Publications

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Jensen, S. S., Kühhirt, M. & Weiss, F. (2022). The effect of parental job-loss and unemployment on primary school children’s wellbeing in Denmark. Abstract from Spring Meeting of the ISA RC28 2022 "Social Stratification and Social Policy for a Post-Covid19 World", London, United Kingdom.

Jensen, S. S. & Reimer, D. (2022). The Effect of Classroom Disciplinary Climate on Academic Achievement and Its Varying Effect across Socioeconomic Status. SocArXiv. https://doi.org/10.31235/osf.io/rngj9

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental Job-Loss, Intra-Generational Social Mobility and Children’s Schooling in Denmark. Paper presented at European Conference on Educational Research, Yerevan, Armenia.

Jensen, S. S., Weiss, F. & Lindemann, K. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark. Paper presented at Transition in Youth: Education and Institutional Quality, Napoli, Italy.

Jensen, S. S., Lindemann, K. & Weiss, F. (2024). Parental job loss and the role of unemployment duration and income changes for children's education. European Sociological Review, 40(6), 933-949. https://doi.org/10.1093/esr/jcad068

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark . Abstract from 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Denmark.

Jensen, N. R., Kjeldsen, C. C. & Sandager, J. (2023). WP1 Country Report Denmark: Context Analysis of Gender Equality in Politics.

Jensen, S. S. (2023). The timing of parental unemployment and children's academic achievement. Advances in Life Course Research, 57, Article 100557. https://doi.org/10.1016/j.alcr.2023.100557

Jacob, M. & Reimer, D. (2011). Differentiation in higher education and its consequences for social inequality. Equalsoc Policy Brief 9. http://www.equalsoc.org/uploaded_files/regular/EqualsocPolicybriefNo9.pdf

Jacob, M. & Weiss, F. (2011). Class origin and young adults' re-enrollment. Research in Social Stratification and Mobility, 29(4), 415-426. https://doi.org/10.1016/j.rssm.2011.02.004

Jacob, M. & Weiss, F. (2010). From higher education to work patterns of labor market entry in Germany and the US. Higher Education, 60(5), 529-542. https://doi.org/10.1007/s10734-010-9313-y

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

Jacob, M., Gerth, M. & Weiss, F. (2020). Social Inequalities in Student Employment and the Local Labour Market. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 72(01), 55-80. https://doi.org/10.1007/s11577-020-00661-8

Hoya, F., Weber, K. E., Prilop, C. N. & Mah, D.-K. (2024). Die Einstellung von Primarschulstudierenden gegenüber Künstlicher Intelligenz in Deutschland und Österreich. Abstract from TAGUNG DER DGFE-KOMMISSION
GRUNDSCHULFORSCHUNG UND PÄDAGOGIK
DER PRIMARSTUFE IN SAARBRÜCKEN, Saarbruecken, Saarland, Germany.

Holstein, A., Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2021). Innovative approaches for teacher professional development: Examples of blended, video- and coaching-based professional development programs in Germany. In T. Ehmke & C. K. J. Lee (Eds.), Quality in Teacher Education and Professional Development: Issues and Prospects in Chinese and German Systems (pp. 83-93). Routledge.

Holstein, A., Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2021). The promise and pitfalls of a blended, video- and coaching-based professional development program in Germany. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 953). Association for the Advancement of Computing in Education.

Holstein, A., Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2022). Analyzing pre- and in-service teachers‘ feedback practice with microteaching videos. Teaching and Teacher Education, 117, 1-12. Article 103817. https://doi.org/10.1016/j.tate.2022.103817

Holstein, A., Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2023). Videobasierte Intervention zur Förderung der Professionellen Wahrnehmung von Feedback angehender Lehrkräfte. Abstract from GEBF 2023, Essen, Germany.

Holstein, A., Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2023). Video-based intervention to foster pre-service teachers’ professional vision of feedback. Abstract from 20th Biennial EARLI Conference - "Education as a Hope in Uncertain Times", Thessaloniki, Greece.

