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Skyggebjerg, A. K. (2018). At skrive i billeder og tegne i ord. Weekendavisen, Sektion 3 : Bøger, 6.

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018). Attention Restoration Theory II: a systematic review to clarify attention processes affected by exposure to natural environments. Journal of Toxicology and Environmental Health. Part B: Critical Reviews, 21(4), 227-268. https://doi.org/10.1080/10937404.2018.1505571

Molbæk, M.-L. (2018). Autentisk skrivning i skolen - potentialer og udfordringer. Udvikling og afprøvning af et didaktisk design med udgangspunkt i retoriske situationer: Udvikling og afprøvning af et didaktisk design med udgangspunkt i retoriske situationer. Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. http://edu.au.dk/fileadmin/edu/phdafhandlinger/Marie-Louise_Molbaek-ph.d.afhandling2018.pdf

van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A. M., Bergmark, K. H., Brus, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P. J., Fiskaali, A., Granic, I., Jansz, J. ... Przybylski, A. K. (2018). A weak scientific basis for gaming disorder: let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9. https://doi.org/10.1556/2006.7.2018.19

Rasmussen, J. D. (2018). Bakterier i pædagogikken. Asterisk (magasin), (87), 30-31. http://edu.au.dk/fileadmin/edu/Asterisk/87/Asterisk87-s30-31.pdf

Stevenson, M. P., Schilhab, T. & Bentsen, P. (2018, Sept 26). Balancing screen time with green time: attention retention theory helps explain why nature play helps learning. https://www.childrenandnature.org/2018/09/26/balancing-screen-time-with-green-time-attention-retention-theory-helps-explain-why-nature-play-helps-learning/

Hamre, B. (2018). Barnet som undtagelse: det skolespykiatriske blik på eleven 1935-1955. In B. Kirkebæk, L. Hedegaard-Sørensen & C. Glintborg (Eds.), Professionelle blikke på den anden : når fortællinger forandrer identiteter (pp. 56-78). Frydenlund Academic.

Broström, S. & Damgaard Warrer, S. (2018). Barns lek och experimenterande verksamhet. Studentlitteratur.

Broström, S. & Damgaard Warrer, S. (2018). Barns lek og eksperimenterende virksomhet. Gyldendal Norsk Forlag.

Krejsler, J. B., Ulf, O. & Kenneth, P. (2018). Becoming fit for transnational comparability: exploring challenges in Danish and Swedish teacher education reforms. In E. Hultqvist, S. Lindblad & T. S. Popkewitz (Eds.), Educational Governance Research (pp. 93-111). Springer. https://doi.org/10.1007/978-3-319-61971-2_6

Skovlund, H. (2018). Behaviorismens status i den inkluderende folkeskole: en genaktualisering af den pædagogiske kontrovers mellem frihed og kontrol. Specialpaedagogik, 38(1), 2-27. Article 1.

Svinth, L. (2018). Being touched: the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being. Early Child Development and Care, 188(7), 924-936. https://doi.org/10.1080/03004430.2018.1446428

Kousholt, K. (2018). Betingelses- betydnings- og begrundelsesanalyse: elevperspektiver på test som eksempel . In L. Bøttcher, D. Kousholt & D. Winther-Lindqvist (Eds.), Kvalitative analyseprocesser : med eksempler fra det pædagogisk psykologiske felt (pp. 237-261). Samfundslitteratur.

Kauffmann, O. (2018). Betragtninger over refleksivitet (og pædagogik): med afsæt i Grue-Sørensens disputats. Studier i Pædagogisk Filosofi, 7(1), 55-73. https://tidsskrift.dk/spf/article/download/111918/160898/

Bjørn Fridjof Hamre, Lotte Hedegaard-Sørensen & Søren Langager (2018). Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education, 22(6), 655-670. Article 6. https://doi.org/10.1080/13603116.2017.1395088

Bank, M. & Nissen, M. (2018). Beyond spaces of counselling. Qualitative Social Work, 17(4), 509-536. https://doi.org/10.1177/1473325016680284

Skyggebjerg, A. K. (2018). Billedbogens briotog. Weekendavisen, Bøger, 1-2.

