Publications

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Rasmussen, J., Rasch-Christiansen, A., Molbæk, M., Kristensen, R. M., Reimer, D. & Smith, E. (2019). Undervisning med Fælles Mål i dansk og matematik (2. runde): et overvejende kvalitativt mixed-method studie (2. runde). (1 ed.) Aarhus Universitet. https://www.uvm.dk/publikationer/2019/190927-undervisning-i-faelles-maal-i-dansk-og-matematik

Christensen, J. H. (2019, Nov 29). Undervisningsmateriale - Formativ feedback modul omhandlende Niklas Luhmanns systemteori.

Stovgaard, M. & Christensen, J. H. (2019). Undervisningsmateriale - Kend din mad: Et forløb omkring smag og sanser.

Reimer, D. & Thomsen, J.-P. (2019). Vertical and horizontal stratification in higher education. In R. Becker (Ed.), Research Handbook on Sociology of Education Edward Elgar Publishing.

Christensen, J. H., Wistoft, K. & Clark, A. (2019). Vild mad: forskningsbaseret evaluering. Aarhus Universitet.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). Webbasierte Reflexions- und Feedbackumgebungen in der Lehrerbildung: Auswirkungen auf die Lehr-Lern-Überzeugungen und die Selbstwirksamkeit von Lehramtsstudierenden. Abstract from 7. Tagung der Gesellschaft für Empirische Bildungsforschung - GEBF 2019: Lehren und Lernen in Bildungsinstitutionen, Cologne, Germany.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). Adapting feedback to self-efficacy: Results from a video-based intervention. Abstract from Junior Researchers of EARLI Conference - JURE 2018: Learning and instruction with an impact - scaling up the skill, will and thrill of learning, Antwerp, Belgium.

Neugebauer, M. & Weiss, F. (2018). A transition without tradition: earnings and unemployment risks of academic versus vocational education after the Bologna process. Zeitschrift für Soziologie, 47(5), 349-363. https://doi.org/10.1515/zfsoz-2018-0122

Bundsgaard, J. & Hansen, T. I. (2018). Blik på undervisning. In J. Bundsgaard, M. Georgsen, S. Graf, T. I. Hansen & C. K. Skott (Eds.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (pp. 106-142). Aarhus Universitetsforlag.

Sortkær, B. & Reimer, D. (2018). Classroom disciplinary climate of schools and gender: evidence from the Nordic countries. School Effectiveness and School Improvement, 29(4), 511-528. https://doi.org/10.1080/09243453.2018.1460382

Bundsgaard, J. (2018). Det 21. århundredes kompetencer. In J. Bundsgaard, M. Georgsen, S. Graf, T. I. Hansen & C. K. Skott (Eds.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (pp. 143-165). Aarhus Universitetsforlag.

Reimer, D., Weiss, F. & Skov, P. R. (2018). Does a bridge close the gap? the role of travel distance to university for inequality in higher education choices. Results from a natural experiment. Abstract from Rethinking Social Inequality in the Globalizing World., Seoul, Korea, Republic of.

Kjeldsen, C. C. (2018). Education for all? providing capabilities for young people with special needs. In H.-U. Otto, M. Walker & H. Ziegler (Eds.), Capability-promoting policies: enhancing individual and social development (pp. 259-278). Policy Press.

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2018). Effekte einer online- und videobasierten Feedback-Intervention im Praktikum auf die professionelle Wahrnehmung von Klassenführung und Selbstwirksamkeitserwartung von Lehramtsstudierenden. In N. McElvany, W. Bos, H. Holtappels & A. Ohle-Peters (Eds.), Bedingungen und Effekte von Lehrerbildung, Lehrkraftkompetenzen und Lehrkrafthandeln (pp. 123-136). Waxmann Verlag.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). Effekte webbasierter Plattformen auf die Feedbackkompetenz von Lehramtsstudierenden im Praktikum. Abstract from AEPF conference, Lüneburg, Germany.

