Department of Educational Theory and Curriculum Studies

Degree programmes

Scientific staff

Name	Job title	Email	Phone	Building
Bach, Cecilie Carlsen	PhD Student	ccb@edu.au.dk
Bang, Louise	PhD Student	lrb@edu.au.dk
Baun, Lise	PhD Student	liba@edu.au.dk	+4593521837
Benn, Jette	Emerita	benn@edu.au.dk	+4530586632	A, 201
Berthelsen, Ulf Dalvad	Associate professor	ulda@edu.au.dk	+4593508165	1483, 543
Boeskov, Kim	Postdoc	kibo@au.dk		B, 236
Bruun, Peter Schmidt	PhD Student	pebr@edu.au.dk
Bundsgaard, Jeppe	Professor with Special Responsibilities	jebu@edu.au.dk	+4531192607	B, 310
Caeli, Elisa Nadire	PhD Student	elisa@edu.au.dk
Carlsen, Dorthe	PhD Student	dorc@edu.au.dk
Dietz, Marianne	PhD Student	madi@edu.au.dk	+4587163634	B, 323
Eggersen, Dorte	PhD Student	doeg@edu.au.dk		1483, 521
Erlandsen, Torsten	!!Emeritus	toer@edu.au.dk		D, 332
Fabrin, Liv	PhD Student	lifa@edu.au.dk
Flensborg, Ingelise	Emerita	ingelise@edu.au.dk		A, 201
Fougt, Simon Skov	Associate professor	sifo@edu.au.dk	+4593521980	B, B116
Fredens, Line	PhD Student	lifr@edu.au.dk
Gregersen, Rikke Maagaard	PhD Fellow	rmg@edu.au.dk		B, 323
Haas, Claus	Associate professor	haas@edu.au.dk	+4587163936	B, 318
Haastrup, Lisbeth	Associate professor	liha@edu.au.dk		B, 313
Hansen, Morten Elkjær	PhD Student	me@edu.au.dk
Henriksen, Birgitte	PhD Student	bhen@edu.au.dk		B, 324b
Holgersen, Sven-Erik	Associate professor	svho@edu.au.dk	+4587163625	B, 317
Holst, Finn	Postdoc	fh@edu.au.dk
Højgaard, Tomas	Associate professor	tomas@edu.au.dk	+4587163596	B, 325
Højsted, Ingi Heinesen	PhD Student	ingi@edu.au.dk
Jankvist, Uffe Thomas	Professor with Special Responsibilities	utj@edu.au.dk	+4587162941	B, 321
Kaas, Thomas	PhD Student	thka@edu.au.dk
Kabel, Kristine	Assistant Professor	kabel@edu.au.dk	+4593521760	B, 311
Kasch, Henrik	PhD Student	henrik.kasch@edu.au.dk
Knudsen, Lars Emmerik Damgaard	Associate professor	lada@edu.au.dk	+4593588264	B, 312
Kristjansdottir, Bergthora	Associate professor	bekr@edu.au.dk	+4587163967	B, 320
Laursen, Helle Pia	Associate professor	heen@edu.au.dk	+4587163874	D, 283
Lindenskov, Lena	Associate professor	lenali@edu.au.dk	+4526306681	B, 305
Lund, Karen	Associate professor	karlund@edu.au.dk	+4587163826	B, 316
Mansour, Nadia	PhD Student	nadm@edu.au.dk
Mejding, Jan	!!Lektor emeritus	jm@edu.au.dk	+4561669089
Molbæk, Marie-Louise	Assistant Professor	loum@edu.au.dk	+45 93522158	B, 116
Oksbjerg, Marianne	PhD Student	maok@edu.au.dk
Pedersen, Mathilde Kjær	PhD Fellow	mkp@edu.au.dk		B, 323
Plummer, Christelle	PhD Student	c.plummer@edu.au.dk
Rasmussen, Marie Dahl	PhD Student	mras@edu.au.dk
Reusch, Charlotte Folkmann	PhD Student	chre@edu.au.dk		B, 234
Rørbech, Helle	Associate professor	hero@edu.au.dk		B, 301
Schilhab, Theresa	Associate professor	tsc@edu.au.dk	+4587163612	J, 115
Skyggebjerg, Anna Karlskov	Associate professor	aks@edu.au.dk	+4587163991	B, 322
Stovgaard, Mikkel	Assistant Professor	stovgaard@edu.au.dk	+4587163827	D, 144
Sørensen, Helene	Emeritus	helene@edu.au.dk		B, 322
Tannert, Morten	PhD Student	mota@edu.au.dk
Thomsen, Marianne	PhD Student	mtho@edu.au.dk		B, 306