Larsen, S. N. (2018). Bleskift er ikke pædofili. Information, 13.

Bundsgaard, J. & Hansen, T. I. (2018). Blik på undervisning. In J. Bundsgaard, M. Georgsen, S. Graf, T. I. Hansen & C. K. Skott (Eds.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (pp. 106-142). Aarhus Universitetsforlag.

Broström, S. (2018). Børnehavens formål: et kritisk blik. In V. Glaser, K. Hoås Moen, S. Mørreaunet & F. Søbstad (Eds.), Barnehagens grundsteiner: formålet med barnehagen (2 ed., pp. 34-48). Universitetsforlaget, Oslo.

Schilhab, T. (2018, May 29). Børn får færre naturoplevelser, men ikke kun af den grund du tror. https://www.folkeskolen.dk/636179/boern-faar-faerre-naturoplevelser-men-ikke-kun-af-den-grund-du-tror

Austring , B., Schultz Thers , C., Hoffmann, M. & Hansen, N. F. (2018). Børn,kultur og lærende partnerskaber: Fra et udviklingsprojekt for MUSEET FOR SAMTIDSKUNST om formidling af kunst til små børn .

Schilhab, T. (2018). Børn mangler virkelig natur. Aktuel Naturvidenskab, (5), 2.

Lund, H. R., Hansen, S. R., Vestergaard, L. (Ed.), Gissel, S. T. & Puck, M. R. (2018). Børns læsevaner 2017: Overblik og indblik. https://www.videnomlaesning.dk/media/2401/boerns-laese-og-medievaner-samlet-undersoegelse.pdf

Ravn, I. & Eriknauer, L. (2018). Brief Manager-Employee Dialogs: a self-determination theory perspective . Paper presented at 9th European Conference on Positive Psychology, Budapest, Hungary.

Sørensen, A. (2018). Brudflader og konflikter: erindringer fra en tid med videnskabsteori. In T. Børsen, D. B. Pedersen & H. Andersen (Eds.), Fagets videnskabsteori (pp. 63-78). Samfundslitteratur.

Hyrve, G. (2018). Bruk av kvalitative case-studier i evalueringer av barnevernsprogrammer. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.292.206

Rasmussen, L. R. (2018). Building inclusive pedagogies in new school architecture. Danish teachers’ hopes and works 1970s and 2010s. Abstract from Australian Association for Research in Education (AARE) Annual Conference, Sydney, New South Wales, Australia.

Søndergaard, D. M. & Hansen, H. R. (2018). Bullying, social exclusion anxiety and longing for belonging. Nordic Studies in Education, 38(4), 319-336. https://doi.org/10.18261/issn.1891-2018-04-03

Cort, P., Mariager-Anderson, K. & Thomsen, R. (2018). Busting the myth of low-skilled workers: destabilizing EU LLL policies through the life stories of Danes in low-skilled jobs. International Journal of Lifelong Education, 37(2), 199-215. https://doi.org/10.1080/02601370.2017.1404501

Knudsen, L. E. D. (2018). Campusdannelse på godt og ondt: professionshøjskoler. 1-27. Abstract from Campusdannelse og videregående uddannelse, København, Denmark.

Schilhab, T. (2018, Jan 10). Can your child’s phone bring them closer to nature? http://sciencenordic.com/can-your-child%E2%80%99s-phone-bring-them-closer-nature

Hooley, T., Sultana, R. G. & Thomsen, R. (2018). Career guidance for social justice: contesting neoliberalism. Routledge.

Plotnikof, M. & Graack-Larsen , J. (2018). Case om normkritisk pædagogik og ledelse: pædagogisk arbejde med (u)lige deltagelsesmuligheder. Lederliv, 1-8. http://www.lederliv.dk/artikel/case-om-normkritisk-p%C3%A6dagogik-og-ledelse

Plotnikof, M. & Bergmann, R. (2018). Case om samskabelse af tværsektorielle velfærdstilbud: et værdifuldt samarbejde? Lederliv, 1-9. http://www.lederliv.dk/artikel/case-om-samskabelse-af-tv%C3%A6rsektorielle-velf%C3%A6rdstilbud

Dovigo, F. (Ed.) (2018). Challenges and opportunities in education for refugees in Europe: from research to good practices. Brill.

