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Moos, L., Skedsmo, G., Höög, J., Olofsson, A. & Johnson, L. (2011). The Hurricane of accountabilities? comparison of accountability comprehension and practices. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time (pp. 199-222). Springer Science+Business Media.

Stilling Olesen, J. (2011). The making of an elite performance. Paper presented at Inventing connections, Århus, Denmark.

Anderson, S. (2011). The obligation to participate: micro-integrative processes of civil sociality. In K. F. Olwig & K. Pærregaard (Eds.), The question of integration: immigration, exclusion and the Danish welfare state (pp. 230-255). Cambridge Scholars Press.

Højgaard, L. & Søndergaard, D. M. (2011). Theorizing the complexities of discursive and material subjectivity: agential realism and poststructural analyses. Theory & Psychology, 21(3), 338-354. http://tap.sagepub.com/content/early/2011/04/15/0959354309359965.full.pdf+html

Nissen, P. (2011). Theory- and evidence-based Intervention: practice-based evidence : integrating positive psychology Into a clinical psychological assessment and Intervention model and how to measure outcome. Psychology Research, 1(2), 91-105.

Marek, K (2011). The Parkinson Progression Marker Initiative (PPMI). Progress in Neurobiology, 95(4), 629-635. https://doi.org/10.1016/j.pneurobio.2011.09.005

Fristrup, T. (2011). The pedagogicalization of ageing societies. http://www.esa10thconference.com/programme/ESA2011_Abstracts_Book.pdf

Fristrup, T. (2011). The performative turn in gerontology: PerformAGE. http://www.agingstudies.eu/file/lk8978449c-478f-1cd1.pdf

Skovlund, H. (2011). The self-concepts of diagnosed children within special needs educational programs. Abstract from NNDR - 11th Research conference, Reykjavik, Iceland.

Ministry of Education and Training, Vietnam, (2011). The status of lifelong learning in SEAMEO member countries: desk study, 11 p.

Viala, E. S. (2011). The strategic research positioning: researching ‘immigrant’ parents’ perspective of the home/school partnership . Paper presented at Seven Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, United States.

Schou, L. R. (2011). The teacher as a knowledge transmitter, a therapist, and as a midwife. Vestnik MGIRO , 3, 21 – 25.

Juul, I. (2011). The transformation of office work from masculine to feminine occupation. In S. Stoltz & P. Gonon (Eds.), Challenges and reforms in vocational education: aspects of inclusion and exclusion (pp. 137-150). Peter Lang.

Kragelund, L. (2011). The windmill of learning processes: a learning and teaching tool for student nurses and mentors. Nurse Education Today, 31(1), 54-58. https://doi.org/10.1016/j.nedt.2010.03.015

Nissen, P. E. (2011). Thinking smart: a model of effective partnership for talent development. Australasian Journal of Gifted Education, 20(1), 53-60.

Duus Henriksen, T., Bierlich, C., Friis Hansen, K. & Kølle, V. (Eds.) (2011). Think Larp: academic writings from KP2011. Rollespilsakademiet.

Nielsen, G. B. (2011). Timing students' freedom: on paradoxes of efficiency and accountability. In J. E. Kristensen, H. Nørreklit & M. Raffnsøe-Møller (Eds.), University performance management: the silent managerial revolution in Danish universities (pp. 175-192). Djøf Forlag.

Misfeldt, M. (2011). To aspekter af design i matematikdidaktisk forskning. In M. Andresen (Ed.), Viden om lærere: lærerviden (1 ed., pp. 72-86). Navimat.

Gjerløff, A. K. (2011). Tørst. Folkeskolen, (25), 24.

Winther, I. W. (2011). Træghed. In S. N. Larsen & I. K. Pedersen (Eds.), Sociologisk leksikon Hans Reitzels Forlag.

Wahlgren, B. (2011). Training of adult education teachers: experiences from a teacher training programme in cooperative learning. Cursiv, (6), 65-81. http://www.dpu.dk/fileadmin/www.dpu.dk/institutfordidaktik/cursivskriftserie/Cursiv_6.pdf

Jensen, N. R. (2011). Transforming children's services. European Journal of Social Work, 14(2), 297-299.

Moos, L. (2011). Transnational and local conditions and expectations on school leaders. In T. T. & J. M. (Eds.), International handbook of leadership for learning (pp. 65-80). Springer Science+Business Media.

de Casas Soberón, E. & Berliner, P. (2011). Trauma, suffering and resilience. Psyke og Logos, 32(2), 255-266.

