Danish School of Education

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You are here: Danish School of Education About the school Organisation Department of Educational theory and curriculum studies, General education and Philosophy of education

Department of
Educational Theory and Curriculum Studies, Educational Philosophy, and General Education

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built around the Master's degree programmes in Educational Theory and Curriculum Studies - danish, - mathematics, - material culture and - music education; ICT-based educational design; General education; and Educational philosophy. The department's researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Research units

Publications

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Kristjansdottir, B. (2018). Uddannelsespolitik i nationalismens tegn. Aarhus Universitetsforlag. Asterisk (bogserie) No. 15
Smith, E. & Helding Vembye, M. (2018). Understanding the impact of social background on students’ achievement over two decades in the Nordic countries. Abstract from 29th Nordic Sociological Association Conference, Aalborg, Denmark. https://www.nsa2018.aau.dk/digitalAssets/400/400858_book-of-abstracts---08.08.18.pdf
Hanghøj, T., Misfeldt, M., Bundsgaard, J. & Fougt, S. S. (2018). Unpacking the domains and practices of game-oriented learning. In H. C. Arnseth, T. Hanghøj, T. Duus Henriksen, M. Misfeldt, R. Ramberg & S. Selander (Eds.), Games and education: designs in and for learning (pp. 29-46). Brill | Sense. https://doi.org/10.1163/9789004388826_003
Petersen, K. B. (2018, Dec 8). Updates JISTE – Journal of International Society of Teacher Education by the Editor. International Society for Teacher Education. http://isfte.hkbu.edu.hk/wp-content/uploads/2018/12/ISfTE-Newsletter-39-Final.pdf
Bundsgaard, J. (2018). Using technology to scaffold progressive teaching. In Z. Babaci-Wilhite (Ed.), Promoting language and STEAM as human rights in education: science, technology, engineering, arts and mathematics (pp. 109-124). Springer. https://doi.org/10.1007/978-981-13-2880-0_7
Broström, S. (2018). Værdier i børnehaveklassen. Skolestart, 48(4), 11-13. Article 3.
Broström, S. & Jensen, A. S. (2018). Values education in practice in Danish preschools. In E. Johansson & J. Einarsdottir (Eds.), Values in early childhood education : citizenship for tomorrow (pp. 37-54). Routledge.
Broström, S. (2018). Venskaber hos børehavebørn. In T. B. Fisker (Ed.), Det store blandt de små: om små børns venskaber (pp. 9-21). Dafolo.
Wahlgren, B., Jacobsen, B., Kauffmann, O., Madsen, M. B. & Schnack, K. (2018). Videnskabsteori: Om viden og forskning i praksis. In B. Wahlgren (Ed.), Videnskabsteori: Om viden og forskning i praksis (3 ed.). Hans Reitzels Forlag.
Wahlgren, B., Jacobsen, B., Kauffmann, O., Madsen, M. B. & Schnack, K. (2018). Videnskabsteori: om viden og forskning i praksis. (3. ed.) Hans Reitzels Forlag.
Rosendal Bang, L. (2018). Voksne kan også være bange: for bøger. Politiken, Sektion 2, 6.
Nielsen, C. F. & Hartz, E. (2018). Why be just? the problem of motivation in Hegel and Rawls. Ratio Juris, 31(3), 326-345. https://doi.org/10.1111/raju.12219
Broström, S. (2017). 17 børns syn på skolen i skoleåret 2016-2017. DPU, Aarhus Universitet.
Dræby, A., Deurzen, E. V. & Lodge, R. (2017). A comparison of learning outcomes in cognitive behavioural therapy (CBT) and existential therapy: An interpretative phenomenological analysis. International Journal of Psychotherapy (IJP), 21(3), Article 7.
Schilhab, T. (2017). Adaptive smart technology use: the need for meta-self-regulation. Frontiers in Psychology, 8(MAR), Article 296. https://doi.org/10.3389/fpsyg.2017.00298
Broström, S. (2017). A dynamic learning concept in early years’ education: a possible way to prevent schoolification. International Journal of Early Childhood, 25(1), 3-15. https://doi.org/10.1080/09669760.2016.1270196
Petersen, K. B. (2017). A global perspective on supporting teachers’ instructional practice: an introduction to JISTE 21.2. Journal of the International Society for Teacher Education, 21(2), 6.
Skyggebjerg, A. K. (2017). Alohomora! Weekendavisen, Bøger, 2.
Helding Vembye, M. (2017). Anmeldelse af Tone Kvernbekks "Evidence-based Practice and Education". Studier i Pædagogisk Filosofi, 6(1), 98-100. https://tidsskrift.dk/spf/article/download/104311/153756/
Hyldgaard, K. (2017). Ansvar for egen undervisning: om kærlighed som modstand. Kognition & Pædagogik, 27(106), 62-75.
Ugilt, R. (2017). Antikrist, politisk teologi og kvinden. Lamella – Tidsskrift for teoretisk psykoanalyse, 2(2), 14-41.
