Department of Educational Sociology

Degree programs

Master's degree programme in Educational Sociology

Research

Research programme

Inclusion and exclusion – in society, educational institutions and educational practice

Scientific staff

Name	Job title	Email	Phone	Building
Allerup, Peter N.	Professor Emeritus	nimmo@edu.au.dk	+4521653793	D, 329
Andersen, Ida Gran	Associate Professor	idagran@edu.au.dk		1483, 626
Bjerre, Jørn	Associate Professor	jbje@edu.au.dk	+4551443762	1483, 548
Breining, Anne Mette Brøgger	PhD Student	ambb@edu.au.dk
Brodersen, Malene Engsig	PhD Student	mabr@edu.au.dk
Bruun, Jens	Associate Professor	jebr@edu.au.dk	+4587163848	D, 343
Christensen, Anders Astrup	PhD Student	anch@edu.au.dk	+4528992560
Christensen, Jacob	Postdoc	jach@edu.au.dk		1483, 622
Clark, Aske	Research Assistant	asfc@edu.au.dk		1483, 530
Coninck-Smith, Ning de	Professor	ning@edu.au.dk	+4530539404	D, 345
Danneskiold-Samsøe, Ida	Postdoc	ids@edu.au.dk		D, 328
Dorf, Hans	Emeritus	hado@edu.au.dk
Fristrup, Tine	Associate Professor	tifr@edu.au.dk	+4587163601	D, 320a
Grønhøj, Elisabeth Omand	PhD Student	elgr@edu.au.dk
Hansen, Christian Sandbjerg	Associate Professor	csh@edu.au.dk		D, 314
Hansen, Naya Pernille Lykke	Research Assistant	nlj@edu.au.dk		D, 318
Hedegaard-Sørensen, Lotte	Associate Professor	lohes@edu.au.dk	+4587163754	D, 352
Helding Vembye, Mikkel	PhD Student	mihv@edu.au.dk
Holgersen, Oskar Guldbæk	Research Assistant	osho@edu.au.dk
Høyen, Marianne	Associate Professor	hoyen@edu.au.dk	+4561181729	D, 348
Jensen, Niels Rosendal	Associate Professor	nrj@edu.au.dk	+4587163709	D, 316
Jensen, Simon Skovgaard	Postdoc	ssj@edu.au.dk		1483, 621
Kjær, Bjørg	Associate Professor	bjorg@edu.au.dk	+4593521496	D, 356
Kofod, Kasper	Emeritus	kako@edu.au.dk		D, 329
Kristensen, Rune Müller	Associate Professor	ruvk@edu.au.dk	+4561669793	D, 354
Langager, Søren	Emeritus	langager@edu.au.dk		D, 315
Larson, Anne	Associate Professor	anne@edu.au.dk	+4593508159	D, 346
Laursen, Ronni	Postdoc	rl@edu.au.dk		1483, 623
Lieberkind, Jonas	Associate Professor	lieberkind@edu.au.dk	+4593522687	D, 344
Michel-Schertges, Dirk	Associate Professor	dimi@edu.au.dk	+4593521802	D, 325
Moutsios, Stavros	Associate Professor	stam@edu.au.dk	+4587163641	D, 349
Munk, Martin David	Professor	mdmunk@edu.au.dk	+4529103727	D, 341
Nagbøl, Søren Peter	Associate Professor	sona@edu.au.dk		D, 317
Nygaard, Pernille Svare	PhD Student	pesv@edu.au.dk
Olsen, Astrid	PhD Student	amo@edu.au.dk
Poulsen, Frida	PhD Student	frpo@edu.au.dk
Qvortrup, Lars	Professor	lq@edu.au.dk	+4527844005	D, 320b
Rasmussen, Jens	Professor Emeritus	jera@edu.au.dk	+4540414643	D, 329
Reimer, David	Professor with Special Responsibilities	dare@edu.au.dk	+4561261479	1483, 620
Smith, Emil	Postdoc	esmith@edu.au.dk		1483, 623
Sortkær, Bent	Postdoc	beso@edu.au.dk		1483, 429
Sørensen, Astrid Elkjær	Postdoc	hisaes@edu.au.dk	+4531709131	D, 341
Tetler, Susan	Professor Emeritus	tetler@edu.au.dk		D, 329
Thorborg, Mathias Merrild Roerup	PhD Student	mmth@edu.au.dk
Thormar, Laura Pérez	Postdoc	lapt@edu.au.dk		D, 341
Weiss, Felix	Associate Professor	fewe@edu.au.dk	+4593508920	1483, 624
Wistoft, Karen	Professor with Special Responsibilities	kawi@edu.au.dk	+4526132653	D, 357

