All publications

Search for publications in the Aarhus University joint research portal

Ravn, I. (2019). Penge som tryllestøv: Hvordan banker skaber penge og blæser finansbobler op. Gode Penge.

Staunæs, D., Brøgger, K. & Krejsler, J. B. (Eds.) (2019). Performative approaches to education reforms: exploring intended and unintended effects of reforms morphing as they move. Routledge.

Wistoft, K., Nielsen, M. K. & Dyg, P. M. (2019). Perspectives from the Danish school garden movement: - with outdoor taste education as an example. Paper presented at Children and Nature, Oakland, California, United States.

Sorenson, J., Zawieska, K., Vermeulen, B., Madsen, S. D., Trentemøller, S., Pyka, A., Bulgheroni, M., Richardson, K. & Hasse, C. (2019). Perspectives on Robots. REELER.

Caeli, E. N. (2019, Jan 18). Peter Naurs datalogitanker er blevet uhyggeligt aktuelle. Teknologiens Mediehus. https://www.version2.dk/blog/peter-naurs-datalogitanker-blevet-uhyggeligt-aktuelle-1087179

Egelund, N. (2019). PISA (Programme for International Student Assessment). In Leksikon for det 21. århundrede www.leksikon.org. https://www.leksikon.org/art.php?n=4938

Ladefoged, L. (2019). Policy, regler og vedtagelser for den inkluderende skole. In K. E. Petersen & J. H. Hansen (Eds.), Inklusion og eksklusion: en grundbog (pp. 75-88). Hans Reitzels Forlag. https://www.statsbiblioteket.dk/au/#/search?query=recordID:"sb_6407398"

Larsen, P. (2019). Politik er til kamp og forhandling – ikke bare til faktatjek. Dagbladet Information.

Hasse, C. (2019). Posthuman learning: AI from novice to expert? AI & Society, 34(2), 355-364. https://doi.org/10.1007/s00146-018-0854-4

Moos, L. (2019). Postludium: før den forlængede spilletid. In L. Moos (Ed.), Glidninger: 'usynlige' forandringer inden for pædagogik og uddannelser (pp. 202-222). Aarhus Universitet, DPU. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Glidninger.pdf

Moos, L. (2019). Præludium: opkridtning ad banen. In L. Moos (Ed.), Glidninger: 'usynlige' forandringer inden for pædagogik og uddannelser (pp. 7-39). Aarhus Universitet, DPU. https://doi.org/10.7146/aul.312.211

Elkjær, B. (2019). Pragmatisme: læring som kreativ fantasi. In K. Illeris (Ed.), 15 aktuelle læringsteorier (pp. 69-90). Samfundslitteratur. https://www.statsbiblioteket.dk/au/?locale=da#/search?query=recordID:"sb_6420386"

Laursen, P. F. (2019). Praksischokket må forebygges på arbejdspladserne. Schultz Essens, (3).

Aarkrog, V. (2019). Praksisrelatering i erhvervsuddannelserne. EMU Danmarks Undervisningsportal.

Bagga-Gupta, S., Golden, A., Holm, L., Laursen, H. P. & Pitkänen-Huhta, A. (2019). Preface. In Educational Linguistics (Vol. 39, pp. v-vi)

Jensen, N. R. (2019). Preschool Institutions in Socially Deprived Residential Areas: Social Pedagogical Development in Working with Socially Vulnerable Children and Families. Öesterreichisches Jahrbuch für Soziale Arbeit, 1, 180-198. https://doi.org/10.30424/OEJS1901180

Rentzou, K., Slutsky, R., Tuul, M., Gol-Guven, M., Kragh-Müller, G., Fenu Foerch, D. & Paz-Albo, J. (2019). Preschool Teachers' Conceptualizations and Uses of Play Across Eight Countries. Early Childhood Education Journal, 47(1), 1-14. https://doi.org/10.1007/s10643-018-0910-1

Larsen, S. N. (2019). Prisværdig opbyggelig, men unødig servil og uudfoldet": Helle Merete Nordentoft, Helle Hvass, Kristina Mariager-Anderson, Søren Smedegaard Bengtsen, Anne Smedegaard, Sarah Damgaard Warrer: "Kollektiv Akademisk Vejledning. Fra forskning til praksis" (Aarhus Universitetsforlag 2019) til Dansk pædagogisk Tidsskrift. Dansk Pædagogisk Tidsskrift, (3), 94-95.

