Find

For students
For PhD's
For employees

Danish School of Education

Publications

Sort by: Date | Author | Title

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.

Prilop, C. N., Schwedler-Diesener, A., Holstein, A., Bussmann, A. & Kleinknecht, M. (2023). Video-based training of the core practice providing-feedback-in-student-work-phases – Evaluation of a flipped classroom design. In M. Ahlers, M. Besser, P. Kuhl & C. Herzog (Eds.), Digitales Lehren und Lernen im Fachunterricht: Aktuelle Entwicklungen, Gegenstände und Prozesse (pp. 184-204). Beltz Juventa Verlag. https://content-select.com/de/portal/media/download_oa/9783779970934/?client_id=406

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.

Weber, K. E., Neuber, K. & Prilop, C. N. (2023). Videobasierte Reflexion von klassenführungsspezifischen Ereignissen - Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden? Zeitschrift für Erziehungswissenschaft, 26(5), 1235-1257. https://doi.org/10.1007/s11618-023-01195-3

Weber, K. E. & Prilop, C. N. (2023). Videobasiertes Training kollegialen Feedbacks in der Lehrkräftebildung. In Spezifische Aspekte von Trainings pädagogischer Kompetenzen in Abgrenzung zu anderen Lehr-Lern-Situationen in der Lehrkräftebildung (pp. 132-139). Digitale Bibliothek Universität Rostock. https://doi.org/10.18453/rosdok_id00003771

Weber, K. E. & Prilop, C. N. (2023). Welche Rolle spielen Wissen, Selbstwirksamkeit und die professionelle Wahrnehmung von Klassenführung für die Qualität von Peer-Feedback bei Lehramtsstudierenden?. Abstract from AEPF 2023 - Schule und Lehrkräfte.Bildung neu denken, Potsdam, Germany.

Prilop, C. N., Weber, K. E. & Neuber, K. (2023). Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden für die videobasierte professionelle Wahrnehmung von Klassenführung?. Abstract from PAEPS 2023 - 19. Fachgruppentagung
Pädagogische Psychologie, Kiel, Germany.

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

Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582. https://doi.org/10.1080/09500693.2022.2087008

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

Smith, E. (2022). Bagud i fritiden. Weekendavisen. https://www.weekendavisen.dk/2022-37/ideer/bagud-i-fritiden

Christensen, J. H. & Wistoft, K. (2022). Children’s cookbooks – learning by using recipes, cooking experiments and taste competence. Health Education Journal, 81(4), 375-386. https://doi.org/10.1177/00178969221082387

Bang, J. C., Bundsgaard, J. & Lindø, A. V. (2022). Climate change and new life conditions imply transformation of our cultural orders: A Dialectical Eco-linguistic contribution to an eco-civilized development. Ecolinguística: Revista brasileira de ecologia e linguagem (ECO-REBEL), 8(1), 4-18. https://periodicos.unb.br/index.php/erbel

Carlsen, H. B. & Ralund, S. (2022). Computational grounded theory revisited: From computer-led to computer-assisted text analysis. Big Data and Society, 9(1). https://doi.org/10.1177/20539517221080146

Smith, E. & Andersen, I. G. (2022). Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students? Socius, 8. https://doi.org/10.1177/23780231221105378

Smith, E. (2022). Drengene på bageste række. Weekendavisen. https://www.weekendavisen.dk/samfund/drengene-paa-bageste-raekke?gaa_at=eafs&gaa_n=ASWzDAjrrZQqJG9vNUnwboXfBYFyGgZRVtDxIU8gsPB2XApjniVXizWnzOvqAhVsrdY%3D&gaa_ts=68d50cf3&gaa_sig=bZHV61RKvgb4YG891FypAdxhTzzbydoVsLJb-kMA5vznxPq1D_lwfTwUgfs8LOuE33-7HbGo7bTq8H2vKk6wTA%3D%3D

