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Ratner, H. G. (2017). Datamassage: ledelsesinformationssystemers kodificering af velfærd. In A. la Cour, H. Højlund & S. Boch Waldorff (Eds.), Når teknologier holder mere end de lover: kritiske perspektiver på ledelse af velfærd (pp. 21-42). Nyt fra Samfundsvidenskaberne.

Chapman, M. & Dammeyer, J. (2017). Deaf identity matters. Paper presented at British Association of Teachers of the Deaf .

Qvortrup, A. & Wiberg, M. (Eds.) (2017). Dealing with conceptualisations of learning: learning between means and aims in theory and practice. Brill | Sense. https://doi.org/10.1007/978-94-6351-029-5

Bundsgaard, J., Buch, B. & Fougt, S. S. (2017). De anvendte læremidlers danskfag belyst kvantitativt. In J. Bremholm, J. Bundsgaard, S. Skov Fougt & A. Karlskov Skyggebjerg (Eds.), Læremidlernes danskfag (pp. 28-54). Aarhus Universitetsforlag.

Huggler, J. (2017). Democracy and formation: Friedrich Schlegel’s critique and reconstruction of the concept of ‘Republicanism’. Abstract from NERA 2017: Nordic Educational Research Association's Annual Congress, Copenhagen, Denmark.

Holm, C. (2017). Den danske frygt for konkurrence. Asterisk (magasin), (83), 2. http://www.e-pages.dk/aarhusuniversitet/1773/

Broström, S. (2017). Den didaktiske dimension i skole- og fritidspædagogik. In D. T. Gravesen (Ed.), Pædagogik i skole og fritid (pp. 78-95). Hans Reitzels Forlag.

Moos, L. (2017). Den globale uddannelsesindustri. In L. Grandjean & O. Morsing (Eds.), Uddannelse for en menneskelig fremtid: Gert Biestas pædagogiske tænkning (pp. 69-84). Klim.

Egelund, N. & Dyssegaard, C. B. (2017). Denmark. In M. L. Wehmeyer & J. R. Patton (Eds.), The Praeger international handbook of special education (Vol. 2, pp. 67-75). ABC-CLIO/Greenwood.

Mejding, J., Neubert, K. & Larsen, R. (2017). Denmark. In I. V. S. Mullis, M. O. Martin, S. Goh & C. Prendergast (Eds.), PIRLS 2016 encyclopedia: education policy and curriculum in reading TIMMS & PIRLS. http://timssandpirls.bc.edu/pirls2016/encyclopedia/

Winther-Jensen, T. & Vejleskov, H. (2017). De pædagogiske fags grundlag og anvendelse. Aarhus Universitetsforlag. Asterisk (bogserie) No. 12

Sørensen, N. U. & Nielsen, J. C. (2017). Derailed self-constructions: Marginalization and self-construction in young boys’ accounts of well-being. In C. Haywood & T. Johansson (Eds.), Marginalized masculinities: contexts, continuities and change (pp. 117-138). Routledge. https://doi.org/10.4324/9781315229300

Broström, S., Hansen, O. H. & Skriver Jensen, A. (2017). Der er værdier i danske dagtilbud. Kristeligt Dagblad, 9.

Schilhab, T. (2017). Derived embodiment in abstract language. Springer. https://doi.org/10.1007/978-3-319-56056-4

Blond, L. & Hasse, C. (2017). Designing Robots, Designing Social Practice.

Larsen, S. N. (2017). Det æstetiskes utilregnelighed: kritiske tanker om æstetikken i pædagogikken. In N. Falk Hansen (Ed.), Æstetikken tilbage til pædagogikken: på opdagelsesrejse mod ukendte mål (pp. 19-39). Dafolo.

Nielsen, C. F. (2017). Det almene myndighedsbegreb. Forskning i Pædagogers Profession og Uddannelse, 1(2), 5-21. https://tidsskrift.dk/FPPU/article/view/97702/146981

Riis Jensen, C. & Molbæk, M. (2017). Det dilemmafyldte arbejde med inkludering: indhold og håndtering. Specialpaedagogik, 37(3), 118-131.

Nissen, P. & Lemire, S. (2017). Detecting talent: a student checklist for identification of giftedness and talent. (1 ed.) https://doi.org/10.5176/2251-1814_EeL17.21

Larsen, S. N. (2017). Det er næsten for godt til at være sandt. Information, 26.

Moos, L. (2017). Det personlige lederskab er et ideologisk monster. In K. Mellon (Ed.), Den kritiske leder (pp. 131-140). Dafolo.

Langager, S. (2017). Det social- og specialpædagogiske landkort. In G. L. Rasmussen & V. Larsen (Eds.), Social- og specialpædagogik i teori og praksis (pp. 31-51). Forlaget Frydenlund.

Lagermann, L. C. (2017). Det ved vi om børn, unge og etnicitet i skolen. Dafolo. Det ved vi om...

Wahl, C., Belle, G., Clemmensen, A. L. & Ringtved, U. L. (2017). Developing a learning analytics tool. Poster session presented at LASI Nordic, Bergen, Norway.

Lieberoth, A. & Hanghøj, T. (2017). Developing professional "game teacher" repertoires: describing participants and measuring effects in a Danish college course on game based learning. In M. Pivic & J. Grundler (Eds.), Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017 (pp. 377-386). Academic Conferences and Publishing International Limited.

