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Lindenskov, L. B. (2022). Problemløsning i samarbejde - samarbejde i problemløsning. In "Når jeg hjælper andre, kan jeg bedre forstå det selv" : om undersøgende samtaler i makkerpar (pp. 73-84). Københavns Professionshøjskole. https://sykl.kp.dk/wp-content/uploads/2022/11/SYKL_Antologi_webudgave.pdf

Jankvist, U. T., Elicer, R., Clark-Wilson, A., Weigand, H.-G. & Thomsen, M. (Eds.) (2022). Proceedings of the 15th International Conference on Technology in Mathematics Teaching: Making and strengthening “connections and connectivity” for teaching mathematics with technology. Aarhus University. https://doi.org/10.7146/aul.452

Fristrup, T., Kristiansen, E. & Sonne, L. (2022). Processes of Inclusion and Exclusion in Volunteerism: Introducing the Concept of Learning Volunteerism. In T. Fristrup (Ed.), Nordic Figurations of Volunteering (pp. 35-56). Article 2 Jamtli Forlag.

Ahl, L. M., Aguilar, M. S., Jankvist, U. T., Misfeldt, M. & Prytz, J. (2022). Professional development as a means for implementing mathematics education innovations: results from a systematic review. In L. Mattsson, J. Häggström, M. Carlsen, C. Kilhamn, H. Palmér, M. Perez & K. Pettersson (Eds.), The relation between mathematics education research and teachers’ professional development. Proceedings of MADIF13 (pp. 57-67) http://matematikdidaktik.org/wp-content/uploads/2022/07/MADIF13_final.pdf

Petersen, F. F. (2022). Professionel egenomsorg: Trivsel, nærvær og relationer i daginstitutioner. Århus Universitet.

Bjerre, J. (2022). Profession, professionalisering og professionssociologi. In J. Bjerre & P. Fibæk Laursen (Eds.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2 ed., pp. 467-486). Hans Reitzels Forlag.

Tamborg, A. L., Elicer, R. & Spikol, D. (2022). Programming and computational thinking in mathematics education: An integration towards AI awareness. KI - Kunstliche Intelligenz, 36(1), 73-81. https://doi.org/10.1007/s13218-021-00753-3

Bach, D. (2022). Psykiatriseringen af forældres syn på deres børns udvikling. Kognition og Pædagogik, 124(Marts 2022), 18-28.

Larson, A. & Cort, P. S. (2022). Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education, 41(1), 91-106. https://doi.org/10.1080/02601370.2022.2030422

Niss, M. & Jankvist, U. T. (2022). Ræsonnementskompetence. NCUM|Nationalt Center for Udvikling af Matematikundervisning.

Bjerre, J. & Breining, A. M. B. (2022). Rammeskift og repositionering: Hvordan påvirker COVID-19-lockdown læreres syn på skole-hjem-samarbejdet? . Studier i læreruddannelse og -profession, 7(2), 77-101. https://doi.org/10.7146/lup.v7i2.132895

Larsen, S. N. (2022). RATIONALESAMMENSTØD: En oversigt over de rationaler, der er i på spil, når der udføres et feltarbejde i en 'virksomhed'. Pictures, Video and sound recordings (digital)

Ahl, L. M., Aguilar, M. S., Misfeldt, M., Koichu, B. & Jankvist, U. T. (2022). Recent discussions on implementation research at CERME12. Implementation and Replication Studies in Mathematics Education, 2(1), 1-19. https://doi.org/10.1163/26670127-02012015

Skovlund, H. & Larsen, N. L. (2022). Recidivism into Criminal Gangs as a Problem of Social Identity: Some Applications from the Perspective of Pragmatism. The British Journal of Social Work, 52(4), 2217-2233. https://doi.org/10.1093/bjsw/bcab183

Knudsen, H. (2022). Reformkommissionens forslag kan accelerere præstationsræset blandt unge. Politiken, Sektion 2 (Kultur), 5. https://politiken.dk/debat/debatindlaeg/art8729836/Forslag-fra-reformkommission-kan-accelerere-pr%C3%A6stationsr%C3%A6set-blandt-de-unge

Wright, S., Gulløv, E. & Gilliam, L. (2022). Regeringen tager fejl: etårige kandidatuddannelser er en utrolig dårlig ide: Den gør os kun dummere. Politiken. https://politiken.dk/del/369TC3AA2f-A

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: brøker, decimaltal og procent. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: negative tal, potenser og pi, store og små tal. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: ligninger. Dansk Psykologisk Forlag.