Publications

Sort by: Date | Author | Title

Amrouche, C., Breckenridge, J., Brewis, D. N., Buchiellaro, O., Hansen, M. B., Pedersen, C. H., Plotnikof, M. & Pullen, A. (2018). Powerful Writing. Ephemera: Theory & politics in organization, 18(4), 881-900. http://www.ephemerajournal.org/contribution/powerful-writing

Hallinger, P., Gümüs, S. & Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122, 1629–1650. http://rdcu.be/b0ZGK

Hulsmann , J. G., Laina, P., Huber, J., Ravn, I. & Gould , B. (2020). It's time to reconsider full reserve banking. Financial Times (London, 1888).

Petersen, I-L., Mariager-Anderson, K., Patillon, T-V. & Bernaud, J-L. (Accepted/In press). Existential career guidance for groups of young refugees and migrants: A Danish initiative. International Journal for Educational and Vocational Guidance.

Aarkrog, V. (2015). School Development in Practice. A Competence Development Model for Enhancing Transfer?. Paper presented at ECER 2015, Budapest, Budapest, Hungary.

Aarkrog, V. (2017). Interrelation of general education and VET: Understandings, functions and pedagogy. Manuscript in preparation. In L. Unwin & D. Guile (Eds.), Wiley Handbook on Vocational Education

Aarkrog, V. & Rump, A. Ø., (2016). Notat om resultater af forskning i erhvervsuddannelserne: januar 2013 - februar 2016, 27 p.

Aarkrog, V., Wahlgren, B., Mariager-Anderson, K., Gottlieb, S. & Larsen, C. H. (2018). Decision-making processes among potential dropouts in vocational education and training and adult learning. International Journal for Research in Vocational Education and Training, 5(2), 111-129. https://doi.org/10.13152/IJRVET.5.2.2

Aarkrog, V. (2018). Hjemme - Ude - Hjemme. Et bud på systematisk kompetenceudvikling. In L. Hansen (Ed.), Tæt på kompetenceudvikling (pp. 99-110). Munksgaard .

Aarkrog, V. (2018). Introduktion til transfer. Dansk Friluftsliv, 105.

Aarkrog, V. (2018). Simulation-based teaching an learning in the social and heath care programs: a literature study. In P. Gougoulakis, L. H. Moreno & M. Teräs (Eds.), Emergent issues in Vocational education & training: voices from cross-national research (pp. 236-253). Premiss förlag.

Aarkrog, V. (2018). Teorier om læring: anvendt i erhvervsuddannelsernes didatik. Munksgaard .

Aarkrog, V. (2018). Fra kompetenceudvikling til ændrede handlinger. Uddannelse & Udvikling, (2), 14-16.

Aarkrog, V. (2019). ‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social and healthcare programmes . Nordic Journal of Vocational Education and Training, 9(2), 1-18. https://doi.org/10.3384/njvet.2242-458X.19921

Aarkrog, V. & Puge, K. (2019). ”Man skal holde sig læringsmålene for øje”: Resultater fra forskningsprojekt i relation til et regionalt udviklingsprojekt om simulation på fem midtjyske SOSU-skoler. DPU, Aarhus Universitet. https://videnscenterportalen.dk/ciu/wp-content/uploads/sites/12/2019/09/Man-skal-holde-sig-l%C3%A6ringsm%C3%A5lene-for-%C3%B8je-2.pdf

Aarkrog, V. (2019). Praksisrelatering i erhvervsuddannelserne. EMU Danmarks Undervisningsportal.

