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Fristrup, T. (2024). Socialpædagogik som erfaringshorisont i forankringen af den personcentrerede demensomsorg. Tidsskrift for Socialpædagogik, 27(1), 27-38. Article 3.
Fristrup, T. & Fraulo, P. (2024). Socialpædagogisk faglighed i retspsykiatrien: Når den nye pædagoguddannelse også skal gøre sig gældende i sundhedssektoren. Tidsskrift for Socialpædagogik, (2), 52-62.
Larsen, S. N. (2024). Solens og planternes metafysik: En kritisk læsning af Emanuele Coccias filosofi. In A. B. Demescko, A. Hansen, F.-E. Friis Jakobsen, W. Mathorne, M. Rølle, K. Olesen Toft, A.-S. Sørup Wandall & K. Balslev Willert (Eds.), Jordskred: Bidrag til den nye naturtænkning (pp. 42-66). Multivers.
Petersen, K. E. (2024). Specialpedagogy with vulnerable youth. In L. Bøttcher & C. Mathiassen (Eds.), Dialectic special pedagogy supporting unusual children, young people and adults in the transition of becoming competent social participants Bloomsbury Publishing. https://www.bloomsbury.com/uk/dialectic-special-pedagogy-9781350360594/
Mogensen, N. D. (2024). Sprogsteder og linjevæsner. Tidsskriftet Antropologi, 89. https://doi.org/10.7146/ta.vi89
Bøttcher, L. & Dammeyer, J. H. (2024). Standardiserede test, semistrukturerede metoder og deres relevans for pædagogisk psykologisk udredningspraksis. In L. Bøttcher & J. Dammeyer (Eds.), Pædagogisk psykologisk testning og udredning (pp. 53-70). Samfundslitteratur.
Nissen, M. (2024). Standards of performance and aesthetics in counselling and beyond. In R. Lengelle, D. Hughes & L. Hambly (Eds.), Art that Tells the Truth: Creative Methods in Guidance and Counselling (pp. 225-236). Routledge.
Sattrup, L. & Knudsen, L. E. D. (2024). Stedsans: Elevdeltagelse i eksterne læringsmiljøer. Unge Pædagoger, 2024(2), 67-76.
Andersen, F. Ø., Michel-Schertges, D., Dahl, K. K. B. & Steen, A. G. (2024). Stigende lærermangel - forklaringer og mulige løsninger fra WATSup projektet. Paideia, 2024(27), 6-14. Article 2. https://tidsskrift.dk/Paideia/article/view/151562/194253
Bruun, M. H., Krause-Jensen, J. & Hasse, C. (2024). Store sprogmodeller og AI-chatbots på videregående uddannelser. Aarhus Universitetsforlag. Pædagogisk Indblik No. 26 https://unipress.dk/media/21032/26_store_sprogmodeller_og_ai-chatbots_paa_videregaaende_uddannelser_-11-12-2024.pdf
Rasmussen, L. R., Hovaldt, B. B. & Hjartarson, T. (2024). Stories of Educational Spaces: A tool to facilitate the exploration of ideas and possibilities of school spaces. Paper presented at NERA 2024 Adventures of Education, Malmø, Sweden.
Bach, C. C., Bergqvist, E. & Jankvist, U. T. (2024). Students’ dynamic communication while transforming mathematical representations in a dynamic geometry environment. ZDM - Mathematics Education, 56(4), 543-557. https://doi.org/10.1007/s11858-024-01575-x
Eiras, P. R. S. (2024). Students’ experiences of internationalised MSc programmes in Denmark. European Educational Research Journal, 23(2), 305-318. https://doi.org/10.1177/14749041221136899
Kabel, K., Christensen, M. V. & Tannert, M. (2024). Students’ metalinguistic repertoires about writerly choices in the context of L1 writing education. 1-2. Abstract from ARLE IFTE conference (14th ARLE conference) (online), Melbourne, Australia.