Lindenskov, L. B., Bach, C. C., Overgaard, S. & Bruun, M. S. (2022). Regnehuller: division og positionssystemet. Dansk Psykologisk Forlag.

Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: Plus, minus og gange. Dansk Psykologisk Forlag.

Carlsson, M. S. (2022). Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance? In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (pp. 35-48). Springer.

Nielsen, A. M. (2022). Relational Awareness in Teachers' and Counsellors' Practices. In N. K. Toren, C. Korzeniowski & G. J. van Schalkwyk (Eds.), Proceedings of the 2021 Oxford Symposium in School-Based Family Counseling (pp. 83-97). Institute for School-Based Family Counseling. https://www.oxfordsymposium-sbfc.com/_files/ugd/e85353_faf3c06d20804a3c93ba50ef6b074b16.pdf

Knudsen, L. E. D. (2022). Relationer mellem teori og praksis kan udfordre og perspektivere refleksiv praksis læring. In L. H. Horn, P. M. Pedersen & M. Georgsen (Eds.), Teori og praksis i professionsdidaktik: En bog om refleksiv praksislæring (pp. 233-246). Aalborg Universitetsforlag.

Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z

Wistoft, K. (2022). Religious taste: A reflection repertoire for teaching food diversity. Food Studies: An Interdisciplinary Journal, 12(2), 49-63. https://doi.org/10.18848/2160-1933/CGP/v12i02/49-63

Plotnikof, M., Muhr, S. L., Holck, L. & Just, S. N. (2022). Repoliticizing diversity work? Exploring the performative potentials of norm‐critical activism. Gender, Work and Organization, 29(2), 466-485. https://doi.org/10.1111/gwao.12771

Bach, C. C. & Jankvist, U. T. (2022). Representational infrastructures’ mediation on mathematical communication. In G. A. Nortvedt, N. F. Buchholtz, J. Fauskanger, M. Hähkiöniemi, B. E. Jessen, M. Naalsund, H. K. Nilsen, G. Pálsdóttir, P. Portaankorva-Koivisto, P. J. Radišić, J. Ö. Sigurjónsson, O. Viirman & A. Wernberg (Eds.), Bringing Nordic mathematics education into the future - Proceedings of Norma 20 : The ninth Nordic Conference on Mathematics Education, Oslo, 2021 (pp. 9-16) https://www.uv.uio.no/ils/english/about/events/2021/norma/proceedings/norma_proceedings_221220.pdf

Etchells, P. J., Davidson, B. I., Kaye, L. K., Ellis, D. A. & Lieberoth, A. (2022). Researchers should avoid causally attributing suicide to video game play as a single factor. Perspectives in Psychiatric Care, 58(2), 880-882. https://doi.org/10.1111/ppc.12762

Ilieva-Trichkova , P., Galloway, S., Schmidt-Hertha, B., Gou, S., Larson, A., Duckworth, V. & Marutona, T. (2022). Researching inequality and lifelong education from 1982-2020: A critical review. International Journal of Lifelong Education, 41(6), 597-614. https://doi.org/10.1080/02601370.2022.2148303

Plauborg, H. (2022). Re-thinking Classroom Management and Implications for Quality in Classroom Management Practices. In Quality in Teaching and Teacher Education: International Perspectives from a Changing World (pp. 98-118). Brill. https://doi.org/10.1163/9789004536609_006

Hellesdatter, G., Petersen, K. B. & Ørbech Jensen, O. (2022). Rethinking Education in Light of Global Challenges: Culture, Society, and Bildung. Abstract from European Educational Research Association - ECER 2022, Yerevan, Armenia.

Petersen, K. B. (2022). Rethinking Education in Light of Global Challenges: Society and Culture - Presentation. 870-871. Abstract from NERA Conference Reykjavik, 2022, Reykjavik, Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf

Larsen, S. N. (2022, Nov 24). Reviewkommentar til artikel i proces til Tidsskrift for Arbejdsliv.