Aarkrog, V. (2018). Decision-making Processes Among Potential Dropouts in VET and Adult Learning. In ECER proceedings, 2018 https://zenodo.org/record/1319718#.XhcB_0dKiMo

Aarkrog, V. (2018). Learning in Simulation-Based Classes in Social and Health Care Programs. In ECER VETNET proceedings, 2018 https://zenodo.org/record/1319718#.Xd974-hKiMo

Aarkrog, V. & Wahlgren, B. (2019). Teacher training through research circles. In Trends in vocational education and training research: Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET) (Vol. Vol. II, pp. 1-7). VETNET Proceedings https://doi.org/10.5281/zenodo.3366315

Aarkrog, V. & Wahlgren, B. (2020). Videnskortlægning: undervisningsmiljø i erhvervsuddannelserne. Aarhus Universitet.

Aarkrog, V. (2020). The standing and status of vocational education and training in Denmark. Journal of Vocational Education and Training, 72(2), 170-188. https://doi.org/10.1080/13636820.2020.1717586

Aarkrog, V. (2020). Om relateringen i praksisrelateret undervisning i erhvervsuddannelserne. Kognition & Pædagogik, (116), 84-93.

Aarkrog, V. & Wahlgren, B. (2020). God praksis for undervisningsmiljøer på erhvervsuddannelserne. Børne- og Undervisningsministeriet. https://www.uvm.dk/publikationer/2021/210310-god-praksis-for-undervisningsmiljoeer-paa-erhvervsuddannelserne

Aarkrog, V. (2021). VR som læringsredskab: Sosu-medarbejderes udbytte af deltagelse i et VR-læringsforløb om behandling af borgere med KOL. Aarhus Universitet. http://www.mtic.dk/wp-content/uploads/2021/03/Notat-VR-som-laeringsredskab-26.2.21.pdf

Aarkrog, V. & Wahlgren, B. (2022). Goal Orientation and Decision‑Making in Education. Vocations and Learning, 15(4), 71–86. https://doi.org/10.1007/s12186-021-09278-0

Aarkrog, V. (2021). Digitale værktøjer kan ikke stå alene: En empirisk undersøgelse af erhvervsskolernes brug af AR og VR som læringsværktø. Aarhus Universitet. https://videnscenterportalen.dk/ciu/wp-content/uploads/sites/12/2022/01/Afsluttende-notat-fra-VR-AR-3.1.22.pdf

Aarkrog, V. (2022). Ingen læring uden simulation: En undersøgelse af VR-simulationstræningtræning af medarbejdere på tre plejehjem. Kognition & Pædagogik, 32(123), 16-24.

Aarkrog, V. (2021). Digitale læringsværktøjer i erhvervsuddannelserne. En videnskortlægning.

Aarkrog, V. (2022). The Significance of Learning Environment and Decision-Making for Enrolment in and Completion of VET: A Danish Case. In The Standing of Vocational Education and the Occupations It Serves: Current Concerns and Strategies For Enhancing That Standing (pp. 265-285). Springer. Professional and Practice-based Learning Vol. 32 https://link.springer.com/chapter/10.1007/978-3-030-96237-1_13

Aarkrog, V. (2022). Fidelitet og læring - simultionsbaseret undervisning på SOSU-uddannelserne. In J. Henriksen, J. Glavind & V. Noer (Eds.), Simulationsbaserede undervisningsmetoder: fra teori til praksis (pp. 85-100). Gad.

Acar, I., Courtois , A., Gibson, A. J., Hazelkorn , E., Horvath, A., Jungblut , J., Kilin , E., Maassen, P., Madsen, M., Magalhães, A., Marginson, S., Orosz, K., Rienks , J., Sá, M. J., Sabic, N., Sautier , M., Seidenschnur , T., Szadkowski, K., Wende, M. V. D. ... Wright, S. (2018). Higher Education and Brexit: Current European Perspectives. Danish School of Education, Aarhus University. Working Papers on University Reform No. 28

Agerholm, F. J. (2016). Diætetikkens væsen og uvæsen: en filosofisk kritik. DPU, Aarhus Universitet.