Madsen, K. Ø. & Dohn, N. B. (2018). Elevers interesse under ekskursion til et rensningsanlæg. MONA: Matematik og Naturfagsdidaktik, (1), 27-39. https://tidsskrift.dk/mona/article/download/104471/153365/

Dohn, N. B. (2018). Elevers selvregulering og interesse i et it-støttet tværfagligt forløb. In J. Bundsgaard, M. Georgsen, S. Ting Graf, T. Illum Hansen & C. Krog Skott (Eds.), Innovativ undervisning med IT: forskning i tre demonstrationsskoleforsøg II (pp. 203-219). Aarhus Universitetsforlag.

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

Christensen, J. H. & Wistoft, K. (2018). Evaluering af MADmovers. DPU, Aarhus Universitet.

Smith, E. & Andersen, I. G. (2018). Female peer climate and the gender gap in orientations towards STEM fields: the role of a “female science habitus” in the classroom on students’ self-concept in math and science. 54. Abstract from 29th Nordic Sociological Association Conference The Global North – Welfare policies, mobilities, inequalities, and social movements.
, Aalborg, Denmark.

Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I. & Skott, C. K. (2018). Forskning i tre demonstrationsskoleforsøg. In J. Bundsgaard, M. Georgsen, S. T. Graf, T. I. Hansen & C. K. Skott (Eds.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (pp. 7-16). Aarhus Universitetsforlag.

Hansen, T. I., Bundsgaard, J. & Kølsen Petersen, C. (2018). Holistisk forskningsdesign for demonstrationsskoleforsøg. In J. Bundsgaard, M. Georgsen, T. I. Hansen, C. K. Skott & S. Ting Graf (Eds.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (pp. 50-74). Aarhus Universitetsforlag.

Hansen, T. I., Bundsgaard, J., Georgsen, M., Graf, S. T. & Skott, C. K. (2018). Holistisk interventionsdesign for demonstrationsskoleforsøg. In J. Bundsgaard, M. Georgsen, S. T. Graf, T. I. Hansen & C. K. Skott (Eds.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (pp. 17-49). Aarhus Universitetsforlag.

Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I. & Skott, C. K. (Eds.) (2018). Innovativ undervisning med it: forskning i tre demonstrationsskoleforsøg II. Aarhus Universitetsforlag. Didaktiske studier Vol. 4

Langager, S., Kjeldsen, C. C. & Torre, A. (2018). Intensive læringsforløb og Lær for Livet. Ungdomsskolen, (6), 14-15.

Smith, E. & Reimer, D. (2018). Klasseledelse, uro og mobning: resultater fra TIMSS 2011. Nordic Studies in Education, 38(1), 35-51. https://doi.org/10.18261/issn.1891-5949-2018-01-04

Caeli, E. N. & Bundsgaard, J. (2018, Nov 29). Lever dit databillede op til samfundets skønhedsidealer? https://videnskab.dk/kultur-samfund/lever-dit-databillede-op-til-samfundets-skoenhedsidealer

Christensen, J. H., Wistoft, K. & Clark, A. (2018). MIT kokkeri 2.0: forskningsbaseret evaluering. DPU, Aarhus Universitet.

Stratton, L. S., Gupta, N. D., Reimer, D. & Holm, A. (2018). Modeling completion of vocational education: the role of cognitive and noncognitive skills by program type. B.E. Journal of Economic Analysis & Policy, 18(4), 1-17. Article 20170173. https://doi.org/10.1515/bejeap-2017-0173

Bundsgaard, J. (2018). Pædagogisk brug af test. Sakprosa , 10(2), 1-40. https://doi.org/10.5617/sakprosa.6007

Weber, K. E., Gold, B., Prilop, C. N. & Kleinknecht, M. (2018). Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention. Teaching and Teacher Education, 76, 39-49.

Weiss, F. & Schuller, K. (2018). Schmerzerkrankungen immer noch stark von beruflicher Tätigkeit abhängig: Analysen zur gesundheitlichen Ungleichheit bei Erwerbstätigen. Informationsdienst Soziale Indikatoren, (59), 7-12.