Lund Pedersen, C. & Wieser, C. (2024). Student Veterans’ Transition and Reintegration into Education: A Transnational Scoping Review. International Journal of Lifelong Education, 43(6), 603-624. https://doi.org/10.1080/02601370.2024.2374749
Schrøder, I. (2024). Styr økonomien uden tal. Offentlig Ledelse, 2, 12-15. https://offentligledelse.dk/wp-content/uploads/OffentligLedelse-2024-02_web.pdf
Nissen, S. K. (2024). "Styr på tiden". En kulturanalytisk undersøgelse af de upåagtede tidsligheder i skolen. Tidsskrift for professionsstudier, 2024(38), 128-130.
Nissen, S. K. (2024). "Styr på tiden." En kulturanalytisk undersøgelse af de upåagtede tidsligheder i skolen. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Simovska, V., Magne, J. & Carlsson, M. S. (Eds.) (2024). Sundhedspædagogik i sundhedsfremme. (2 ed.) Gad.
Simovska, V., Magne, J. & Carlsson, M. S. (2024). Sundhedspædagogik og Sundhedsfremme: Principper og sammenhænge. In V. Simovska, J. Magne & M. Carlsson (Eds.), Sundhedspædagogik i sundhedsfremme (2 ed., pp. 15-42). Gad.
Winther-Lindqvist, D. A. (2024). Sustainability addressed through the concept of world-care in early years education. Abstract from EECERA 2024, Brighton.
Knudsen, L. E. D., Wiberg, M., Petersen, K. B. & Haastrup, L. (Eds.) (2024). Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. Routledge. https://doi.org/10.4324/9781003407775
Rasmussen, L. R. & Hovaldt, B. B. (2024). Teacher mediated relations of pedagogy, physical space, and indoor environmental qualities. Paper presented at NERA 2024 Adventures of Education, Malmø, Sweden.
Wieser, C. (2024). Teacher qualities that make teachers stay in the profession: Addressing teacher shortage in Nordic countries with ethics of care. In L. E. Damgaard Knudsen, K. Bjerg Petersen, M. Wiberg, H. Plauborg & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools New Reflections, Future Challenges, and Global Impacts (pp. 51-65). Routledge. https://doi.org/10.4324/9781003407775-5
Christensen, M. K., Pedersen, I. M. & Wichmann-Hansen, G. (2024). “Teaching Capital” – a sociological analysis of medical educator portfolios for promotion. Advances in Health Sciences Education, 29(5), 1769-1786. https://doi.org/10.1007/s10459-024-10333-3
Lindhardt, E. (2024). Teaching Controversial Issues: Human Rights as a Frame for Transmitting Cultural Heritage in Religious Education. Abstract from International Association of Human Rights Education Conference, London, United Kingdom.
Gilliam, L. (2024). Teaching equality, teaching hierarchy. Moral lessons in the schools of the Danish welfare state. In L. Gilliam & C. Markom (Eds.), Difference and sameness in schools: Perspectives from the European Anthropology of Education (pp. 75-98). Berghahn Books.
Lysgaard, J. A. (2024). Teaching Green Transition: Exploring Qualities in Sustainability Education. Paper presented at ECER 2024, Nicosia, Cyprus.
Gammon, A., Zolyomi, A., Wong, R. Y., Eriksson, E., Jensen, C. G. & Nørgård, R. T. (2024). Teaching responsible engineering and design through Value-Sensitive Design. In The Routledge International Handbook of Engineering Ethics Education (pp. 392-408). Routledge. https://doi.org/10.4324/9781003464259-27
Sattrup, L. & Knudsen, L. E. D. (2024). Teaching with tolerance: Students’ surprisingly positive participation in an out-of-school learning environment. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 186-201). Routledge. https://doi.org/10.4324/9781003407775-16
Acosta, R., Bruun, M. H. & Koch, I. L. (2024). Technomoral Governance From Techniques of Intervention to Technological Innovation in Politics, Policy and Law. Social Anthropology, 32(4), 1-12. https://doi.org/10.3167/saas.2024.320401
Heiden, T. & Jensen, M. P. (2024). “Teksten bryder frem”: tekst-som-begivenhed i danskfaget. Acta Didactica Norden, 18(3), 1-22. Article 4. https://doi.org/10.5617/adno.10723
Larsen, L. K. (2024). Tekstkohærens i faget dansk på mellemtrinnet: Et kvalitativt studie af én elevs tekster belyst gennem teksternes empiriske skrivekontekster. Acta Didactica Norden, 18(3), Article 7. https://doi.org/10.5617/adno.10744
Plotnikof, M. & Mumby, D. K. (2024). Temporal multimodality and performativity: Exploring politics of time in the discursive, communicative constitution of organization. Organization, 31(4), 663-682. https://doi.org/10.1177/13505084221145649
Bøttcher, L. & Dammeyer, J. H. (Eds.) (2024). Test og udredning i pædagogisk psykologisk praksis. Samfundslitteratur.