Barbin, E., Jankvist, U. T., Kjeldsen, T. H. & Tzanakis, C. (Eds.) (2019). Proceedings of the Eighth European Summer University on History and Epistemology in Mathematics Education ESU 8. OsloMet - storbyuniversitetet.

Jankvist, U. T., Van den Heuvel-Panhuizen, M. & Veldhuis, M. (Eds.) (2019). Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf

Ratner, H. G. & Ruppert, E. (2019). Producing and Projecting Data: Aesthetic practices of government data portals. Big Data & Society, 6(2), 1-16. https://doi.org/10.1177/2053951719853316

Dahl, K. K. B. (2019). Professional Development Lost in Translation? ‘Organising Themes’ in Danish Teacher Education and how it influences Student-Teachers’ Stories in Professional Learning Communities. Research in Comparative and International Education, 14(3), 357-375. https://doi.org/10.1177/1745499919865141

Lindenskov, L. B., Weng, P. & Maguire, T. (2019). Professional Development of Adult Numeracy Teachers: What Form Does It Take? . In Adult Learning Mathematics – A Research Forum : Celebrating 25 years: A lot done, a lot more yet to do (pp. 331-341). Adults Learning Mathematics - A Research Forum. http://alm-online.net/alm-publications/25th-year-celebratory-volume/

Dahl, K. K. B. (2019). Professionspsykologi - med personen i centrum. Paper presented at Lunch Talks, DPU, Aarhus, Denmark.

Qvortrup, L. (2019). Provision of school data and research based teacher professional development: does It work? Data- and research-informed development of schools in the Danish “Program for Learning Leadership” . Education Sciences, 9(2), Article 92. https://doi.org/10.3390/educsci9020092

Søndergaard, D. M. (2019). Psychology, Ethics, and New Materialist Thinking - Using a Study of Sexualized Digital Practices as an Example. Human Arenas, 2(4), 483-498. https://doi.org/10.1007/s42087-019-00064-y

Bramming, P., Elkjær, B. & Jacobsen, S. (2019). Quality assurance and the organizational becoming of university education. Paper presented at Organizational Learning and Knowledge Capabilities (OLKC), Brighton, United Kingdom.

Nielsen, G. B. (2019). Radically democratising education? New student movements, equality and engagement in common, yet plural, worlds. Research in Education, 103(1), 85-100. https://doi.org/10.1177/0034523719842605

Hedegaard-Sørensen, L. & Ulvseth, H. (2019). Ræk ud efter elevernes lyst til at lære: Et nyt empirisk forskningsprojekt gør op med årtiers fokus på test og målinger og lytter til dem, det egentlig drejer sig om: Børnene. Og det ser ud til at give både faglige og sociale gevinster. Asterisk (magasin), 90(Juni), 30-32. https://dpu.au.dk/aktuelt/asterisk/magasinetasteriskarkiv/asterisk-90/

Fougt, S., Misfeldt, M. & Shaffer, D. W. (2019). Realistic Authenticity. Journal of Interactive Learning Research, 30(4), 477-504. https://www.learntechlib.org/primary/p/184664/.

Laursen, H. P., Pitkänen-Huhta, A., Holm, L., Golden, A. & Bagga-Gupta, S. (Eds.) (2019). Reconceptualizing Connections between Language, Literacy and Learning. Springer. Educational Linguistics Vol. 39 https://doi.org/10.1007/978-3-030-26994-4

Padovan-Özdemir, M. & Hansen, C. S. (2019). Redaktionel indledning. Dansk Pædagogisk Tidsskrift, (3), 2-5.

Jensen, N. R. (2019). Redaktionelt forord: Tidsskrift for socialpædagogik. Tidsskrift for Socialpædagogik, 21(2), 1-3.

Stovgaard, M. (2019). Reflecting on Integration Approaches: A Mixed Methods Study of Students’ Goal Orientations and Targeted Teaching in School . Abstract from Mixed Methods Research Conference , Trinidad, Trinidad and Tobago.

