Publications

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Petersen, M. R. & Dohn, N. B. (2017). Interest and emotions in science education. In A. Bellocchi, C. Quigley & K. Otrel-Cass (Eds.), Exploring emotions aesthetics and wellbeing in science education research (pp. 187-202). Springer.

Pedersen, M. K., Svenningsen, A., Dohn, N. B., Lieberoth, A. & Sherson, J. (2016). DiffGame: Game-based mathematics learning for physics. Procedia - Social and Behavioral Sciences, 228, 316-322. https://doi.org/10.1016/j.sbspro.2016.07.047

Olsen, A., Reimer, D., Sortkær, B. & Thomsen, R. (2020). COVID-19 og 3.g’ernes planer efter gymnasiet. Aarhus Universitet, DPU.

Neugebauer, M., Reimer, D., Schindler, S. & Stocké, V. (2013). Inequality in transitions to secondary school and tertiary education in Germany. In M. Jackson (Ed.), Determined to succeed? : performance, choice and education (pp. 56-88). Stanford University Press. http://www.sup.org/book.cgi?id=18623

Neugebauer, M. & Weiss, F. (2017). Does a bachelor’s degree pay off? labor market outcomes of academic versus vocational education after Bologna. Freie Universität Berlin, School of Business and Economics. http://edocs.fu-berlin.de/docs/receive/FUDOCS_document_000000026838

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

Müller, W., Pollak, R., Reimer, D. & Schindler, S. (2017). Hochschulbildung und soziale Ungleichheit. In R. Becker (Ed.), Lehrbuch der Bildungssoziologie (3. überarbeitete und erweiterte Auflage ed., pp. 309-358). Springer VS. https://doi.org/10.1007/978-3-658-15272-7

Mørck, L. L., Johannsen, C., Kristensen, K. B., Andreasen, D. R. & Kjeldsen, C. C. (2015). Lokale partnerskaber for udsatte unge: på tværs af produktionsskole, virksomheder og civilsamfund. (1. ed.) KULT - Konsortiet for forskning i Ungdomsliv, Læreprocesser og Transition, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. https://doi.org/10.7146/aul.23.21

Molbæk, M. & Kristensen, R. M. (2019). Triangulation with video observation when studying teachers’ practice. Qualitative Research Journal, 20(1), 152-162. https://doi.org/10.1108/QRJ-07-2019-0053

Michel-Schertges, D., Kjeldsen, C. C. & Jensen, N. R. (2011). Trends in the Danish Institutional Development: Changing Paths in the Educational Structure: Educational mapping with an emphasis on educational practices for adolescents in the transition between compulsory education and labour market. In Educational, vocational and policy landscapes in Europe : An institutional mapping (pp. 218-236). WorkAble project. http://workable-eu.org/images/stories/publications/deliverable_3_1_papers_on_institutional_mapping_workable.pdf

Michel-Schertges, D., Kjeldsen, C. C. & Jensen, N. R. (2019). EducOpera: Project Implementation in Denmark: Opera and Rap-Music Education: Raising Awareness and Reducing Early School Leaving. In M. Bartolucci (Ed.), EducOpera: An Education to Opera as a Method of Reducing Early School Leaving (pp. 73-85). Opéra de Massy.

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/

Lorenz, R., Endberg, M. & Bundsgaard, J. (2016). Länderportrait Dänemark: Medienbildung im Schulsystem und in der Lehrerausbildung sowie die Darstellung schulischer Good-Practice-Beispiele. In W. Bos, R. Lorenz, M. Endberg, B. Eickelmann, R. Kammerl & S. Welling (Eds.), Schule digital – der Länderindikator 2016: Kompetenzen von Lehrpersonen der Sekundarstufe I im Umgang mit digitalen Medien im Bundesländervergleich (pp. 264–289). Waxmann Verlag.

Lindenskov, L., Rasmussen, J. & Hetmar, V., (2012). Implementering af forsøg med tolærerordning (13. april 2012)

Laursen, P. F., Rasmussen, J., Kruse, S., Bruun, T. H. & Thingholm, H. B. (2009). Ekspert i undervisning: Rapport over første år i et forsknings- og udviklingsarbejde vedrørende samspillet mellem teori og praksis i læreruddannelsen. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Laursen, P. F., Rasmussen, J., Brodersen, M. & Hedegaard Bruun, T. (2010). Ekspert i undervisning: rapport over andet år i et forsknings- og udviklingsarbejde vedrørende samspillet mellem teori og praksis i læreruddannelsen. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet. http://ekspertiundervisning.dk/images/stories/Ekspert%20i%20Undervisning_finito.pdf

Laursen, P. F. & Rasmussen, J. (2014). Professioner. In H. Dorf & J. Rasmussen (Eds.), Pædagogisk sociologi (1. ed., pp. 63-79). Hans Reitzels Forlag.