Acharya, M. (2024). “That’s something worth protecting, imo”: Caring for Knowledge in Collective Organising. Manuscript submitted for publication.
Christensen, T. W. (2024). The becoming of a violent left-wing extremist. In A. Rostami & C. Edling (Eds.), Violent extremism: A Nordic Outlook (pp. 165-186). Lexington Books.
Laursen, R. & Madsen, M. (2024). The contemporary revival of social democracy: Was Danish education policy ever neoliberal?. Abstract from ECER, Geneve, Switzerland.
Brøgger, K. & Ydesen, C. (2024). The Crafting of a European Education Space and Europeanization: The role of the EU and the OECD. In S. Paoli & R. Ruppen (Eds.), Building Europe through Education, Building Education through Europe: Actors, Spaces and Pedagogies in a Historical Perspective (pp. 147-167). Routledge. https://doi.org/10.4324/9781003247838-10
Ilkjær, H. (2024). The Dawning Periphery: Processes of Place Awareness among Highly Specialized International Work Migrants on Two Danish Islands. Nordic Journal of Migration Research, 14(1), Article 635. https://doi.org/10.33134/njmr.635
Tondeur, J., Howard, S., Carvalho, A. A., Kral, M., Petko, D., Ganesh, L. T., Røkenes, F. M., Starkey, L., Bower, M., Redmond, P. & Andresen, B. B. (2024). The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments. Technology, Knowledge and Learning, 29(4), 1767-1789. https://doi.org/10.1007/s10758-024-09784-9
Primdahl, N. L. (2024). The Educational Objectification of Time in School-based Wellbeing Promotion. Abstract from NERA 2024, Malmø.
Helding Vembye, M., Weiss, F. & Bhat, B. H. (2024). The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. Review of Educational Research, 94(3), 376-422. https://doi.org/10.3102/00346543231186588
Holm, C. (2024). The end of education? Asterisk (magasin), 109. https://dpu.au.dk/asterisk/leder-109
Nuriler, H. & Smedegaard Ernst Bengtsen, S. (2024). The Entangled Becoming in Humanities Doctoral Education. Studies in Graduate and Postdoctoral Education, 15(3), 225-239. https://doi.org/10.1108/SGPE-08-2023-0074
Jensen, S. S., Ralund, S. & Weiss, F. (2024). The higher  education choices of children of immigrants and children of natives in Denmark. Abstract from European Consortium on Sociological Research Meeting 2025, Barcelona, Spain.
Leksy, K., Gawron, G., Rosário, R., Sormunen, M., Velasco, V., Sandmeier, A., Simovska, V., Wojtasik, T. & Dadaczynski, K. (2024). The importance of school leaders in school health promotion. A European call for systematic integration of health in professional development. Frontiers in Public Health, 11, Article 1297970. https://doi.org/10.3389/fpubh.2023.1297970
Walker, R. P. & Jensen, B. (2024). The Manifestation of Practice-based Continuous Professional Development in ECEC: qualitative insights from an Abecedarian initiative in Denmark. European Early Childhood Education Research Journal (EECERJ), 32(2), 248-265. https://doi.org/10.1080/1350293X.2023.2248426
Krejsler, J. B. (2024). The Nordic dimension in education - emerging from myths and realities. In J. B. Krejsler (Ed.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region (pp. 3-23). Routledge. https://doi.org/10.4324/9781032694252-2
Winther-Lindqvist, D. A. & Pasqualini, J. (2024). theorising professional care with cultural historical theory: the case of ECEC. Abstract from ISCAR 2024 , Rotterdam, Netherlands.

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Knud Holt Nielsen