Holstein, A., Prilop, C. N., Kleinknecht, M. & Weber, K. E. (2021). Innovative approaches for teacher professional development: Examples of blended, video- and coaching-based professional development programmes in Germany. In Quality in Teacher Education and Professional Development: Chinese and German Perspectives (pp. 83-93). Taylor and Francis Group. https://doi.org/10.4324/9781003197973-6

Holm, C., Rasmussen, J. & Kruse, S. (2007). Viden om uddannelse: Uddannelsesforskning, pædagogik og pædagogisk praksis. (1 ed.) Hans Reitzels Forlag.

Holm, A., Jæger, M. M., Karlson, K. B. & Reimer, D. (2013). Incomplete equalization: the effect of tracking in secondary education on educational inequality. Social Science Research, 42(6), 1431-1442. https://doi.org/10.1016/j.ssresearch.2013.06.001

Holm, C. & Rasmussen, J. (2015). Skolereformen kræver mindst ti års fokuseret indsats. Folkeskolen, 132(10), 20-21. https://www.folkeskolen.dk/563899/skolereformen-kraever-mindst-ti-aars-fokuseret-indsats

Holm, C. & Kjeldsen, C. C. (2024). DPU-leder og lektor bag TIMSS: Matematikangst spænder ben for mange pigers uddannelsesvalg. Skolemonitor. https://skolemonitor.dk/debat/art10193102/Matematikangst-sp%C3%A6nder-ben-for-mange-pigers-uddannelsesvalg

Højgaard, T., Bundsgaard, J., Sølberg, J. & Elmose, S. (2010). Kompetencemål i praksis: foranalysen bag projektet KOMPIS. MONA: Matematik og Naturfagsdidaktik, (3), 7-29.

Helding Vembye, M. & Weiss, F. (2021). The Effects of Co-teaching on Student Achievement: a Meta-Analysis and Systematic Review. Abstract from Meeting on Quantitative Educational Research in Denmark, Stouby, Denmark.

Helding Vembye, M., Weiss, F. & Bhat, B. H. (2024). The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. Review of Educational Research, 94(3), 376-422. https://doi.org/10.3102/00346543231186588

Hansen, T. I. & Bundsgaard, J. (2013). Kvaliteter ved digitale læremidler og ved pædagogiske praksisser med digitale læremidler: forskningsbaseret bidrag til anbefalinger, pejlermærker og kriterier i forbindelse med udmøntning af midler til indkøb af digitale læremidler . Ministeriet for Børn og Undervisning. http://uvm.dk/Uddannelser-og-dagtilbud/Folkeskolen/I-fokus/Oeget-anvendelse-af-it-i-folkeskolen/Evaluering-af-effekten-af-digitale-laeremidler

Hansen, T. I. & Bundsgaard, J. (2013). Design for baseline & evalueringer samt teoretisk framework & forandringsteori for demonstrationsskoleforsøg. http://auuc.demonstrationsskoler.dk/

Hansen, T. I. & Bundsgaard, J. (2016). Effektmåling af demonstrationsskoleforsøg: afrapportering af kvantitative undersøgelser på tværs af de tre demonstrationsskoleprojekter i AUUC-konsortiet. Læremiddel.dk.

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.

Hansen, R. R., Prilop, C. N. & Nielsen, T. A. (2024). AI-prompted peer feedback: Can an AI feedback coach enhance peer feedback quality?. Poster session presented at JURE 2024, Sevilla, Spain.

Hansen, R. R., Hougaard, R. F., Nielsen, T. A., Lindberg, A. B., Møller, K. L. & Prilop, C. N. (2024). The effects of AI feedback coaching on peer feedback composition, quality, and experience. https://www.uia.no/english/about-uia/faculty/humanities-and-education/events/course-conference-seminar/abstracts_udforsk_ai_24.pdf

Hansen, R. R., Hougaard, R. F., Møller, K. L., Lindberg, A. B., Nielsen, T. A. & Prilop, C. N. (2025). The effects of an AI feedback coach on students’ peer feedback quality, composition, and feedback experience. Læring og Medier, 17(31), 1-31. https://doi.org/10.7146/lom.v17i31.148831

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

Hanghøj, T., Fougt, S., Bundsgaard, J., Bundsgaard, J., Lorentzen, R. F., Brahe-Orlandi, R., Molbæk, L. & Rørbech, H. (2022). Scenariedidaktik i dansk: et overblik. In Håndbog i scenariedidaktik (pp. 63-80). Aarhus Universitetsforlag.