Larsen, M. S., Jensen, B., Holm, A., Berliner, P., Ploug, N., Olsen, A. B., Sommersel, H. B., Grosen Pedersen, A., Müller Kristensen, R. & Tiftikci, N. (2011). Programmer for 0-6 årige med forældreinvolvering i dagtilbud: en forskningskortlægning. Clearinghouse-forskningsserien, 2011(8), 1-144. http://www.dpu.dk/fileadmin/www.dpu.dk/danskclearinghouseforuddannelsesforskning/udgivelser/Programmer_for_0-6aarige_med_foraeldreinvolvering_i_dagtilbud.pdf

Larsen, M. S., Olsen, A. B., Berliner, P., Sommersel, H. B., Pedersen, A. G., Holm, A., Jensen, B., Kristensen, R., Ploug, N. & Tiftikci, N. (2011). Programmer for 0-6 årige med forældreinvolvering i dagtilbud: en forskningskortlægning. VIDA-projektet. VIDA-forskningsserien Vol. 2011 No. 02 http://www.dpu.dk/fileadmin/www.dpu.dk/forskning/forskningsprogrammer/organisationoglaering/forskningsprojekter/vida/VIDA-forskningskortlaegning.pdf

Larsen, M. S., Larsen, M., Kristensen, R. & Kornbeck, K. P. (2012). A Research Mapping of Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be done at Universities to Prevent or Reduce it? Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet. Clearinghouse Forskningsserien Vol. 2012 No. 12 http://edu.au.dk/forskning/omraader/danskclearinghouseforuddannelsesforskning/udgivelser/

Larsen, M. S., Kornbeck, K. P., Kristensen, R., Larsen, M. R. & Sommersel, H. B. (2013). Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? Danish Clearinghouse for educational research. Clearinghouse-forskningsserien No. 15

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

Langager, S., Torre, A., Christrup Kjeldsen, C. & Frørup, A. K. (2019). Lær for livet: de deltagende børn og deres trivselsmæssige udvikling. Aarhus Universitetsforlag. Empirisk skole- og dagtilbudsforskning NCS No. 6 https://unipress.dk/media/16889/9788772190662_ncs6-laer-for-livet.pdf

Langager, S., Frørup, A. K., Torre, A. & Hald, C. L. (2021). Overgange – anbragte unges veje fra skole til uddannelse. DPU, Aarhus Universitet. Publikationer fra følgeforskning af læringsprogrammet Lær for livet No. 6 https://edu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Ebog_-_Laer_for_Livet_rapport_6.pdf

Labuz, N., Bundsgaard, J., Kjertmann, K. & Jensen, A. S. (2012). Rapport fra projektet ”At skrive sig til læsning”. Institut for Uddannelse og Pædagogik, Aarhus Universitet.

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

Kristensen, R. M. (2017). Teachers and teacher personality: secondary growth curve analyses of effects of teachers’ personality traits and education on students’ behaviour and self-esteem. DPU, Aarhus Universitet.

Kristensen, R. M. (2019). Spørgeskemaundersøgelser: og andre kvantitative data i aktionsforskning. In M. Sunesen (Ed.), Aktionsforskning: indefra og udefra (pp. 107-118). Dafolo.

Kristensen, R. M. (2020). Denmark. In D. L. Kelly, V. Centurino, M. O. Martin & I. V. S. Mullis (Eds.), TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science Boston College, Department of Economics, Chestnut Hill MA 02467. https://timssandpirls.bc.edu/timss2019/encyclopedia/denmark.html

Kristensen, R. M., Tonnesen, P. B., Lindenskov, L. B. & Weng, P. (2020). TMTM2014-konsolidering. Århus Universitet.

Kristensen, R. M. (2021). Personlighedspsykologi og lærerprofession. In K. Kragh Blume Dahl (Ed.), Professionspsykologi (pp. 59-80). Aarhus Universitetsforlag.

Kristensen, R. M., Dadaczynski, K., Okan, O. & Simovska, V. (2024). Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Education Journal, 83(1), 14-28. https://doi.org/10.1177/00178969231211853

Kristensen, R. M. & Rolfe, V. (2024). Content Coverage: Development Over Time and Correlation with Achievement. In N. Teig, T. Nilsen & K. Yang Hansen (Eds.), Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (pp. 57-153). Springer Nature. https://doi.org/10.1007/978-3-031-49580-9_4

Kristen, C., Reimer, D. & Kogan, I. (2008). Higher Education Entry of Turkish Immigrant Youth in Germany. International Journal of Comparative Sociology, 49(2-3), 127-151. https://doi.org/doi:10.1177/0020715208088909

Kølsen, C., Hansen, T. I. & Bundsgaard, J. (2014). Metoderapport i relation til baseline for demonstrationsskoleforsøg. Læremiddel.dk.