Elicer, R., Tamborg, A. L. & Jankvist, U. T. (2022). Revising a programming task in geometry through the lens of design-based implementation research. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), (pp. 4119-4126). ERME and Free University of Bozen-Bolzano. https://hal.archives-ouvertes.fr/CERME12/hal-03765101v1

Pio, F. (2022). Rocking Heidegger: Musical Experience between Technology and Ontology. In J. Spier & C. Rentmeester (Eds.), Heidegger & Music Rowman & Littlefield Publishers.

Rørbech, H. (2022). Rum, artefakter og praksisser i filmproduktion. In S. S. Fougt, J. Bundsgaard, T. Hanghøj & M. Misfeldt (Eds.), Håndbog i scenariedidaktik (pp. 133-144). Aarhus Universitetsforlag.

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/

O’Toole, C. & Simovska, V. (2022). Same storm, different boats! The impact of COVID-19 on the wellbeing of school communities. Health Education, 122(1), 47-61. https://doi.org/10.1108/HE-02-2021-0027

Skytte Jakobsen, I., Linder, A., Andersen, F. Ø. & Søndergaard, H. (2022). Sammenbrud i anbringelsen er et brud på barnets nære relationer. Socialt Indblik. https://www.socialtindblik.dk/sammenbrud-i-anbringelsen-er-et-brud-paa-barnets-naere-relationer-prisen-er-hoej-for-barnet/

Aarkrog, V. & Wahlgren, B. (2022). Sammenhæng mellem teori og praksis i erhvervsuddannelserne: Forskningsoversigt. Aarhus Universitetsforlag. Pædagogisk Indblik No. 18

Aarkrog, V. & Wahlgren, B. (2022). Sammenhæng mellem teori og praksis i erhvervsuddannelserne. Aarhus Universitetsforlag. Pædagogisk Indblik Vol. 18 https://unipress.dk/udgivelser/s/sammenh%C3%A6ng-mellem-teori-og-praksis-i-erhvervsuddannelserne/

Baandrup, L., Allerup, P., Nielsen, M., Düring, S. W., Bojesen, K. B., Leucht, S., Galderisi, S., Mucci, A., Bucci, P., Arango, C., Díaz-Caneja, C. M., Dazzan, P., McGuire, P., Demjaha, A., Ebdrup, B. H., Fleischhacker, W. W., Kahn, R. S. & Glenthøj, B. Y. (2022). Scalability of the Positive and Negative Syndrome Scale in first-episode schizophrenia assessed by Rasch models. Acta Psychiatrica Scandinavica, 146(1), 21-35. https://doi.org/10.1111/acps.13434

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

Hanghøj, T., Fougt, S., Bundsgaard, J., Bundsgaard, J., Lorentzen, R. F., Brahe-Orlandi, R., Molbæk, L. & Rørbech, H. (2022). Scenariedidaktik i dansk: et overblik. In Håndbog i scenariedidaktik (pp. 63-80). Aarhus Universitetsforlag.

Misfeldt, M., Blomhøj, M., Lindhardt, B., Moeskær Larsen, D. & Skånstrøm, M. (2022). Scenariedidaktik i matematik: et overblik. In S. S. Fougt (Ed.), Håndbog i Scenariedidaktik (pp. 172-189). Aarhus Universitetsforlag.

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik på tværs af roller, ting, tid og rum. In Håndbog i scenariedidaktik (pp. 43-62). Aarhus Universitetsforlag.

Larsen, S. N. (2022). Schanz og kapitalens civiliserende indflydelse. In M. Thorup, P. Aaboe Sørensen, C. Andersen & J. Bek-Thomsen (Eds.), Tankens glæde - efterskrift til Hans-Jørgen Schanz (pp. 123-138). Forlaget Klim.

Roien, L. A., Simovska, V. & Graugaard, C. (2022). Seksualundervisning i grundskolen. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, (124), 69-80.

Ravn, I. (2022, May 4). Selvbestemmelsesteoriens videnskabsteoretiske ståsted. http://ibravn.blogspot.com/2022/05/selvbestemmelsesteoriens.html

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Knud Holt Nielsen