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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.

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.

Barnett, R., Smedegaard Ernst Bengtsen, S., Davids, N. & Peters, M. (2024). The Philosophy of Higher Education: A Critical Introduction, by Ronald Barnett, Routledge, 2022, 290 pp., USD32.95, ISBN 9780367610289. Educational Philosophy and Theory, 56(4), 392-398. https://doi.org/10.1080/00131857.2023.2173065

Nørgård, R. T. & Whitton, N. (Eds.) (2024). The playful university: Philosophy, pedagogy, politics and principles. Routledge. https://doi.org/10.4324/9781003354956

Lieberkind, J. (2024). The Politicization of Everyday Life. Abstract from ESA 2024 16th Conference, Porto, Portugal.

Tamborg, A. L., Elicer, R., Bråting, K., Geraniou, E., Jankvist, U. T. & Misfeldt, M. (2024). The Politics of Computational Thinking and Programming in Mathematics Education: Comparing Curricula and Resources in England, Sweden, and Denmark. In B. Pepin, G. Gueudet & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education: Springer International Handbooks of Education (pp. 1367-1392). Springer. https://doi.org/10.1007/978-3-030-95060-6_55-1

Allhutter, D., Bargetz, B., Brøgger, K., Cielemęcka, O., Meissner, H., M. González Ramos, A., Revelles Benavente, B., Rogowska-Stangret, M., Staunæs, D., Stark, W. & Thiele, K. (2024). The Politics of Feminist New Materialisms: Insights from Experimenting with Academic Practices. In F. Colman & I. van der Tuin (Eds.), Methods and Genealogies of New Materialisms (pp. 384-406). Edinburgh University Press.

Falch, L. A. & Haastrup, L. (2024). The professionals’ voice matters: – a cultural-theoretical and discourse-analytical exploration of the relationship between the organization of home care in interdisciplinary teams and the roles of professionals, professionalism, professional identity, and collaboration. Praxeologi - Et kritisk refleksivt blikk på sosiale praktikker, 6, Article e4092. https://doi.org/10.15845/praxeologi.v6.4092

Esbensen, G. L. & Schilhab, T. (2024). The Promises and Perils of Danish Nature App Developers. In Routledge Handbook of Mobile Technology, Social Media and the Outdoors (pp. 205-215). Routledge. https://doi.org/10.4324/9781003367536-21

Sarauw, L. L., Smedegaard Ernst Bengtsen, S. & Filippakou, O. (2024). The psychological turn in higher education and the new taxonomy of attitudes and emotions: Denmark as a case study. Policy Futures in Education, 22(2), 293-307. https://doi.org/10.1177/14782103231173017

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