Alanen, L., Baraldi, C., de Coninck-Smith, N., Laoire, C. N. & Tisdall, K. (2018). Cross-disciplinary conversation in childhood studies: Views, hopes, experiences, reflections. Childhood, 25(2), 127-141. https://doi.org/10.1177/0907568218760326

Allan, J. & Hamre, B. (Eds.) (2016). The impact of Foucault on special education and on constructions of the "deviant" child' in the Nordic countries. Nordic Journal of Social Research, 7(Special issue), 1-5. https://boap.uib.no/index.php/njsr/article/view/898/879

Allerup, P. N. & Kjeldsen, C. C. (2017). Standard setting in Denmark: challenges through computer-based adaptive testing. In S. Blömeke & J-E. Gustafsson (Eds.), Standard setting in education: the Nordic countries in an international perspective (pp. 101-121). Springer. Methodology of educational measurement and assessment

Allhutter, D., Bargetz, B., Brøgger, K., Cielemęcka, O., Meissner, H., M. González Ramos, A., Revelles Benavente, B., Rogowska-Stangret, M., Staunæs, D., Stark, W. & Thiele, K. (2021). The Politics of Feminist New Materialisms: Insights from Experimenting with Academic Practices. Manuscript submitted for publication. In I. van der Tuin (Ed.), Methods and Genealogies of New Materialisms

Alrøe, H. F., Moller, H., Læssøe, J. & Noe, E. (2016). Opportunities and challenges for multicriteria assessment of food system sustainability. Ecology and Society, 21(1), [38]. https://doi.org/10.5751/ES-08394-210138

Andersen, I. G. (2018). Pygmalion in instruction? tracking, teacher reward structures, and educational inequality. Social Psychology of Education, 21(5), 1021-1044. https://doi.org/10.1007/s11218-018-9452-z

Andersen, F. Ø., Klange, E., Wilson, D. & Kristensen, R. M. (2018). Esbjergakademiet 2017: videnskabelig rapport på baggrund af følgeforskning. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.258.182

Andersen, B. R., Brandi, U. & Schrøder, T. (2014). Medical students' evaluation of clinical departments can help low score departments to improve their effort. Ugeskrift for Laeger, 176(13).

Andersen, I. G. & Reimer, D. (2019). Same-gender teacher assignment, instructional strategies, and student achievement: New evidence on the mechanisms generating same-gender teacher effects. Research in Social Stratification and Mobility, 62. https://doi.org/10.1016/j.rssm.2019.05.001

Andersen, I. G. (2019). Rollespil til diskussion af empiriske studier. AU Educate. https://educate.au.dk/praksiseksempler/holdundervisning/rollespil-til-diskussion-af-tekster/.

Andersen, I. G., Sortkær, B., Grøndahl Glavind, J. & Overgaard Sørensen, J. (2019). Forældres skolevalg: En analyse af rationaler og strategier for forældres valg af skole i Danmark. Aarhus Universitetsforlag. Empirisk skole- og dagtilbudsforskning NCS No. 5

Andersen, I. G. & Smith, E. (2020). A female science habitus in the classroom and the gender gap in orientations towards STEM fields. Paper presented at American Educational Research Association, California, United States.

Andersen, I. G. (2020). Teacher stereotypes in STEM: Results from a vignette study. Paper presented at American Sociological Association Meeting 2020, California, United States.

Andersen, I. G. (2020). What went wrong? Examining teachers’ data use and instructional decision making through a bottom-up data intervention in Denmark. International Journal of Educational Research, 102, [101585]. https://doi.org/10.1016/j.ijer.2020.101585

Andersen, I. G. (2021). Evaluering af rammeforsøg med internationale udskolingslinjer.

Andersen, I. G. (2020). Teacher gender bias in STEM: Results from a vignette study.