Kjeldsen, C. C. (2018). Se me ne vado, ci saranno problemi…: la mancanza di adesione alle offerte formative in Danimarca, in una prospettiva di capabilities. In I. D. M. Scierri, M. Bartolucci & R. Salvato (Eds.), Lettura e dispersione (pp. 155-178). Edizioni FrancoAngeli. https://www.researchgate.net/profile/Irene_Scierri/publication/325083434_Dispersione_scolastica_visioni_a_confronto_Indagine_sulla_percezione_della_dispersione_tra_studenti_insegnanti_e_genitori_delle_scuole_secondarie_umbre/links/5af576934585157136cae848/Dispersione-scolastica-visioni-a-confronto-Indagine-sulla-percezione-della-dispersione-tra-studenti-insegnanti-e-genitori-delle-scuole-secondarie-umbre.pdf

Kjeldsen, C. C., Torre, A. & Langager, S. (2018). Skolefaglige kort- og langtidseffekter af intensive læringsforløb: Egmont Fondens signaturprojekt Lær for Livet. Fagligt notat fra den kvantitative del af følgeforskning af Lær for Livet Nr. 1 . DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Notat_-_Skolefaglige_kort-_og_langtidseffekter_af_intensive_laeringsforloeb_-_DPU_2018.pdf

Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I. & Skott, C. K. (Eds.) (2018). Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I. Aarhus Universitetsforlag. Didaktiske studier Vol. 3

Reimer, D., Jensen, S. S. & Kjeldsen, C. C. (2018). Social inequality in student performance in the Nordic countries: a comparison of methodological approaches. In A. Wester (Ed.), Northern Ligths on TIMSS and PISA 2018 (pp. 31-59). Nordic Council of Ministers.

Jacob, M., Gerth, M. & Weiss, F. (2018). Student employment: social differentials and field-specific developments in higher education. Journal of Education and Work, 31(1), 87-108. https://doi.org/10.1080/13639080.2017.1395513

Qvortrup, A., Smith, E., Poulsen, E. L. & Rasmussen, F. (2018). Studiemiljø og frafald på videregående uddannelser: betydningen af undervisning, faglig identifikation og social integration. Dansk Universitetspædagogisk Tidsskrift, 13(25), 151-178. https://tidsskrift.dk/dut/article/download/97282/158920/

Bundsgaard, J. (2018). Test og måling i fagene. In T. Spanget Christensen, N. Elf, P. Hobel, A. Qvortrup & S. Troelsen (Eds.), Didaktik i udvikling (pp. 312-329). Klim.

Dohrn, S. W. & Dohn, N. B. (2018). The role of teacher questions in the chemistry classroom. Chemistry Education Research and Practice, 19(1), 352-363. https://doi.org/10.1039/C7RP00196G

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

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

Weber, K. E., Prilop, C. N., Kleinknecht, M. & Glimm, K. (2018). Video-, Text- oder Live- Coaching? Konzeption und Erprobung neuer Formate der Praktikumsbegleitung. Herausforderungen Lehrer*innenbildung, 1, 90-119.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). What impact does a field experience have on pre-service teachers' adaptive peer feedback expertise?. Abstract from EARLI SIG11 Conference 2018: Teaching and Teacher Education, Kristiansand, Norway.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). Which effect does a text- vs. video-based learning environment have on pre-service teachers' peer feedback expertise?. Abstract from ? EARLI SIG11 Conference 2018: Teaching and Teacher Education, Kristiansand, Norway.

Kristensen, R. M. (2017). A growth analysis of teacher qualifications and students' global self-esteem. Journal for Educators, Teachers and Trainers, 8(1), 181-198. http://jett.labosfor.com/index.php/jett/article/download/278/317

Ratner, H. G. & Bundsgaard, J. (2017). Big data i folkeskolerne er både nyttige og farlige. Dagbladet Information, Debat, 17 .

Kjeldsen, C. C. (2017). Capability Approach as a possible Normative Framework for the newly founded Educational Support Worker (ESW) in Vietnam: Working Paper.

Bremholm, J., Bundsgaard, J., Fougt, S. S. & Skyggebjerg, A. K. (2017). Danskfaget set gennem dets læremidler. In J. Bremholm, J. Bundsgaard, S. Skov Fougt & A. Karlskov Skyggebjerg (Eds.), Læremidlernes danskfag (pp. 7-27). Aarhus Universitetsforlag.

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Knud Holt Nielsen