Displaying results 1 to 50 out of 52

Publications

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Benn, J., Høstgaard Bonde, A., Elsborg, P., Nanna, S. & Ljngmann, C. (2019). A Food Literacy Measure for School Children. 1. Poster session presented at The 9th Nordic Health Promotion Research Conference 2019, Roskilde, Denmark.

Jankvist, U. T. & Misfeldt, M. (2019). CAS Assisted Proofs in Upper Secondary School Mathematics Textbooks. REDIMAT - Journal of Research in Mathematics Education, 8(3), 232-266. https://doi.org/10.17583/redimat.2019.3315

Stevenson, M. P., Dewhurst, R. C., Schilhab, T. & Bentsen, P. (2019). Cognitive Restoration in Children Following Exposure to Nature: Evidence From the Attention Network Task and Mobile Eye Tracking. Frontiers in Psychology, 10, [42]. https://doi.org/10.3389/fpsyg.2019.00042

Bundsgaard, J. (2019). DIF as a pedagogical tool: analysis of item characteristics in ICILS to understand what students are struggling with. Large-Scale Assessments in Education, 7(9), 1-14. https://doi.org/10.1186/s40536-019-0077-2

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Pettersson, M. & Rusmann, A. (2019). Danske elevers teknologiforståelse: resultater fra ICILS-undersøgelsen 2018. (1 ed.) Aarhus: Aarhus Universitetsforlag.

Caeli, E. N. (2019). Datalogisk tænkning: hvad er status, og hvad er der brug for? Plenum, (3), 58-62.

Caeli, E. N. & Bundsgaard, J. (2019). Datalogisk tænkning og teknologiforståelse i folkeskolen tur-retur. Læring og Medier, 11(19). https://doi.org/10.7146/lom.v11i19.110919

Rusmann, A. & Bundsgaard, J. (2019). Developing a test to measure design thinking. In L. Elbaek, G. Majgaard, A. Valente & S. Khalid (Eds.), Proceedings of the European Conference on Games-based Learning (pp. 587-595). Dechema e.V.. https://doi.org/10.34190/GBL.19.071

Hansen, R. & Højgaard, T. (2019). Didaktisk modellering som undersøgelseslogik. MONA - Matematik- og Naturfagsdidaktik, (2), 48-68.

Bergqvist, E., Fauskanger, J., Häggström, J., Hähkiöiemi, M. & Højgaard, T. (2019). Editorial. Nordic Studies in Mathematics Education, 24(1), 1-4.

Bergqvist, E., Fauskanger, J., Häggström, J., Hähkiöiemi, M. & Højgaard, T. (2019). Editorial. Nordic Studies in Mathematics Education, 24(2), 1-3.

Schilhab, T. (2019). Interactional expertise as primer of abstract thoughts. In D. S. Caudill, S. N. Conley, M. E. Gorman & M. Weinel (Eds.), The third wave in science and technology studies : future research directions on expertise and experience (pp. 283-296). Cham: Palgrave Macmillan.

Berthelsen, U. D. (2019). Learning Despite Resistance: Engaging Resistant Learners through Creative Learning Activities. In J. H. Kalir (Ed.), Proceedings of the 2018 Connected Learning Summit (pp. 10-18). Pittsburgh, Pa: ETC Press.

Laursen, H. P. (2019). Likes and loathing in the Middle Time: How Adolescents Time-space their Figured Literacy Worlds . Cambridge Journal of Education, 49(4), 457-476. https://doi.org/10.1080/0305764X.2018.1556607

Haas, C. (2019). Lægpersoners historiebrug i hverdagslivets populær- og historiekultur: En historiedidaktisk udfordring. Nordidactica - Journal of Humanities and Social Science Education, (1), 36-55.

