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Lysgaard, J. A. (2017). Spekulativ realisme: podcast. Pictures, Video and sound recordings (digital)

Reimer, D. & Sortkær, B. (2017). Spørgeskemaundersøgelsen og kvantitative metoder. In T. Thyrring Engsig (Ed.), Empiriske undersøgelser og metodiske greb: grundbog til de pædagogiske professionsuddannelser (pp. 135-160). Hans Reitzels Forlag.

Nørby, S. (2017). Sprog. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 299-336). Samfundslitteratur.

Laursen, H. P. & Holm, L. (2017). Sprog: i etnografisk praksis. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 157-167). Hans Reitzels Forlag.

Holm, L. (2017). Sproglige kategoriseringer af småbørn. Forskning i Pædagogers Profession og Uddannelse, 1(1), 21-38. https://tidsskrift.dk/FPPU/article/download/26555/23353

Slingerland, R. H. (2017). Sprogvurderingsresultater anvendt i praksis: Et sprogligt etnografisk casestudie. CEPRA-striben. Tidsskrift for evaluering i praksis, 2017(22), 22-31. Article 22. https://doi.org/10.17896/UCN.cepra.n22.237

Allerup, P. N. & Kjeldsen, C. C. (2017). Standard setting in Denmark: challenges through computer-based adaptive testing. In S. Blömeke & J.-E. Gustafsson (Eds.), Standard setting in education: the Nordic countries in an international perspective (pp. 101-121). Springer.

Dannesboe, K. I. (2017). Sted: situerede erfaringer. In E. Gulløv, G. B. Nielsen & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 213-228). Hans Reitzels Forlag.

Knudsen, L. E. D. & Haastrup, L. (2017). Stil teori- og praksisspørgsmålet på en ny måde. Tidsskrift for professionsstudier, (24), 98-102. Article 11.

Dræby, A. (2017). Stoisk ro: stoicismens genkomst i det 21. århundrede. Det Kongelige Bibliotek. https://doi.org/10.7146/aul.226.163

Ledertoug, M. M. (2017). Strengths-based Learning: the difficulties in transferring strengths from exercises to everyday life for children and adolescence. Paper presented at IPPA 5th World Congress on Positive Psychology, Montreal, Canada.

Nielsen, A. M. & Lagermann, L. C. (2017). Stress i gymnasiet: hvad der stresser gymnasielever og hvordan forebyggelse og behandling virker med ’Åben og Rolig for Unge’. DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Stress_i_gymnasiet_-_FINAL_2017.pdf?utm_medium=email&utm_campaign=Stress%20truer%20elevers%20lring%20og%20trivsel&utm_content=Stress%20truer%20elevers%20lring%20og%20trivsel+Preview+CID_359289001c548d514e7e3ed6c876f2e4&utm_source=Campaign%20Monitor&utm_term=Download%20hele%20rapporten

Andersen, F. Ø. (2017). Stresskulturen: og hvordan vi beskytter os mod den. Tid & Tendenser, 22(4), 86-91. Article 9.

Lindsø, B. & Tafdrup, O. (2017). Studentermedhjælperen og de mange mestre. In H. Skov & C. Hasse (Eds.), Forskningens maskinrum: typise tværfaglige udfordringer (pp. 53-62). U Press.

Nielsen, G. B. (2017). Student politics and the value(s) of public welfare. In R. Brooks (Ed.), Student politics and protests. : international perspectives (pp. 81-96). Routledge.

Glendøs, M. (2017). Students' dreams for the future and perspectives on resilience-building aspects of their lives: The view from East Greenland. Children and Youth Services Review, 79(August), 348-354. https://doi.org/10.1016/j.childyouth.2017.06.017

Krause-Jensen, J. (2017). Styringsteknologi: magt og motivation. In E. Gulløv, I. Winther & G. B. Nielsen (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 259-274). Hans Reitzels Forlag.

Ledertoug, M. M. (2017). Styrker som løftestang til optimal læring. Kognition & Pædagogik, 28(107), 54-65. Article 5.

Christensen, S. & Sandberg, M. (2017). Subjektivering og individualitet. In S. Christensen (Ed.), Kultur som praksis: etnologiske perspektiver på individualitet og fællesskab, kultur og historie (pp. 103-141). Hans Reitzels Forlag.

Esbensen, G. L. & Nickelsen, N. C. M. (2017). Sundhedsfaglig og fagprofessionel teknologiforståelse. In Telerehabilitering Munksgaard .

Petersen, K. B. (Ed.) (2017). Supporting teachers’ instructional expertise: a global perspective. Journal of the International Society for Teacher Education Vol. 21 No. 2

Kofoed, J. & Stenner, P. (2017). Suspended liminality: vacillating affects in cyberbullying/research. Theory & Psychology, 27(2), 167-182. https://doi.org/10.1177/0959354317690455

Schwalbe, D. M. (2017). Sustaining linguistic continuity in the Beringia: examining language shift and comparing ideas of sustainability in two arctic communities. Anthropologica, 59(1), 28-43. https://doi.org/10.3138/anth.591.T04

Højgaard, T. (2017, Apr 25). Symbolbehandlingskompetence. Ishøj Kommune. https://www.youtube.com/watch?v=B6f0ub3GVMA&list=PLax-1aAIvpJKvsNtI8qXnspz9zN2zpfSB&index=7

Stevenson, M. P., Hartmeyer, R. & Bentsen, P. (2017). Systematically reviewing the potential of concept mapping technologies to promote self-regulated learning in primary and secondary science education. Educational Research Review, 21(Juni), 1-16. https://doi.org/10.1016/j.edurev.2017.02.002

Young, M., Sørensen, M. P., Bloch, C. W. & Degn, L. (2017). Systemic rejection: political pressures seen from the science system. Higher Education, 74(3), 491-505. https://doi.org/10.1007/s10734-016-0059-z

Berliner, P. & Christensen, J. K. (2017). Syv forundringer over resiliensbegrebet. Kognition & Pædagogik, 27(103), 10-25.

