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Nickelsen, N. C. M. (2018). Socio-technological imaginaries and human: robotics proximity – the case of Bestic. Paper presented at Robo-Philosophy 2018, Vienna, Austria.

Nickelsen, N. C. M. (2018). Socio-technological imaginaries, assistive robotics and transformation of care: 4S - Sydney, Track 1. Digitization of Health. Abstract from Society for Social Studies of Science (4S). Australia, Sydney, Sydney, Australia.

Tafdrup, O. A. (2018). Sociotekniske imaginationer i den digitale tidsalders uddannelsesfelt. Aarhus Universitet, DPU.

Fristrup, T. (2018). Sodavand og sexlegetøj. Gerontologi, 34(2), 27-31.

Skyggebjerg, A. K. (2018). Spejlinger af videbegær: barnets bøger. Renæssancens og Oplysningstidens litteratur for børn ville lære barnet både at forstå og begå sig i verden. Og så skulle det lege! Weekendavisen, Bøger, 14-15.

Clemensen, N. (2018). Staging an educated self: Symbolic reworkings of schooling among children in rural Zambia and central Copenhagen. Abstract from The American Anthropological Association's 117th Annual Meeting. , San José, California, United States.

Dræby, A. (2018). Stoicismen kan lære os at leve vores liv på en god og smuk måde. Kristeligt Dagblad. https://www.kristeligt-dagblad.dk/stoicismen-kan-laere-os-leve-vores-liv-paa-en-god-og-smuk-maade

Ulf, O., Kenneth, P. & Krejsler, J. B. (2018). Student centredness and learning from a perspective of history of the present. In E. Hultqvist, S. Lindblad & T. S. Popkewitz (Eds.), Educational Governance Research (pp. 185-196). Springer. https://doi.org/10.1007/978-3-319-61971-2_11

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

Juelskjær, M., Falkenberg, H. & Larsen, V. (2018). Students of reforms: Investigating and troubling the enactment of student voices in research on reform. International Journal of Qualitative Studies in Education, 31(5), 436-451. https://doi.org/10.1080/09518398.2018.1449981

Nielsen, A. M. (2018). Student teachers professional well-being and systems of reason considering relationship building in teacher education with mindful awareness. 1-4. Abstract from ECER, Bolzano, Italy. https://eera-ecer.de/ecer-programmes/conference/23/contribution/44811/

Rask, L., Hansen, M. B., Ravn, I. & Rask, A. K. (2018). Studiegrupper: Samarbejde og facilitering. (1. ed.) Hans Reitzels Forlag.

Qvortrup, A., Smith, E., Poulsen, E. L. & Rasmussen, F. (2018). Studiemiljø og frafald på videregående uddannelser: betydningen af undervisning, faglig identifikation og social integration. Dansk Universitetspædagogisk Tidsskrift, 13(25), 151-178. https://tidsskrift.dk/dut/article/download/97282/158920/

Huggler, J. (Ed.) (2018). Studier i Pædagogisk Filosofi. Studier i Pædagogisk Filosofi, 6(2). https://tidsskrift.dk/spf/issue/view/7427

Huggler, J. & Frølund, S. (Eds.) (2018). Studier i Pædagogisk Filosofi. Studier i Pædagogisk Filosofi, 7(2). https://tidsskrift.dk/spf/issue/view/8500

Hasse, C. (2018). Studying the telescopes of others: towards a postphenomenological methodology of participant observation. In J. Aagaard, J. Kyrre Berg Friis, J. Sorenson, O. Tafdrup & C. Hasse (Eds.), Postphenomenological methodologies: new ways in mediating techno-human relationships (pp. 241-259). Lexington Books.

Jensen, N. R. (2018). Styrket faglig kompetence. Dansk Pædagogisk Tidsskrift, (2), 101-102.

Herder, T., Swiecki, Z., Fougt, S., Tamborg, A. L., Allsopp, B. B., Shaffer, D. W. & Misfeldt, M. (2018). Supporting teachers intervention in students virtual collaboration using a network based model. 21-25. Paper presented at LAK '18 Proceedings of the 8th International Conference on Learning Analytics and Knowledge : Towards User-Centred Learning Analytic, Sydney, Australia. https://doi.org/10.1145/3170358.3170394

Grimm, J. A. (2018). Sur Europa. In Europa - manifest!=Europe - manifesto! ATLAS.

Larsen, S. N. (2018). Suspension og/eller skærpelse af den menneskelige dømmekraft? kritiske markeringer på tærsklen til algoritmernes tidsalder. Social Kritik:Tidsskrift for social analyse & debat, (155), 75-78.

Brandi, U. & Christensen, P. (2018). Sustainable organisational learning: a lite tool for implementing learning in enterprises. Industrial and Commercial Training, 50(6), 356-362. https://doi.org/10.1108/ICT-05-2018-0047

Schilhab, T. (2018, Jan 9). Svært for børn at oversætte fra skærm til virkelighed. https://videnskab.dk/teknologi-innovation/boern-har-svaert-at-oversaette-fra-skaerm-til-virkelighed

Erlandsen, T. (2018). Tanker der går på langfart i historien. In O. Plougmand, K. Estrup Eriksen & I. M. Bryderup (Eds.), Anbragte børns børn: beretninger og udsagn fra børn hvis far eller mor har været på døgninstitution (pp. 172-181 ). Dimon.

Wistoft, K. & Leer, J. (2018). Taste in food education: a critical review essay. Food and Foodways, 26(4), 329-349. https://doi.org/10.1080/07409710.2018.1534047

Petersen, K. B. (2018). Teacher education in post nation state era: an ecological approach? In K. Tsujino (Ed.), International Society for Teacher Education, 38th seminar in Japan: Book of Abstracts (pp. 25). http://isfte2018.juen.ac.jp/abode/50/documents/ISfTE-2018-ABSTRACTfinal.pdf

Sarauw, L. L. (2018). Teaching grey zone research? Reversed causalities of doctoral integrity training . (pp. 1).

