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Knudsen, L. E. D. (2020). Den didaktiske kiasme: om modsætninger, der jager hinanden i åben skole. In L. E. D. Knudsen, L. L. Jensen, A. V. Thomsen & M. Fredslund (Eds.), Åben Skole (pp. 183-209). Syddansk Universitetsforlag.

Wistoft, K., Clark, A. & Christensen, J. H. (2020). Den magiske madkasse: forskningsbaseret evaluering. Aarhus Universitet. https://www.edutainmenthuset.dk/media/0rlapiwt/forskningsbaseret-evaluering-den-magiske-madkasse.pdf

Moos, L. (2020). Denmark: Contracts in Danish Educational Goverance. In H. Ärlestig & O. Johansson (Eds.), Educational Authorities and the Schools: Organisation and Impact in 20 States (pp. 19 - 36). Springer.

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

Moos, L. (2020). Denmark: Contracts in Danish Educational Governance. In Educational Governance Research (pp. 19-36). Springer. https://doi.org/10.1007/978-3-030-38759-4_2

Moos, L. (2020). Denmark Report: Educational Leadersahip Between Two Discourse. In L. Moos, N. Alfirevic, J. Pavicic, A. Koren & L. N. Cacicija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 59-71). Palgrave Macmillan.

Gulløv, E. & Skreland, L. (2020). Den tabuiserede skamudøvelse. Dansk Pædagogisk Tidsskrift, 2020(3), 50-68. https://dpt.dk/temanumre/2020-3/den-tabuiserede-skamudoevelse/

Pio, F. (2020). Den transnationale uddannelsesrevolutions opløsning af pædagogikkens egenart: Om OECDs hvidvask af pædagogikkens begreber om: professionalitet, læring, autenticitet og dannelse . Studier i Pædagogisk Filosofi, 8(2), 58-79. https://tidsskrift.dk/spf/article/view/110906/168543

Hyldgaard, K. (2020). Den utidige kedsomhed: Et essay om et motiv hos Heidegger og i psykoanalysen. Studier i Pædagogisk Filosofi, 9(1), 15-26. Article 2. https://tidsskrift.dk/spf/issue/view/9646

Waleng, S. & Nissen, M. (2020). Der Sinn der Sache? eine immanente Kritik der pragmatischen Umgangs mit Motivation. In N. Dietrich, T. Dohmen, T. Huber, T. Manderbach, D. Schnur, D. Serko, S. Trautner & E. Wengemuth (Eds.), Forum Kritische Psychologie Spezial – »ask them why«: Ausgewählte Beiträge der Ferienuni Kritische Psychologie 2018 (pp. 83-101). Argument.

Thestrup, K. (2020). Designing for Global Play: Experimenting communities and open labs in a global perspective. 1-5. Abstract from BIN Norden 2021, Billund og København + Online, Denmark.

Hijkoop, V., Bekker, T., Skovbjerg, H. M., Lieberoth, A. & Jørgensen, H. H. (2020). Designing playful, tangible self-report tools to give the child a voice. In IDC '20: Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts (pp. 344-349). Association for Computing Machinery. https://doi.org/10.1145/3397617.3397839

Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2020). Det digitale instinkt: Gymnasieelevers digitale praksis. Læring og medier (LOM), 13(23). https://doi.org/10.7146/lom.v13i23.121737

Hansen, H. R. & Kjær, B. (2020). Det er ikke mangel på farlig leg, der skaber mistrivsel, Claus Holm. Berlingske Tidende, Article e7b89017.

Christensen, T. W. (2020). ’Det er lettere at ringe, når man ved, hvem folk er’ – netværk som kommunal strategi: En case-informeret prototype for samarbejde og samskabelse . Lederliv. https://www.lederliv.dk/artikel/%E2%80%99det-er-lettere-ringe-n%C3%A5r-man-ved-hvem-folk-er%E2%80%99-%E2%80%93-netv%C3%A6rk-som-kommunal-strategi

Mønsted, P. (2020). Det er, som om man er med i bogen: når elever sanser litterære steder. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aul.409

Laursen, P. F. (2020). Det går nogenlunde som det plejer. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 22. årg.(1), 6-13.