Web, M. E., Prasse, D., Phillips, M., Kadijevich, D. M., Angeli, C., Strijker, A., Carvalho, A. A., Andresen, B. B., Dobozy, E. & Laugesen, H. (2018). Challenges for IT-enabled formative assessment of complex 21st century skills. Technology, Knowledge and Learning, 23(3), 441-456. https://doi.org/10.1007/s10758-018-9379-7

Knudsen, L. E. D. (2018). Changing design of school environment is changing education: changing processes through the eyes of the stakeholders. Discussant’s points. 1-13. Abstract from AERA, New York City, United States.

Højholt, C. & Kousholt, D. (2018). Children participating and developing agency in and across various social practices. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education (pp. 1581-1597). Springer.

Laursen, H. P. & Kolstrup, K. L. (2018). Clarifications and carnival: children’s embodied investments in a literacy conversation. Classroom Discourse, 9(2), 112-131. https://doi.org/10.1080/19463014.2017.1392880

Sortkær, B. & Reimer, D. (2018). Classroom disciplinary climate of schools and gender: evidence from the Nordic countries. School Effectiveness and School Improvement, 29(4), 511-528. https://doi.org/10.1080/09243453.2018.1460382

Fiskaali, A., Lieberoth, A. & Spindler, H. (2018). Climbing the ranks in hard mode: a look into how the competitive environment of Danish e-sport academies affects young gamers. Poster session presented at University of California Irvine eSports Conference 2018, Irvine, United States.

Weng, P. & Jankvist, U. T. (2018). Communication competency as an indicator for mathematical giftedness. Philosophy of Mathematics Education Journal, (34), 1-12. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome34/Weng%20Jankivst%20%20%20Communication%20competency%20as%20an%20indicator.pdf

Højgaard, T. & Sølberg, J. (2018). Competencies, curricula and interdisciplinarity: an analysis of a curriculum development process in mathematics and science education. In C. Michelsen, A. Beckmann, V. Freiman & U. T. Jankvist (Eds.), Mathematics as a bridge between the disciplines: Proceedings of MACAS - 2017 Symposium (pp. 45-56). Laboratorium for Sammenhængende Uddannelse og Læring, Syddansk Universitet.

Duchinsky, R., Reisel, D. & Nissen, M. (2018). Compromised, valuable freedom: flat affect and reserve as psychosocial strategies. Journal of Psycho-Social Studies, 11(1), 68-92. http://www.psychosocial-studies-association.org/wp-content/uploads/2018/04/Duschinsky-et-l.pdf

Yadav, A., Krist, C., Good, J. & Caeli, E. N. (2018). Computational thinking in elementary classrooms: measuring teacher understanding of computational ideas for teaching science. Computer Science Education, 28(4), 371-400. https://doi.org/10.1080/08993408.2018.1560550

Hammershøj, L. G. (2018). Conceptualizing creativity and innovation as affective processes: Steve Jobs, Lars von Trier, and responsible innovation. Philosophy of Management, 17(1), 115-131. https://doi.org/10.1007/s40926-017-0053-2

Chimiri, N. A., Andersen, M. L., Jensen, T., Søndergaard, D. M. & Wulff Kristiansen, A. E. (2018). Concerned with computer games: a collective analysis of being and becoming gamer in Denmark. In E. Sørensen (Ed.), Cultures of computer game concerns: the child across families, law, science and industry (pp. 327-347). Transcript Verlag.

Jensen, N. R. (2018). Conflict resolution for the helping professions. European Journal of Social Work, 21(2), 327-328. https://doi.org/10.1080/13691457.2017.1421122

Knoop, H. H. (2018). Constructive journalism: how positive psychology informs global media. Abstract from African Positive Psychology Conference, Potchefstroom, South Africa.

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