Hald, C. L., Weiss, F. & Jensen, S. S. (2022). The Role of Ethnic Minority Status and Social Origins in the Assessment of Students by Teachers. Paper presented at European Conference on Educational Research, Yerevan, Armenia.

Hald, C. L., Weiss, F. & Jensen, S. S. (2023). The Role of Ethnic Minority Status and Social Origins for Teacher´s Track Recommendations After Secondary School in Denmark. Abstract from Council for European Studies, Reykjavik, Iceland.

Hald, C. L. (2024). It is even more painful when you can’t do anything: Excavating the details of how schoolteachers negotiate challenging situations related to ethnic minority students. In N. Hammarén, B. Ivemark & L. Stretmo (Eds.), Migrant Youth, Schooling and Identity: Perspectives and Experiences from Northern Europe (pp. 79-94). Springer. https://doi.org/10.1007/978-3-031-63345-4_6

Hald, C. L., Weiss, F. & Jensen, S. S. (2023). The Role of Ethnic Minority Status and Social Origins on Student Assessment and Track Recommendations in Denmark. Abstract from
European Consortium for Sociological Research, Prague, Czech Republic.

Grønhøj, E. O. & Andersen, I. G. (2022). Why do so few woman aspire for a technology career? Investigating the relationships between students’ attitudes, competence beliefs and career aspirations in eight countries. Paper presented at American Education Research Association, California, United States.

Gold, B., Müller, M., Weber, K. E. & Prilop, C. N. (2024). Characteristics and Validation of Video-Based Standardized Instruments Measuring Professional Vision: A Closer Look at the Predictive Validity of Different Task Formats. In A. Gegenfurtner & R. Stahnke (Eds.), Teacher Professional Vision: Theoretical and Methodological Advances, Volume 1 (Vol. 1, pp. 89-108). Routledge. https://doi.org/10.4324/9781003370901-10

Gerick, J., Tulowitzki, P., Eickelmann, B., Bundsgaard, J., Annemann, C. & Menge, C. (2024). School Management Activities in a Digital Age: An International Comparison Based on ICILS 2018. Research in Educational Administration and Leadership, 9(4), 659-695. https://doi.org/10.30828/real.1485901

Frørup, A. K., Hald, C. H. L. & Langager, S. (2020). Lær for livet: learning camp modellen, mentorordningen og brobygningsindsatserne. DPU, Aarhus Universitet. Publikationer fra følgeforskning af læringsprogrammet Lær for livet No. 5 https://projekter.au.dk/fileadmin/projekter/Laer_for_livet/Laer_for_Livet_-_rapport_5_2020.pdf

Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. In J. Fraillon & M. Rožman (Eds.), Assessment Framework: International Computer and Information Literacy Study 2023 (pp. 1-24). The International Association for the Evaluation of Educational Achievement (IEA).

Fougt, S. S., Novovic, T. & Bundsgaard, J. (2014). Subvision: kompetenceudvikling i praksisfællesskaber. In B. Bro, V. Boelt & M. Jørgensen (Eds.), Vejledning: teori og praksis (Vol. Aarhus, pp. 211-229). Kvan. http://www.kvan.dk/index.php?id=106&categories_id%5B0%5D=2&products_id=87&tx_multishop_pi1%5Bpage_section%5D=products_detail

Fougt, S. S. & Bundsgaard, J. (2015). Interaktive assistenter i praksis. Læremiddeldidaktik, 2015(7), 61-85. http://laeremiddel.dk/wp-content/uploads/2015/03/Tidsskrift_071.pdf

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (Eds.) (2022). Håndbog i scenariedidaktik. Aarhus Universitetsforlag. Didaktiske studier

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik på tværs af roller, ting, tid og rum. In Håndbog i scenariedidaktik (pp. 43-62). Aarhus Universitetsforlag.

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Revised 08.05.2023

Knud Holt Nielsen