Benn, J. (2019, Jan 2). Læremidler til husgerning, hjemkundskab, madkundskab – recepten på det gode liv?

Niss, M. & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1), 9-28. https://doi.org/10.1007/s10649-019-09903-9

Räsänen, P., Daland, E., Dalvang, T., Engstrøm, A., Korhonen, J., Kristinsdottir, J. V. ... Träff, U. (2019). Mathematical learning and its difficulties: the case of nordic countries. In A. Fritz, V. G. Haase & P. Räsänen (Eds.), International handbook of mathematical learning difficulties: from the laboratory to the classroom (pp. 107-125). Cham: Springer.

Berthelsen, U. D., Hougaard, T. T. & Christensen, M. V. (2019). Medialekter i et grammatisk og didaktisk perspektiv. In Y. Goldshtein, I. S. Hansen & T. T. Hougaard (Eds.), 17. Møde om Udforskningen af Dansk Sprog (pp. 95-111). Aarhus: Institut for Kommunikation og Kultur, Aarhus Universitet. MUDS - Møderne om Udforskningen af Dansk Sprog

Andersen, L. K. & Ruohotie-Lyhty, M. (2019). Mitä on kielisuus ja miten se näkyy koulussa? Kieliverkosto.

Fougt, S. & Løvland, A. (2019). Multimodalitet i skolen: Analyse og produktion i et socialsemiotisk, scenariedidaktisk perspektiv. 4.-10.kl. Frederikshavn: Dafolo. Undervisning og læring

Holmberg, P., Krogh, E., Nordenstam, A., Penne, S., Skarstein, D., Skyggebjerg, A. K. ... Heilä-Ylikallio, R. (2019). On the emergence of the L1 research field: A comparative study of PhD abstracts in the Nordic countries 2000–2017. L1 Educational Studies in Language and Literature (Online Edition), 19, 1-27. https://doi.org/10.17239/L1ESLL-2019.19.01.05

Kabel, K. & Svarstad, L. K. (2019). Refleksiv literacy og interkulturalitet i L1 og L2. In A. S. Gregersen (Ed.), Sprogfag i forandring 2: pædagogik og praksis (3 ed., pp. 35-54). Frederiksberg: Samfundslitteratur.

Schilhab, T. & Esbensen, G. L. (2019). Socio-cultural influences on situated cognition in nature. Frontiers in Psychology, 10, [980]. https://doi.org/10.3389/fpsyg.2019.00980

Bremholm, J. & Skott, C. K. (2019). Teacher Planning in a learning outcome perspective: A comparative case study of mathematics and Danish L1 teachers’ planning practices. Acta Didactica Norge - nasjonalt tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid, 13(1). https://doi.org/10.5617/adno.5540

Laursen, H. P. (2019). Tegn på sprog - set indefra: en forskningsmæssig opsamling. København: Forlaget UCC.

Knudsen, L. E. D. (2019). Teori- og praksisdidaktik – at arbejde med teori og praksis i din undervisning. EMU Danmarks Undervisningsportal.

Berthelsen, U. D. & Tannert, M. (2019). The Ecology of Analytics in Education: Stakeholder Interests in Data-Rich Educational Systems. International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI), 1(1), 89-101. https://doi.org/10.3991/ijai.v1i1.11023

Balling, G., Begnum, A. C., Kuzmicova, A. & Schilhab, T. (2019). The young read in new places, the older read on new devices: A survey of digital reading practices among librarians and Information Science students in Denmark. Participations: Journal of Audience & Reception Studies, 16(1), 197-236.

Geraniou, E. & Jankvist, U. T. (2019). Towards a definition of "mathematical digital competency". Educational Studies in Mathematics, 102(1), 29-45. https://doi.org/10.1007/s10649-019-09893-8

Bundsgaard, J. & Kreiner, S. (2019). Undersøgelse af De Nationale Tests måleegenskaber. (Rev. 2 ed.) København: Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.