Laursen, H. P. (2018). Tegn på sprog: tosprogede børn lærer at læse og skrive: Statusrapport 11. www.ucc.dk.

Schilhab, T. (2018, Jan 29). Teknologi skal give børn naturoplevelser i nyt forskningsprojekt. https://www.folkeskolen.dk/625087/teknologi-skal-give-boern-naturoplevelser-i-nyt-forskningsprojekt

Brodersen, M., Hansen, C. S. & Langager, S. (2018). Tema: pædagogisk fantasi. Dansk Pædagogisk Tidsskrift, (3), 2-4.

Kofoed, J. (2018). Temporal ephemerality, persistent affectivity: circulation of intimacies on Snapchat. In R. Andreassen, M. Nebeling Petersen, K. Harrison & T. Raun (Eds.), Mediated intimacies: Connectivities relationalities and proximities (pp. 117-130). Routledge.

Aarkrog, V. (2018). Teorier om læring: anvendt i erhvervsuddannelsernes didatik. Munksgaard .

Morin, A., Hamre, B. & Ydesen, C. (2018). Testing and inclusive schooling: international challenges and opportunities. Routledge.

Caeli, E. N. (2018). Test og karakterer sorterer efter en fattig farveskala – det kan gøres bedre. Jyllands-Posten, 23. http://jp.dk/d?id=10577915

Bundsgaard, J. (2018). Test og måling i fagene. In T. Spanget Christensen, N. Elf, P. Hobel, A. Qvortrup & S. Troelsen (Eds.), Didaktik i udvikling (pp. 312-329). Klim.

Ledertoug, M. M., Paarup, N., Tidmand, L., Holmgren, N. & Louise Tidmand (2018). The battle against boredom: in Schools. 1-2. Abstract from Pre-conference Positive Education, Budapest, Hungary.

Højholt, C., Juhl, P. & Kousholt, D. (2018). The collectivity of family conduct of life and parental self-understanding. In E. Eriksen Ødegaard & S. Garvis (Eds.), Nordic dialogues on children and families (pp. 13-26). Routledge.

Nissen, M. (2018). The constitution and the singular identity of the collective: who, 'we'? Subjectivity: international journal of critical psychology, 11(4), 357-377. https://doi.org/10.1057/s41286-018-0061-2

Dietz, M. (2018). The effects of role-play from a history didactical perspective. In M. Ciussi (Ed.), Proceedings of the 12th European Conference on Game-Based Learning, ECGBL 2018 (pp. 765-772). Dechema e.V..

Staunæs, D. & Hvenegaard-Lassen, K. (2018). The elephant in the prayer room: exploring the non/ephemeral effects of racialized atmospheres and mood politics.. Abstract from Race in Contemporary Denmark, Copenhagen, Denmark.

Krejsler, J. B. (2018). The ‘fear of falling behind regime’ embraces school policy: state vs federal policy struggles in California and Texas. International Journal of Qualitative Studies in Education, 31(5), 393-408. https://doi.org/10.1080/09518398.2018.1449984

Haas, C. (2018). The history-canon project as politics of identity: Renationalizing history education in Denmark. History Education Research Journal, 15(2), 180-192. https://doi.org/10.18546/HERJ.15.2.02

Jankvist, U. T., Geraniou, E. & Misfeldt, M. (2018). The KOM framework's aids and tools competency in relation to digital technologies: a networking of theories perspective. In H.-G. Weigand, A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, N. Grønbæk & J. Trgalova (Eds.), Proceedings of the fifth ERME Topic Conference (ETC 5) on Mathematics Education in the Digital Age (MEDA) (pp. 123-130). Københavns Universitet.

Søndergaard, D. M. (2018). The multible, volatile and ambiguous effects of children's and young people's digital play. In E. Sørensen (Ed.), Cultures of computer game concern: the child across families, law, science and industry (pp. 165-184). Transcript Verlag.

Thomsen, R., Hooley, T. & Sultana, R. G. (2018). The neoliberal challenge to career guidance: mobilising research, policy and practice around social justice . In T. Hooley, R. G. Sultana & R. Thomsen (Eds.), Career guidance for social justice: contesting neoliberalism (pp. 1-28). Routledge.

Broström, S., Einarsdóttir, J. & Pramling Samuelsson, I. (2018). The nordic perspective on early childhood education and care. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education (pp. 867-888). Springer. https://doi.org/10.1007/978-94-024-0927-7

Haas, C. (2018). The Olympics, footy and Aboriginal sporting heroes: Enfranchising national narratives in Australia. Historical Encounters, 5(1), 1-15. http://hej.hermes-history.net/index.php/HEJ/article/view/104/73

Brøgger, K. (2018). The performative power of (non)human agency assemblages of soft governance. International Journal of Qualitative Studies in Education, 31(5), 353-366. https://doi.org/10.1080/09518398.2018.1449985

Ugilt, R. (2018). The potentiality of apperception. Journal of Speculative Philosophy, 32(2), 304-322. https://doi.org/10.5325/jspecphil.32.2.0304

Hammershøj, L. G. (2018). The problem of cultivating the unique human capacities required in a world of rapid change. In Global Strategic Trends - The Future Starts Today Ministry of Defence, UK.

Kjær, B. (2018). The reflective methodologists: a cultural analysis of Danish pedagogues’ individualised silence and collective articulations. Outlines, 19(1), 91-113. https://tidsskrift.dk/outlines/article/download/105532/154325/

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Knud Holt Nielsen