akademisk Forlag.
Nissen, M. (2024). Fællesskaber i Pædagogikken. In D. T. Gravesen (Ed.), Pædagogik.: Introduktion til pædagogens grundfaglighed (pp. 571-581). Hans Reitzels.
Nissen, S. K. (2021). Learning to Care About Time: Temporal Norms and Socialization in Danish Schools. Abstract from Childhood & Time , Tampere, Finland.
Nissen, M. (2024). Standards of performance and aesthetics in counselling and beyond. In R. Lengelle, D. Hughes & L. Hambly (Eds.), Art that Tells the Truth: Creative Methods in Guidance and Counselling (pp. 225-236). Routledge.

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Revised 16.04.2026
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Lisbeth Hartmann