Wahlgren, B. & Aarkrog, V. (2017). Developing schemas for assessing social competences among unskilled young people. International Journal for Research in Vocational Education and Training, 4(1), 47-68. https://doi.org/10.13152/IJRVET.4.1.3

Ringtved, U. L., Wahl, C., Belle, G. & Clemmensen, A. L. (2017). Development of students learning capabilities and professional capabilities.

Egelund, N. (2017). Diagnoser afgør hvilke elever, der får støtte. Asterisk (magasin), (83), 32-33. http://edu.au.dk/fileadmin/edu/Asterisk/83/Asterisk-83-s32-33.pdf

Skovlund, H. (2017). Diagnoser og stigma i den inkluderende folkeskole: en socialfænomenologisk indfaldsvinkel til en uforløst debat. Specialpaedagogik, 37(2), 2-22.

Hammershøj, L. G. (2017). Diagnosis of the times. In R. Poli (Ed.), Handbook of anticipation: theoretical and applied aspects of the use of future in decision making (pp. 1-20). Springer. https://doi.org/10.1007/978-3-319-31737-3_64-1

Højholt, C. & Kousholt, D. (2017). Dialectic and conflicts: researching school as conflictual social practice. Paper presented at International Society for Theoretical Psychology, ISTP, Tokyo, 2017: 'The Ethos of Theorizing', Tokyo, Japan.

Laursen, P. F. (2017). Dialog: realistiske ambitioner for folkeskolen. Hans Reitzels Forlag.

Broström, S. (2017). Didaktik for skolepædagoger: pædagoger i skolen. Hans Reitzels Forlag.

Laursen, P. F. & Kristensen, H. J. (Eds.) (2017). Didaktikhåndbogen. Hans Reitzels Forlag.

Broström, S. (2017). Didaktik, leg og læring. In T. Ritchie & D. Tofteng (Eds.), Didaktik for pædagoger (pp. 38-54). Billesø & Balzers Forlag.

Iskov, T. (2017). Didaktisk intentionalitet: mod en udvidelse af den analytiske didaktik mellem policy og praksis. DPU, Aarhus Universitet.

Dannesboe, K. I., Bach, D. & Kjær, B. (2017). Different forms of concerted cultivation: the case of Denmark. Paper presented at ECER 2017, Copenhagen, Denmark.

Nickelsen, N. C. M. (2017). Different modes of engagement: the sensibilities of feeding assistive robotics. Paper presented at EASST/4S Conference, Boston, Mass., Massachusetts, United States.

Bundsgaard, J. (2017). Digital dannelse. Aarhus Universitetsforlag. Pædagogisk Rækkevidde

Andresen, B. B. (2017). Digital indsatsteori: følgeforskning i tilknytning til eSkolerMidt-projektet. Slutrapport. Det Nationale Videncenter for e-læring.

Andresen, B. B. (2017). Digitaliseringsindsats på ungdomsuddannelser: følgeforskning i tilknytning til eSkolerMidt-projektet. Tredje delrapport. Det Nationale Videncenter for e-læring. http://avendoc.ventures.dk/default_adv.asp?bURL=V&Rediger=5&Skole=adv&MaterialeID=st7d55636f0403bc2c421eaf7067980426&reloaded=1

Wistoft, K. & Qvortrup, L. (2017). Dimensions of taste qualifying didactic reflections on home economics education. Abstract from ARAHE, Tokyo, Japan.

Beedholm, K., Hamre, B. & Frederiksen, K. (2017). Diskursanalyse. In S. Glasdam, G. Riis Hansen & S. Pjengaard (Eds.), Bachelorprojekter indenfor det pædagogiske område: indblik i videnskabelige metoder (pp. 100-117). Hans Reitzels Forlag.

Andresen, B. B. (2017). Disruptive educational environments: what guides teachers? In L. Uden, D. Liberona & Y. Liu (Eds.), Learning Technology for Education Challenges - 6th International Workshop, LTEC 2017, Proceedings: 6th International workshop, LTEC 2017, Beijing, China, August 21–24, 2017, Proceedings (pp. 49-58). Springer. https://doi.org/10.1007/978-3-319-62743-4

Ahl, L. M., Aguilar, M. S. & Jankvist, U. T. (2017). Distance mathematics education as a means for tackling impulse control disorder: the case of a young convict. For the Learning of Mathematics, 37(3), 27-32. https://flm-journal.org/Articles/326364FA26089AB11276230C3E2E1.pdf

Balaban, C. (2017). Doctoral education in the 'knowledge economy': actors, processes and discursive constructions. DPU, Aarhus Universitet.

Neugebauer, M. & Weiss, F. (2017). Does a bachelor’s degree pay off? labor market outcomes of academic versus vocational education after Bologna. Freie Universität Berlin, School of Business and Economics. http://edocs.fu-berlin.de/docs/receive/FUDOCS_document_000000026838

Jensen, B., Jensen, P. & Rasmussen, A. W. (2017). Does Professional Development of Preschool Teachers Improve Children’s Socio-Emotional Outcomes? Labour Economics, 45, 26-39. https://doi.org/10.1016/j.labeco.2016.11.004

Jensen, B., Brøns, D. & Kjær Olsen, A. (2017). Dygtige børn har brug for dygtige voksne. Politiken, kroniken, 5-6.

Ejersbo, L. R. (2017, May). Dyskalkuli og matematikvanskeligheder: hvad er forskellen? https://www.folkeskolen.dk/608119/dyskalkuli-og-matematikvanskeligheder--hvad-er-forskellen

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