Jankvist, U. T., Misfeldt, M. & Aguilar, M. S. (2019). What happens when CAS-procedures are objectified? the case of "solve" and "desolve". Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5

Laursen, H. P. (2018). "Jeg sidder inde i den tekst": om skriveridentitet, sprogindlæreridentitet og sprogstræk. In A. M. V. Danbolt, G. T. Alstad & G. T. Randen (Eds.), Litterasitet og flerspråklighet: muligheter og utfordringer for barnehage, skole og lærerutdanning (pp. 41-56). Bergen: Fagbokforlaget.

Haas, C. (2018). 'Negere' og 'niggers' i hverdagslivets populær- og historiekultur: en historiedidaktisk udfordring. Paper presented at Nationell historiedidaktisk konferens, Malmø, Sweden.

Jankvist, U. T., Misfeldt, M. & Iversen, S. M. (2018). A student's perception of CAS-related sociomathematical norms surrounding teacher change in the classroom. In H-G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Grønbæk & J. Trgalova (Eds.), 5th ERME Topic Conference: Mathematics Education in the Digital Age (pp. 131-139). København, Danmark: Københavns Universitet.

Geraniou, E. & Jankvist, U. T. (2018). A tentative framework for students' mathematical digital competencies. In J. Golding, N. Bretscher, C. Crisan, E. Geraniou, J. Hodgen & C. Morgan (Eds.), Research Proceedings of the 9th British Congress in Mathematics Education (pp. 56-63). Warwick, UK: BSHM.

Schilhab, T. (2018, Mar 1). Alle taler om vejret - naturen, der altid er der.

Skyggebjerg, A. K. (2018). At skrive i billeder og tegne i ord. Weekendavisen, Sektion 3 : Bøger, 6.

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018). Attention Restoration Theory II: a systematic review to clarify attention processes affected by exposure to natural environments. Journal of Toxicology and Environmental Health. Part B: Critical Reviews, 21(4), 227-268. https://doi.org/10.1080/10937404.2018.1505571

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018, Sep 26). Balancing screen time with green time: attention retention theory helps explain why nature play helps learning.

Skyggebjerg, A. K. (2018). Billedbogens briotog. Weekendavisen, Bøger, 1-2.

Hyrve, G. (2018). Bruk av kvalitative case-studier i evalueringer av barnevernsprogrammer. København: DPU, Aarhus Universitet.

Schilhab, T. (2018, May 29). Børn får færre naturoplevelser, men ikke kun af den grund du tror.

Schilhab, T. (2018). Børn mangler virkelig natur. Aktuel Naturvidenskab, (5), 2.

Knudsen, L. E. D. (2018). Campusdannelse på godt og ondt: professionshøjskoler. 1-27. Abstract from Campusdannelse og videregående uddannelse, København, Denmark.

Schilhab, T. (2018, Jan 10). Can your child’s phone bring them closer to nature?

Knudsen, L. E. D. (2018). Changing design of school environment is changing education: changing processes through the eyes of the stakeholders. Discussant’s points. 1-13. Abstract from AERA, New York City, United States.

Laursen, H. P. & Kolstrup, K. L. (2018). Clarifications and carnival: children’s embodied investments in a literacy conversation. Classroom Discourse, 9(2), 112-131. https://doi.org/10.1080/19463014.2017.1392880

Weng, P. & Jankvist, U. T. (2018). Communication competency as an indicator for mathematical giftedness. Philosophy of Mathematics Education Journal, (34), 1-12.

Højgaard, T. & Sølberg, J. (2018). Competencies, curricula and interdisciplinarity: an analysis of a curriculum development process in mathematics and science education. In C. Michelsen, A. Beckmann, V. Freiman & U. T. Jankvist (Eds.), Mathematics as a bridge between the disciplines: Proceedings of MACAS - 2017 Symposium (pp. 45-56). Odense: Laboratorium for Sammenhængende Uddannelse og Læring, Syddansk Universitet.

Displaying results 1 to 50 out of 431

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Carsten Henriksen

Revised 14.11.2019

Danish School of Education

Department of Educational Theory and Curriculum Studies

Degree programmes

Scientific staff

Publications

Anna Karlskov Skyggebjerg

Department of Educational Theory and Curriculum Studies

Degree programmes

Scientific staff

Publications

Head of department

Anna Karlskov Skyggebjerg