Berliner, P. (2011). Traume, lidelse og resiliens: Indledning. Psyke og Logos, 32(2), 249-254.

Berliner, P. (Ed.) (2011). Traume, lidelse og resiliens. Dansk Psykologisk Forlag. Psyke og Logos Vol. 32 No. 2

Michel-Schertges, D., Kjeldsen, C. C. & Jensen, N. R. (2011). Trends in the Danish Institutional Development: Changing Paths in the Educational Structure: Educational mapping with an emphasis on educational practices for adolescents in the transition between compulsory education and labour market. In Educational, vocational and policy landscapes in Europe : An institutional mapping (pp. 218-236). WorkAble project. http://workable-eu.org/images/stories/publications/deliverable_3_1_papers_on_institutional_mapping_workable.pdf

Cort, P. (2011). Trends in VET Teaching and Training: Teachers' perceptions of change and implications for teaching practice in Denmark. In S. Kirbal (Ed.), National Pathways and European Dimensions of Trainers' Professional Development (pp. 45-62). Peter Lang.

Holm, C. (2011). Tro, frygt & kærlighed. Asterisk (magasin), (57), 2.

Larsen, J. E. (Ed.) (2011). Tro, pædagogik og skole. Selskabet for Skole- og Uddannelseshistorie. Uddannelseshistorie: årbog fra Selskabet for dansk Skolehistorie Vol. 45

Holm, C. (2011). Tværdisciplinære uddannelser ønskes. Information, 12.

Sauzet, S. Ø. (2011). Tværprofessionelle rytmer på campus: en analyse af upåagtet tværprofessionalisering i campusser. Dansk Pædagogisk Tidsskrift, (4), 49-55.

Pless, M. (2011). Uddannelse: er det nu også klogt at spare her? Politiken, 8. http://www.cefu.dk/media/217948/er%20det%20nu%20også%20klogt%20at%20sparre%20her.pdf

Klewe, L. (2011). Uddannelsesbaggrunden for de studerende ved de mellemlange videregående uddannelser i 2008: og hvad laver studenterne i deres første år efter studentereksamen. Danmarks Pædagogiske Universitetsskole ved Aarhus Universitet og Københavns VUC.

Rømer, T. A. (2011, Nov 13). Uddannelsestingen. http://www.folkeskolen.dk/503533/uddannelses-tingen

Breiting, S. (2011, Nov 20). Udeskole og elevers handlekompetence: Hvad kan elever lære i naturen som uddannelse for bæredygtig udvikling? http://www.udeskole.dk/site/teorilaering/788/

Bundsgaard, J. (2011). Udfordringer for forskning i it i undervisningen: kommentar til artiklen “Udfordringer og muligheder i netbaseret undervisning” i MONA 2011‑1. MONA: Matematik og Naturfagsdidaktik, 2011(2), 75-78.

Levinsen, K. T. (2011). Udfordringer i netværkssamfundet: digitale kompetencer og it i nye undervisningsmiljøer. Dansk Universitetspædagogisk Tidsskrift, (11), 20-25. http://www.dun-net.dk/media/105366/20-25_dut-11_web-3.pdf

Berliner, P. & Kousholt, D. (2011). Udgangspunkt for fornyelse af forældreinvolvering ved Vida Basis+programmets start. In B. Jensen (Ed.), Vidensbaseret indsats over for udsatte børn i dagtilbud - modelprogram: Statusrapport 2. Baseline (1. ed., pp. 49-64). VIDA-projektet. http://edu.au.dk/fileadmin/edu/Forskningsprojekter/VIDA/status2_26.pdf

Jensen, B. & Brandi, U. (2011). Udgangspunkt for fornyelse af praksis ud fra et perspektiv om organisatorisk læring. In B. Jensen (Ed.), Vidensbaseret indsats overfor udsatte børn i dagtilbud - modelprogram: Statusrapport 2. : Baseline (pp. 23-49). Dafolo.

Nielsen, K. P., Thykjær, S., Jensen, R. U. H., Bjerre, H. J. & Hansen, B. B. (2011). Ud til kanten. Information, 30. http://www.information.dk/255759

Timm, L. & Kristiansdottir, B. (2011). Uhørte stemmer: sproglige minoritetsforældre og samarbejde med skolen. (1. ed.) Via Systime. http://politiken.dk/debat/kroniker/ECE1388983/den-monokulturelle-skole-er-foraeldet/