Wistoft, K. & Christensen, J. H. (2022). Du bliver ikke, hvad du måler! Skolemonitor. https://skolemonitor.dk/debat/art9022776/Du-bliver-ikke-hvad-du-m%C3%A5ler

Pilgaard, M., Basballe, D. A., Buus, L., Nørgård, R. T., Kjeldsen, C. C., Madsen, S. R. & Hjorth, M. (2022). Educational makerspaces in Danish primary and lower-secondary schools: Preliminary insights from an ongoing evaluation of 17 municipalities makerspace initiatives. In Proceedings of 6th FabLearn Europe / MakeEd Conference 2022 Article 16 Association for Computing Machinery. https://doi.org/10.1145/3535227.3535243

Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract from EARLI SIG 11 conference, Oldenburg, Germany.

Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract from EARLI SIG 1 und SIG 4 conference, Cadiz, Spain.

Damsboe-Svendsen, M., Karpantschof, B. M., Stovgaard, M., Christensen, J. H. & Frøst, M. B. (2022). Effects on skills and knowledge of a sensory teaching program for culinary students. International Journal of Food Design, 7(2), 119-141. https://doi.org/10.1386/ijfd_00041_1

Prilop, C. N. & Weber, K. E. (2022). Effekte von personalisiertem vs. standardisiertem ExpertInnenfeedback auf die professionelle Wahrnehmung von Klassenführung und die Feedback-Wahrnehmung von Lehramtsstudierenden. Abstract from GEBF conference, Bamberg, Germany.

Prilop, C. N. (2022). Elaborate vs. concise expert feedback: How do they affect pre-service teachers’ professional vision of classroom management and feedback perceptions?. Abstract from 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Denmark.

Thrane, C. & Christensen, J. H. (2022). En effektfuldhedsundersøgelse med elevperspektiver i praksis: Fagligt samspil mellem dansk og kemi i stx-gymnasiet . In J. Højgaard Christensen & L. Qvortrup (Eds.), Effektfuldhed og kausalitet i pædagogisk forskning og praksis (pp. 179-216). Aarhus Universitetsforlag.

Christensen, J. H. (2022). Enhancing Mixed Methods pragmatism with systems theory: Perspectives from educational research . Systems Research and Behavioral Science, 39(1), 104-115. https://doi.org/10.1002/sres.2751

Christensen, J. H. & Wistoft, K. (2022). Food Diversity in Home Economics Education. Paper presented at International Federation for Home Economics World Congress, Atlanta, Georgia, United States.

Smith, E. (2022). Forsker: Derfor sakker mange drenge bagud i skolen. Politiken. https://politiken.dk/debat/debatindlaeg/art8986961/Derfor-sakker-mange-drenge-bagud-i-skolen

Reimer, D. & Andersen, I. G. (2022). Frafald på de videregående uddannelser: aktuel forskning og nye perspektiver. In D. Reimer & I. G. Andersen (Eds.), Frafald fra de videregående uddannelser : forklaringer, mekanismer og løsninger (pp. 7-21). Aalborg Universitetsforlag.

Smith, E. & Reimer, D. (2022). Frafaldsintentioner og betydningen af identifikation, integration og self-concept. In D. Reimer & I. G. Andersen (Eds.), Frafald fra de videregående uddannelser : forklaringer, mekanismer og løsninger (pp. 89-111). Aalborg Universitetsforlag.

Sortkær, B. & Reimer, D. (2022). Gender differences in students’ perceptions of teacher and peer feedback in mathematics: lessons from Denmark. Oxford Review of Education, 48(2), 184-200. https://doi.org/10.1080/03054985.2021.1948396

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

Christensen, J. H. & Qvortrup, L. (2022). Hvorfor har vi brug for at genbeskrive begreberne kausalitet og effekt? In J. Højgaard Christensen & L. Qvortrup (Eds.), Kausalitet og effektfuldhed i pædagogisk forskning og praksis (pp. 7-14). Aarhus Universitetsforlag.