Kabel, K. & Svarstad, L. K. (2019). Refleksiv literacy og interkulturalitet i L1 og L2. In A. S. Gregersen (Ed.), Sprogfag i forandring 2: pædagogik og praksis (3 ed., pp. 35-54). Samfundslitteratur.

Dannesboe, K. I. & Kjær, B. (2019). Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context. International Studies in Sociology of Education, 28(2), 168-185. https://doi.org/10.1080/09620214.2018.1552179

Maksimovic, T. & Nordentoft, H. M. (2019). Reflexivity and social justice: Career guidance and counselling in a Serbian context. In T. Hooley, R. Sultana & R. Thomsen (Eds.), Career Guidance for Emancipation: Reclaiming Justice for the Multitude Routledge.

Larsen, S. N. (2019). Reformgrundlag kritiseres for løse påstande og misinformation: Dobbeltanmeldelse af Keld Skovmand: I bund og grund - reformer uden fundament? & Folkeskolen - efter læringsmålstyringen? Information, Sektion 2 (Moderne Tider), 26-27.

Nordin, L. L., Jourdan, D. & Simovska, V. (2019). (Re)framing school as a setting for promoting health and wellbeing: A double translation process. Critical Public Health, 29(3), 325-336. https://doi.org/10.1080/09581596.2018.1449944

Søndergaard, D. M. (2019). Reimagining school bullying: Discussing the analytical implications of socio-cultural understandings of school bullying. 1-12. Paper presented at World Anti-Bullying Forum 2019, Dublin, Ireland.

Nielsen, A. M. & Petersen, F. F. (2019). Relational Awareness in Pedagogy and Education: psychological processes and dynamics in moments of ‘hesitation’ in intersubjective encounters . Abstract from International Society for Theoretical Psychology (ISTP), Copenhagen 2019, Copenhagen, Denmark.

Bellibaş, M. Ş. & Gümüs, S. (2019). Relationship between Principals' Professional Development and Their Learning Centered Leadership Practices. Abstract from ECER 2019: European Conference of Educational Research, Hamburg, Germany.

Wieser, C. (2019). Reliable knowledge on teaching and the knowledge that reachers rely on: Some remarks on evidence as research knowledge and how it can support expertise development. Paper presented at ECER 2019, Hamburg, Germany.

Jensen, N. R. (2019). Religion. Uddannelseshistorie: årbog fra Selskabet for dansk Skolehistorie, 2019, 214-216.

Nissen, M. (2019). Remembering, Rewriting, Rearticulating, Resituating Motivation. Annual Review of Critical Psychology, 16, 468-502. https://thediscourseunit.files.wordpress.com/2019/12/0468.pdf

Holm, C. (2019). Replik fra Claus Holm: DPU har styrket forskningen i skolefagene. Folkeskolen. https://www.folkeskolen.dk/659804/replik-fra-claus-holm-dpu-har-styrket-forskningen-i-skolefagene

Larson, A., Milana, M., Klatt, G., Klempova, M., Knipprath, H., Rasmussen, P., Studena, I., Taru, M. & Vatrella, S. (2019). Report on the use of PIAAC in informing policy in selected countries: Deliverable D3.3. Horizon 2020.

Hooley, T., Sultana, R. G. & Thomsen, R. (2019). Representing problems, imagining solutions: emancipatory career guidance for the multitude . In T. Hooley, R. G. Sultana & R. Thomsen (Eds.), Career guidance for emancipation: reclaiming justice for the multitude (pp. 1-14). Routledge.

Dahl, K. K. B. (2019). Research approaches to teacher education: Spring Symposium, Danish School of Education. Aarhus University, Campus Aarhus, May, 29. 2019.. Poster session presented at Forårssymposium på DPU, Aarhus, Denmark.

Sarauw, L. L., Degn, L. & Ørberg, J. W. (2019). Researcher development through doctoral training in research integrity. International Journal for Academic Development, 24(2), 178-191. https://doi.org/10.1080/1360144X.2019.1595626

Displaying results 5001 to 5050 out of 18642

101

Revised 26.09.2022

Knud Holt Nielsen