Publications

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Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Article 152. https://doi.org/10.1007/s11218-025-10084-y

Gregersen, R. M., Nielsen, B. L. & Prilop, C. N. (2026). Noticing through pupils’ eyes: Using Generative AI-mediated feedback to enhance relational noticing. Abstract from NERA (The Nordic Educational Research Association) Conference 2026, Aarhus, Denmark.

Gregersen, R. M., Nielsen, B. L. & Prilop, C. N. (2026). Noticing through pupils’ eyes: Using GenAI-mediated feedback to enhance relational noticing. Abstract from EARLI SIG 4 & 11 conference, Helsinki, Finland.

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

Gissel, S. T. & Kjeldsen, C. C. (2026). PISA 2025: Perspektiver på danske elevers læsning. VIVE - Det Nationale Forsknings- og Analysecenter for Velfærd. https://uvm.dk/media/pdspk3ry/302388_pisa-2025_laesning_ua.pdf

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

Gajderowicz, T., Jakubowski, M., Kennedy, A. I., Kjeldsen, C. C., Patrinos, H. A. & Strietholt, R. (2026). The learning crisis: Three years after COVID-19. Learning and Instruction, 104, Article 102373. https://doi.org/10.1016/j.learninstruc.2026.102373

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).

Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. In IEA International Computer and Information Literacy Study 2023: Assessment Framework (pp. 1-20). Springer. https://doi.org/10.1007/978-3-031-61194-0_1

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.

Fougt, S., Neubert, K., Kristensen, R. M., Gabrielsson, R. H., Molbæk, L. & Kjeldsen, C. C. (2023). Danske elevers læsekompetence i 4. klasse: Resultater af PIRLS-undersøgelsen 2021. Aarhus Universitetsforlag. https://doi.org/10.2307/jj.3850481

Fels Birkelund, J., Kristian, K. & Reimer, D. (2019). The Structure, Causes, and Consequences of Tracking in the Danish Education System. Dynamics of Inequality Across the Life-course (DIAL). http://dynamicsofinequality.org/wp-content/uploads/2019/07/LIFETRACK-country-report_DK.pdf

Felby, L. C., Olsen, A., Christensen, M. M. & Thomsen, R. (2020). Karrierevejledning og karrierelæring for social retfærdighed. Aarhus Universitetsforlag. Pædagogisk Indblik No. 8 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Karrierevejledning/Forskningsoversigt_08_Karrierevejledning_og_karrierelaering_for_social_retfaerdighed.pdf

Favell, A. & Reimer, D. (2013). Winners and Losers? Citizens and Sceptics? European Integration and the Spread of Cosmopolitanism: EUCROSS First Policy Brief (www.eucross.eu). eucross.eu. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=74&Itemid=157

Favell, A., Reimer, D. & Solgaard Jensen, J. M. (2014). Transnationalism and cosmopolitanism: Europe and the global in everyday European lives. In The Europeanisation of everyday life: Cross-border practices and transnational identifications among EU and third-country citizens: final report (pp. 138-168). Università ‘G. d’Annunzio’ di Chieti-Pescara, Italy. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=87&Itemid=157

Favell, A., Solgaard Jensen, J. M. & Reimer, D. (2019). Narratives and varieties of everyday transnationalism. In Everyday Europe: social transnationalism in an unsettled continent (pp. 171-193). Policy Press.

Favell, A. & Reimer, D. (2021). European Outliers? Rethinking Europeanisation and Euroscepticism in Britain and Denmark. European Societies, 23(2), 285-307. https://doi.org/10.1080/14616696.2021.1894587

Fallesen, P., Passaretta, G. & Jensen, S. S. (2025). Union dissolution and children's educational achievement: Separating effects of school and non-school environments. European Sociological Review, 41(5), 737-754. https://doi.org/10.1093/esr/jcaf026

Fago, A., Malte, H. & Dohn, N. B. (1999). Bicarbonate binding to hemoglobin links oxygen and carbon dioxide transport in hagfish. Respiratory Physiology and Neurobiology, 115(3), 309-15.

Faddar, J. & Kjeldsen, C. C. (2022). Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue. Studies in Educational Evaluation, 75, Article 101218. https://doi.org/10.1016/j.stueduc.2022.101218

Erola, J., Reimer, D., Räsänen, P. & Kropp, K. (2015). No crisis but methodological separatism: a comparative study of Finnish and Danish methodological trends between 1990 and 2009. Sociology, 49(2), 374-394. https://doi.org/10.1177/0038038514542495

Eriksen, J., Thomsen, R. & Reimer, D. (2021). Udsyn i Udskolingen – Kvantitativ evaluering af læringsorienteret uddannelsesvejledning. https://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Kvantitativ_evaluering_af_Udsyn_i_udskolingen.pdf

Elman, C. & Weiss, F. (2014). Adult educational participation and implications for employment in the US context. In H.-P. Blossfeld, E. Kilpi-Jakonen, D. Vono de Vilhena & S. Buchholz (Eds.), Adult learning in modern societies: an international comparison from a life-course perspective (pp. 79-97). Edward Elgar Publishing.