Christensen, J. H. (2022). Iagttagelse af tegn på læring via Mixed Methods: en tilgang for undersøgelse af effektfuldhed. In J. Højgaard Christensen & L. Qvortrup (Eds.), Effektfuldhed og kausalitet i pædagogisk forskning og praksis (pp. 141-178). Aarhus Universitetsforlag.

Ralund, S. (2022). Individualiserede netværk og frafald. In Frafald på de videregående uddannelser: forklaringer, mekanismer og løsninger (pp. 191-205). Aalborg Universitetsforlag.

Dohn, N. B., Madsen, S. R., Møller, K. L., Sølvberg, J. & Thomsen, M. B. (Eds.) (2022). Interlab: 11 pædagogiske formater. DPU - Danmarks Institut for Pædagogik og Uddannelse.

Christensen, J. H., Bundsgaard, J., Kjeldsen, C. C. & Pettersson, M. (2022). It i skolen under coronapandemien: Sammenfatning af ICILS Teacher Panel-undersøgelsen 2020. Aarhus Universitetsforlag. https://unipress.dk/media/18876/it-i-skolen-under-corona_resultater.pdf

Christensen, J. H. & Qvortrup, L. (Eds.) (2022). Kausalitet og effektfuldhed i pædagogisk forskning og praksis. Aarhus Universitetsforlag.

Rasmussen, J., Rasch-Christensen, A. & Qvortrup, L. (2022). Knowledge or competencies? A controversial question in contemporary curriculum debates . European Educational Research Journal, 21(6), 1009-1022. https://doi.org/10.1177/14749041211023338

Wistoft, K., Qvortrup, L. & Christensen, J. H. (2022). Konsekvenserne af de coronabetingede skolenedlukninger i 2020 og 2021 for elever, lærere, forældre og skoler. Abstract from Dansk Sociologikongres 2022, København NV, Denmark.

Wistoft, K., Thorborg, M. M. R., Christensen, J. H., Pless, M., Frerks, C. G., Carlsen, H. B., Vial, M., Damsgaard, C. & Tønneskov, S. (2022). Madmæssig mangfoldighed i Madkundskab. (1 ed.) Smag for Livet.

Caeli, E. N. & Bundsgaard, J. (2022, May 27). Manglen på kvindelige it-folk starter i folkeskolen. Teknologiens Mediehus. https://www.version2.dk/holdning/manglen-paa-kvindelige-it-folk-starter-i-folkeskolen

Ralund, S., Carlsen, H. B., Klemmensen, R. & Lassen, D. D. (2022). Measurement error and model instability in automated text analysis: the case of topic models.

Christensen, J. H., Bundsgaard, J., Kjeldsen, C. C. & Pettersson, M. (2022). Nyt studie om coronas indvirkning på skolen er tankevækkende og bemærkelsesværdigt. Skolemonitor. https://skolemonitor.dk/debat/art8619302/Nyt-studie-om-coronas-indvirkning-p%C3%A5-skolen-er-tankev%C3%A6kkende-og-bem%C3%A6rkelsesv%C3%A6rdigt

Prilop, C. N. & Schwedler-Diesner, A. (2022, Nov). Open Educational Ressource: Videobasierte Professionalisierung. Ein Flipped Classroom Seminar in der Lehrer:innenbildung. https://www.twillo.de/oer/web/suche/?search=%22Videobasierte+Professionalisierung.+Ein+Flipped+Classroom+Seminar+in+der+Lehrer%3Ainnenbildung%22

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. (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.

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

Bundsgaard, J., Bremholm, J. & Kabel, K. (2022). Sådan udvikler børn sig skriftsprogligt. Sprog & Samfund, 40(2), 18-19. https://www.modersmaalselskabet.dk/udgivelser/sprog-samfund/

Bundsgaard, J., Fougt, S., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik: en introduktion. In Håndbog i scenariedidaktik (pp. 16-42). Aarhus Universitetsforlag.

Displaying results 101 to 150 out of 734

3

Revised 08.05.2023

-

Knud Holt Nielsen