Nørby, S. & Nordfang, M. (2017). Tænkning. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 219-260). Samfundslitteratur.

Højgaard, T. (2017, Apr 25). Tankegangskompetence. Ishøj Kommune. https://www.youtube.com/watch?v=5Rvhiy-1cAA&list=PLax-1aAIvpJKvsNtI8qXnspz9zN2zpfSB&index=2

Wistoft, K. & Qvortrup, L. (2017). Taste didactic reflection theory: a reflection model of taste dimensions for taste education. Abstract from Stop Making Sense, Philadelphia, United States.

Schilhab, T. (2017, Oct 26). Tavs viden i digital læsning. Fagbladet Folkeskolen. https://www.folkeskolen.dk/618270/tavs-viden-i-digital-laesning

Kristensen, R. M. (2017). Teachers and teacher personality: secondary growth curve analyses of effects of teachers’ personality traits and education on students’ behaviour and self-esteem. DPU, Aarhus Universitet.

Torres, I. (2017). Teachers’ use of dietary recalls for exploratory dialogue in the classroom. Health Education Journal, 76(7), 869 - 879. https://doi.org/10.1177/0017896917718876

Jørgensen, S. M. H. & Tafdrup, O. A. (2017). Technological fantasies of Nao: remarks about alterity relations. Transformations, (29), 88-103. http://www.transformationsjournal.org/wp-content/uploads/2017/02/Transformations29_Jorgensen-Tafdrup.pdf

Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365-378. https://doi.org/10.1080/03054985.2017.1305057

Laursen, H. P. (2017). Tegn på sprog: tosprogede børn lærer at læse og skrive. Statusrapport 10. www.ucc.dk.

Andresen, B. B. (2017). The acquisition of literacy skills in 1:1 classrooms: the Danish case. Education and Information Technologies, 22(2), 533-550. https://doi.org/10.1007/s10639-016-9488-7

Køster, A. (2017). The affective depth of bereavement: some preliminary remarks. Paper presented at International conference on grief and bereavement in contemporary society, Lisabon, Portugal.

O'Doherty, D. & Ratner, H. G. (2017). The break-up of management: critique inside-out. Journal of Cultural Economy, 10(3), 231-236. https://doi.org/10.1080/17530350.2017.1312488

Bach, D. (2017). The civilized family life: childrearing in affluent families. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 194-235). Pluto Press.

Gilliam, L. (2017). The decent citizens: Lessons on moral superiority and the immorality of wealth in a class of priveleged youth. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 165-193). Pluto Press.

Hammershøj, L. G. (2017). The discourse and nature of creativity and innovation: ways of relating to the novel. Educational Philosophy and Theory, 49(14), 1313-1325. https://doi.org/10.1080/00131857.2016.1278353

Grønbæk Pors, J. & Ratner, H. G. (2017). The emergence and workings of a process view in public education policy. International Journal of Management Concepts and Philosophy, 10(1), 16-31.

Nissen, M. & Sørensen, K. S. (2017). The emergence of motives in liminal hotspots. Theory & Psychology, 27(2), 249-269. https://doi.org/10.1177/0959354317698251

Nielsen, C. F. (2017). The First Phenomenologist? Phenomenological Reviews, 3, 60. http://reviews.ophen.org/2017/10/11/the-first-phenomenologist/

Lieberoth, A. (2017). The gamified self: the inevitable marriage of self-tracking to game thinking and the paraludic mindset. Abstract from AIAS conference: Metric culture, Aarhus, Denmark.

Weiss, F. & Köhler, E. (2017). The gender pay gap among higher education graduates: a closer look at quantile-specific inequalities by fields of study. Poster session presented at ECSR Conference, Milano, Italy.

Gilliam, L. (2017). The impossible bilingual boys: civilising efforts and oppositional forms in a multi-ethnic class. In L. Gilliam & E. Gulløv (Eds.), Children of the welfare state: civilising practices in schools, childcare and families (pp. 138-164). Pluto Press.

Kragh-Müller, G. (2017). The key characteristics of Danish/Nordic child care culture. In C. Ringsmose & G. Kragh-Müller (Eds.), International Perspectives on Early Childhood Education and Development (pp. 3-23). Springer. https://doi.org/10.1007/978-3-319-42557-3

Illeris, K. (2017). The learning environment must be created: motivation must be found. In N. Katznelson, N. U. Sørensen & K. Illeris (Eds.), Understanding learning and motivation in youth: challenging policy and practice Routledge.

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Knud Holt Nielsen