Klein, M. & Weiss, F. (2011). Is forcing them worth the effort? Benefits of mandatory internships for graduates from diverse family backgrounds at labour market entry. Studies in Higher Education, 36(8), 969-987. https://doi.org/10.1080/03075079.2010.487936

Kjeldsen, C. C. & Kjeldsen, M. B. (2010). When family becomes the job: fostering practice in Denmark. Adoption & Fostering, 34(1), 52-64. https://doi.org/10.1177/030857591003400106

Kjeldsen, C. C. & Jensen, H. I. (2010). Capability Approach: en ny tilgang til ligeværd og ”det gode liv”. http://www.ligevaerd.dk/media/2194/2010-02-10%20www.udgave%20til%20website.pdf

Kjeldsen, C. C. & Ley, T. (2011). Making capabilities work in empirical case studies: a crossnational perspective on the transition from school to work (Germany - Denmark). Pictures, Video and sound recordings (digital), University of Bielefeld. http://www.workable-eu.org/publications?id=94

Kjeldsen, C. C. & Bonvin, J.-M. (2010). Epistemological considerations. (pp. 3-11). WorkAble project. http://www.workable-eu.org/images/stories/publications/2._Working_Papers_on_the_website_2.pdf

Kjeldsen, C. C., Ley, T., Jensen, N. R. & Otto, H.-U. (2012). A Comparative Comment on the Case Studies. Social Work & Society, 10(1). http://Nbn-resolving.de/urn:nbn:de:hbz:464-sws-164

Kjeldsen, C. C. & Bonvin, J.-M. (2012). The Capability Approach, Education and the Labour Market. In Making Capabilities Work: Vulnerable young people (pp. 17-32). European Commission: European research area. http://workable-eu.org/images/stories/publications/6_7_textbook_oct_2012.pdf

Kjeldsen, C. C. & Jensen, N. R. (2013). Basale kapabiliteter ved bosteder for udviklingshæmmede: et livskvalitetsperspektiv. In S. Langager (Ed.), Perspektiver på pædagogisk faglighed i botilbud for voksne med udviklingshæmning: en KvaliKombo antologi (pp. 127-142). Institut for Uddannelse og Pædagogik, Aarhus Universitet.

Kjeldsen, C. C. (2010). Lærerpositionen i skolefeltet: Om danske lærere og lærerstuderendes baggrund, interesseorienteringer og strategier set med Pierre Bourdieus perspektiver. Books on Demand. http://www.bod.dk/index.php?id=465&objk_id=458738

Kjeldsen, C. C. (2014). Capabilities and Special Needs: An Educational Foundation. Verlag Dr. Kovač. Sozialpaedagogik in Forschung und Praxis Vol. 31 http://www.verlagdrkovac.de/978-3-8300-7782-4.htm

Kjeldsen, C. C. & Jensen, N. R. (2014). Danish report on the socio-economic political context. In SocIEtY: Social Innovation - Empowering the Young for the common good : Socio-econemic political context. Deliverable 3.2: Report on the common framework: Youth policies in European countries and their potential for social innovation (Vol. Work package 3, pp. 298-323). University of Bielefeld. http://www.society-youth.eu/images/media/wp_3_2_final_report.pdf

Kjeldsen, C. C. (2015). For reasons other than ´What’s in it for me?´: volunteering as citizens´ interests: a perspective from the capability approach . In Voluntary work and youth unemployment: contributions from the Conference on VERSO (pp. 65-97). Department of Education, Aarhus University. http://edu.au.dk/fileadmin/edu/Cursiv/Cursiv_15_www.pdf

Kjeldsen, C. C. (2016). Ulighed blandt substantielle friheder. In N. Rosendal Jensen & H. Dorf (Eds.), Studier i pædagogisk sociologi (pp. 433-460). Aarhus Universitetsforlag.

Kjeldsen, C. C. & Ley, T. (2015). Capabilities for education, work and voice: a concluding remark. In H.-U. Otto (Ed.), Facing trajectories from school to work: towards a capability-friendly youth policy in Europe (pp. 329-346). Springer Science+Business Media.

Kjeldsen, C. C. & Bonvin, J.-M. (2015). The capability approach, education and the labour market. In H.-U. Otto (Ed.), Facing trajectories from school to work: Towards a capability-friendly Youth Policy in Europe (pp. 19-34). Springer Science+Business Media.

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Revised 08.05.2023

Knud Holt Nielsen