Egloffstein, M., Groß, N., Prilop, C. N. & Mah, D. (2026). AI Integration, Professional Development, and Instructional Quality in K-12 Education. Abstract from AERA 2026, Los Angeles, United States.

Duru-Bellat, M., Kieffer, A. & Reimer, D. (2010). Les inégalités d'accès à l'enseignement supérieur: le rôle des filières et des spécialités: une comparaison entre l'Allemagne de l'ouest et la France. France. Institut National de la Statistique et des Etudes Economiques. Economie et Statistique, 433-434, 3-22.

Duru-Bellat, M., Kieffer, A. & Reimer, D. (2008). Patterns of Social Inequalities in Access to Higher Education in France and Germany. International Journal of Comparative Sociology, 49(4-5), 347-368. https://doi.org/doi:10.1177/0020715208093081

Duru-Bellat, M., Kieffer, A. & Reimer, D. (2011). Les inégalités d'accès à l'enseignement supérieur: Le rôle des filières et des specialties une comparaison entre l'allemagne de l'ouest et la France. Economie et Statistique, (433-434), 3-22.

Dorf, H., Reimer, D. & Rasmussen, J. (2012). Who becomes a teacher - and Why? Teacher recruitment in Denmark in a Nordic comparative perspective. In J. Madalinska-Michanak, H. Niemi & S. Chong (Eds.), Research, Policy, and Practice in Teacher Education in Europe (pp. 119-140). University of Lodz.

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

Dohn, N. B. (2007). Biologiekskursion - og elevers interesse og læring. Nyhedsbrev, (17), 15-18.

Dohn, N. B. (2007). Elevers interesse i naturfag - et didaktisk perspektiv. MONA: Matematik og Naturfagsdidaktik, (3), 7-24.

Dohn, N. B. (2006). Situeret interesse i biologi. In L. Bering, J. Dolin, L. B. Krogh, J. Sølberg, H. Sørensen & R. Troelsen (Eds.), Naturfagsdidaktikkens mange facetter: Proceedings fra Det 8. nordiske Forskersymposium om undervisning i naturfag (pp. 285-291). Danmarks Pædagogiske Universitetsforlag.

Dohn, N. B. & Bramsen, J. B. (2005). Isolering af humant genomisk DNA. Biofag, (4), 32-39.

Dohn, N. B. (2005). Situated interest in biology learning contexts. In C. Michelsen (Ed.), Proceedings of The First Nordic Network of Researchers in Science Communication (pp. 5-8). Faculty of Science and Engineering, University of Southern Denmark.

Dohn, N. B. & Malte, H. (1998). Volume regulation in red blood cells. In J. M. Jørgensen, J. P. Lomholt, R. E. Weber & H. Malte (Eds.), The biology of hagfish (pp. 300-306). Chapman /.

Dohn, N. B. (2008). A social constructivist perspective on situational interest in the biology classroom. Abstract from Motivation in action - The 11th International Conference on Motivation, European Association for Research on Learning and Instruction, University of Turku, Finland.

Dohn, N. B., Madsen, P. T. & Malte, H. (2009). The situational interest of undergraduate students in zoophysiology. Advances in Physiology Education, 33, 196-201. https://doi.org/10.1152/advan.00038.2009

Dohn, N. B. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.

Dohn, N. B. (2013). Upper secondary students’ situational interest: a case study of the role of a zoo visit in a biology class. International Journal of Science Education, 35(16), 2732–2751. https://doi.org/10.1080/09500693.2011.628712

Dohn, N. B. (2012). Om at måle elevers interesse: operationaliseringens svære kunst. MONA: Matematik og Naturfagsdidaktik, 2012(3), 71-73.

Dohn, N. B. (2013). Situational interest in engineering design activities. International Journal of Science Education, 35(12), 2057–2078. https://doi.org/10.1080/09500693.2012.757670

Dohn, N. B. & Dohn, N. B. (2013). Informal communicative practices in formal settings: Facebook as mediator between contexts. Ethicomp, 13, 128-134.

Dohn, N. B. (2014). Naturfagsmaraton: et (interesseskabende?) forløb i natur/teknik. MONA - Matematik- og Naturfagsdidaktik, 2014(2), 7-22.

Dohn, N. B. (2014, Sept). Motiverende og interesseskabende naturfagsundervisning. http://ntsnet.dk/blog/ntsadmin/motivation-og-interesse

Dohn, N. B. (2015). Genetikrapport - en undersøgelse af elevers genrekompetencer i biologi. In E. Krogh, T. S. Christensen & K. S. Jakobsen (Eds.), Elevskrivere i gymnasiefag (pp. 245-266). Syddansk Universitetsforlag.

Dohn, N. B. & Dohn, N. B. (2016). Using video recording glasses to get a first person perspective. In C.-K. Looi, J. Polman, U. Cress & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1159-1160). International Society of the Learning Sciences.

Dohn, N. B., Fago, A., Overgaard, J., Madsen, P. T. & Malte, H. (2016). Students' motivation toward laboratory work in physiology teaching. Advances in Physiology Education, 40(3), 313-318. https://doi.org/10.1152/advan.00029.2016

Displaying results 401 to 450 out of 691

Revised 08.10.2026

Knud Holt Nielsen