Kjær, B., Bach, D., Dannesboe, K. I. & Kryger, N. (2020). Det ikke-parate barn: når risiko-, optimerings-, og diagnosetænkning mødes. In A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (Eds.), Parate børn: forestillinger og praksis i mødet mellem familie og daginstitution (pp. 66-95). Frydenlund Academic.

Rosendal Bang, L. (2020). Det' lig'som teksten sådan bølger: Forfatterskolens æstetiske og undersøgende tekstlæsninger som inspiration til gymnasiets klassesamtaler om litteratur . Passage, 35(3), 15-33. https://tidsskrift.dk/passage/article/view/123627

Sørensen, A. E. (2020). Det offentlige lønhierarki: En arv fra tjenestemandsreformen af 1969. Historisk Tidsskrift, 2020(1), 113-145. http://www.dendanskehistoriskeforening.dk/index.php/abonnement/kob-enkelte-artikler/product/view/30/502

Nordentoft, H. M. & Møller, K. L. (2020). ”Det opleves mere personligt”: Screencast i peerfeedback. Abstract from Underviseren i centrum, Vejle, Denmark.

Frandsen, H. V. (2020). Det pædagogiske paradoks – mellem Delfi og Sinai. Studier i Pædagogisk Filosofi, 8, 2019(2), 44-57. https://doi.org/10.7146/spf.v8i2.110883

Ahrenkiel, A., Eilenberg, L. & Holm, L. (2020). Det upåagtede børnesprog. En kvantitativ og kvalitativ analyse og diskussion af peer talk i en daginstitution. Viden om Literacy, 28, 6-12. https://www.videnomlaesning.dk/media/3630/28_lars-holm_laura-oe-eilenberg_annegrethe-ahrenkiel.pdf

Mariager-Anderson, K. (2020). De unges tvivl skal normaliseres og legaliseres. VejlederForum Magasinet. https://www.vejlederforum.dk/page1390.aspx?recordid1390=1802

Gregersen, R. M. & Baccaglini-Frank, A. (2020). Developing an analytical tool of the processes of justificational mediation. 451-458. Abstract from Mathematics Education in the Digital Age , Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Jankvist, U. T., Clark, K. & Mosvold, R. (2020). Developing mathematical knowledge for teaching teachers: Potentials of history of mathematics in teacher educator training. Journal of Mathematics Teacher Education, 23(3), 311-332. https://doi.org/10.1007/s10857-018-09424-x

Dovigo, F. (2020). Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education. In F. Dovigo, D. Rodriguez-Gomez & J. Gairin (Eds.), The Social Dimension of Higher Education in Europe: Issues, Strategies and Good Practices for Inclusion (pp. 183-212). Brill | Sense.

Wahlgren, B. (2020). Developing Teaching and Learning in Higher Education Experiences from Danish Universities. In N. V. Varghese & S. Mandal (Eds.), Teaching Learning and New Technologies in Higher Education (pp. 41-54). Springer. https://doi.org/10.1007/978-981-15-4847-5_4

Morote, R., Anyan, F., Las Hayas, C., Gabrielli, S., Zwiefka, A., Gudmundsdottir, D. G., Ledertoug, M. M., Olafsdottir, A. S., Izco-Basurko, I., Fullaondo, A., Mazur, I., Królicka-Deregowska, A., Knoop, H. H., Hjemdal, O. & The UPRIGHT consortium (2020). Development and validation of the theory-driven School Resilience Scale for Adults: Preliminary results. Children and Youth Services Review, 119, Article 105589. https://doi.org/10.1016/j.childyouth.2020.105589

Makransky, G., Wandall, J., Madsen, S. R., Hood, M. & Creed, P. (2020). Development and Validation of the UiL-Scales for Measurement of Development in Life Skills—A Test Battery of Non-Cognitive Skills for Danish School Children. Scandinavian Journal of Educational Research, 64(4), 612-627. https://doi.org/10.1080/00313831.2019.1595716

Larsen, S. N. (2020, Jan). Dialectics on Wheels - The Racing Bike 'Read' and Experienced as a Vivid Invitation to Both Incarnation and Extension. Parole Publishing. https://www.parole.cc/none/dialektik-pa-hjul-racercyklen-laest-og-oplevet-som-en-levende-invitation-til-bade-inkarnation-og-ekstension/

Juelskjær, M., Plauborg, H. & Adrian, S. W. (2020). Dialogues on agential realism: engaging in worldings through research practice. Routledge.