Hartmeyer, R., Bolling, M. & Bentsen, P. (2017). Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom. Instructional Science, 45(6), 737-750. https://doi.org/10.1007/s11251-017-9423-3
Dræby, A. (2017). Aristoteles fra lægekunst til livskunst: om sundheden og det gode liv. Det Kongelige Bibliotek. https://doi.org/10.7146/aul.228.164
Knudsen, L. E. D. (2017). Arkitektur og dannelse. In L. Grandjean & O. M. (Eds.), Uddannelse for en menneskelig fremtid: Gert Biestas pædagogiske tækning (pp. 95-112). Klim.
Lund, K. (Ed.) (2017). Arrangerede sprog- og kulturmøder. Aarhus Universitetsforlag. Sprogforum No. 64
Dræby, A. (2017). At blive til menneske: Immanuel Kant om opdragelsens kunst. Filosofiske Anmeldelser, 5(2), 31-37.
Grimm, J. A. (2017). Bag spejlet: åbningen i individet og mødets mulighed. Kulturo. Tidsskrift for moderne kultur, 23(44), 92-102.
Rømer, T. A. (2017). Ballade i pædagogikkens forsamlingshus. Forlaget Fjordager.
Hyldgaard, K. (2017). Barnetro og andres tro. Dansk Kirketidende, (6), 32.
Korsgaard, M. T. (2017). Bearing with strangers: education and the politics of inclusion. DPU, Aarhus Universitet.
Bremholm, J. (2017). Begynderundervisningens svære balance. In J. Bremholm, J. Bundsgaard, S. Skov Fougt & A. Karlskov Skyggebjerg (Eds.), Læremidlernes danskfag (pp. 78-102). Aarhus Universitetsforlag.
Dræby, A. (2017). Besat af BZ. Slagmark: tidsskrift for idéhistorie , (75), 182-185. http://www.slagmark.dk/anm-bz/
Knoop, H. H. (2017). Bidrag til debat om kedsomhed blandt skoleelever. Folkeskolen.
Knoop, H. H. (2017). Bidrag til debatter om trivsel i folkeskolen. Folkeskolen.
Ratner, H. G. & Bundsgaard, J. (2017). Big data i folkeskolerne er både nyttige og farlige. Dagbladet Information, Debat, 17 .
Skyggebjerg, A. K. (2017). Bøger for de spørgelystne unger? Weekendavisen, 16.
Petersen, K. B. & Helm-Petersen, L. L. S. (Eds.) (2017). Book of abstracts: International Society of Teacher Education, 37th Annual Seminar, April 24-April 28, Danish School of Education. Book & E-print version. DPU, Aarhus Universitet.
Damgaard Warrer, S. & Broström, S. (2017). Børns leg og eksperimenterende virksomhed. Dafolo. Det ved vi om...
Kabel, K., Hanghøj, T. & Svarstad, L. K. (2017). Børns semiotiske erfaringer i relation til Minecraft. Sprogforum, (65), 42-48.
Skyggebjerg, A. K. (2017). Brødre, mødre og bløde dyr. Weekendavisen, 1-2.
Petersen, D. K. (2017, Oct 13). Brug Ordblindetesten med omtanke. http://www.blivklog.dk/der-skal-vaere-tydelige-tegn-pa-ordblindhed-for-man-tester/
Skyggebjerg, A. K. (2017). Changing concepts of literature and pedagogical methods in textbooks for literature teaching. Paper presented at The 11th conference of the International Association for Research in L1 Education, Tallinn, Estonia.
Broström, S., Sandberg, A., Johansson, I., Frøkjær, T., Kieferle, C., Seifert, A., Roth, A., Tull, M., Ugaste, A. & Laan, M. (2017). Children’s perspective on learning: an international study in Denmark, Estonia, Germany and Sweden. Early Childhood Education Journal, 45(1), 71-81. https://doi.org/10.1007/s10643-015-0759-5
Berthelsen, U. D. (2017). Coding across subjects: identifying subject matter in coding projects. Poster session presented at International PLAYTrack Conference , Aarhus, Denmark.
Sloth, K. T. & Højsted, I. H. (2017). Combining two frameworks: a new perspective on mathematics teacher knowledge. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1-5, 2017). (pp. 3410-3411). Institute of Education, Dublin City University, Ireland, and ERME. https://hal.archives-ouvertes.fr/hal-01949133/document
Nielsen, A. M. & Laursen, P. F. (2017). Contemplative teacher education, teacher identity and relationship-building strategies. In E. H. Dorman, K. Byrnes & J. Dalton (Eds.), Impacting teaching and learning. : contemplative practices, pedagogy, and research in education (pp. 53-66). Rowman & Littlefield Publishers.
Laursen, P. F. (2017). Curriculumteori og kognitiv didaktik. In P. F. Laursen & H. J. Kristensen (Eds.), Didaktikhåndbogen (pp. 87-105). Hans Reitzels Forlag.
Skyggebjerg, A. K. (2017). Cykelmyg på savannen. Weekendavisen, 6.
Schilhab, T. (2017). Cyklen som ven, frelser og skæbne. Cykelmagasinet, (61), 144-148.
Wiberg, M. (2017). Dannelsesteoretisk didaktik. In P. F. Laursen & H. J. Kristensen (Eds.), Didaktikhåndbogen: teorier og temaer (pp. 19-43). Hans Reitzels Forlag.

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Revised 16.04.2026
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Lisbeth Hartmann