Wistoft, K. (2020). Didactics of Danish Children's Cookbooks – a Historical Review. Abstract from International Federation for Home Economics World Congress, Atlanta, Georgia, United States.

Laursen, P. F., Hedegaard-Sørensen, L. & Frederiksen, M. (2020). Didaktiske dilemmaer: Håndtering af undervisningens praksis. Hans Reitzels Forlag.

Laursen, P. F. (2020). Didaktiske revolutioner: undervisningens historie. Hans Reitzels Forlag.

Lindenskov, L. B. (2020). Didaktisk model for matematikundervisning og demokrati. In C. Haas & C. Matthiesen (Eds.), Fagdidaktik og demokrati (pp. 29-50). Samfundslitteratur.

Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2020). Digitale kompetencer: Kernefaglighed og digital faglighed. In L. Lund & L. C. Felby (Eds.), Nye kompetencer i gymnasiet: Innovative, digitale, globale og karrierekompetencer (pp. 75-98). Frydenlund Academic.

Tannert, M. & Berthelsen, U. D. (2020). Digitale læremidler i danskfaget. Aarhus Universitetsforlag. Pædagogisk Indblik No. 4 https://dpu.au.dk/viden/paedagogiskindblik/digitale-laeremidler-i-danskfaget/

Lieberoth, A. (2020). Digital Nadver og digitalt nærvær? mediepsykologiske perspektiver på sociale relationer i en skærmtid. Abstract from Nadver, nærvær og medialitet, Aarhus, Denmark.

Thestrup, K. (2020). Digitalt og eksperimenterende pædagoger. In D. Cecchin & V. Sieling (Eds.), Pædagogers kompetencer: mellem etik, dannelse, relationer og metodologi (pp. 342 - 358). Akademisk Forlag.

Fristrup, T. & Justesen , S. (2020, Jul 30). Din alder er ikke afgørende. Landsforeningen Aeldre Sagen. Ældre Sagen No. August 2020

Stilling Olesen, J., Nielsen, J. C. & Søndergaard, D. M. (2020). Disassembling and Reassembling a Sports Talent. Culture Unbound: Journal of Current Cultural Research, 12(2), 311-331. Article 5. https://doi.org/10.3384/cu.2000.1525.20200526a

Sortkær, B. & Petersen, B. V. (2020). Disciplinering i skolen - elevernes perspektiver. Paideia: tidsskrift for professionel pædagogisk praksis, (19), 42-52. https://tidsskrift.dk/Paideia/article/view/125474/172180

Paulsen, J. M. & Moos, L. (2020). Discourses of School Leadership Traveling Across North European School Systems. In L. Moos, N. Alfirevic, J. Pavicic, A. Koren & L. N. Cacija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 155-166). Palgrave Macmillan.

Moos, L. (2020). Discourses on Governance of the Teaching Profession. Studia Paedagogica, 25(2), 11-22. https://doi.org/10.5817/SP2020-2-1

Wright, H. R. & Høyen, M. (2020). Discourses we live by: narratives of educational and social endeavour. Open Book Publishers. https://doi.org/10.11647/OBP.0203

Moos, L. (2020). Discussion: The Space for Manoeuvre Between Autonomy and Autocracy. In L. Moos, N. Alfierevic, J. Pavicic, A. Koren & L. N. Cacija (Eds.), Educational Leadership, Improvement and Change: Discourse and Systems in Europe (pp. 167-184). Palgrave Macmillan.

Petersen, K. B. (Ed.) (2020). Diverse Aspects on Education: Perspectives from the World. Journal of the International Society for Teacher Education Vol. 24 No. 2

Dovigo, F. (2020). Diversity, Access, and Success in Higher Education: A Transnational Overview. In F. Dovigo, D. Rodriguez-Gomez & J. Gairin (Eds.), The Social Dimension of Higher Education in Europe: Issues, Strategies and Good Practices for Inclusion (pp. 29-59). Brill | Sense.

Jensen, N. R. & Bryld, C. (2020). DKP 100 år: 6 nedslag i partiets historie. Danmarks kommunistiske parti.

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