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Egelund, N. (2017). Diagnoser afgør hvilke elever, der får støtte. Asterisk (magasin), (83), 32-33. http://edu.au.dk/fileadmin/edu/Asterisk/83/Asterisk-83-s32-33.pdf

Skovlund, H. (2017). Diagnoser og stigma i den inkluderende folkeskole: en socialfænomenologisk indfaldsvinkel til en uforløst debat. Specialpaedagogik, 37(2), 2-22.

Hammershøj, L. G. (2017). Diagnosis of the times. In R. Poli (Ed.), Handbook of anticipation: theoretical and applied aspects of the use of future in decision making (pp. 1-20). Springer. https://doi.org/10.1007/978-3-319-31737-3_64-1

Højholt, C. & Kousholt, D. (2017). Dialectic and conflicts: researching school as conflictual social practice. Paper presented at International Society for Theoretical Psychology, ISTP, Tokyo, 2017: 'The Ethos of Theorizing', Tokyo, Japan.

Laursen, P. F. (2017). Dialog: realistiske ambitioner for folkeskolen. Hans Reitzels Forlag.

Broström, S. (2017). Didaktik for skolepædagoger: pædagoger i skolen. Hans Reitzels Forlag.

Laursen, P. F. & Kristensen, H. J. (Eds.) (2017). Didaktikhåndbogen. Hans Reitzels Forlag.

Broström, S. (2017). Didaktik, leg og læring. In T. Ritchie & D. Tofteng (Eds.), Didaktik for pædagoger (pp. 38-54). Billesø & Balzers Forlag.

Iskov, T. (2017). Didaktisk intentionalitet: mod en udvidelse af den analytiske didaktik mellem policy og praksis. DPU, Aarhus Universitet.

Dannesboe, K. I., Bach, D. & Kjær, B. (2017). Different forms of concerted cultivation: the case of Denmark. Paper presented at ECER 2017, Copenhagen, Denmark.

Nickelsen, N. C. M. (2017). Different modes of engagement: the sensibilities of feeding assistive robotics. Paper presented at EASST/4S Conference, Boston, Mass., Massachusetts, United States.

Bundsgaard, J. (2017). Digital dannelse. Aarhus Universitetsforlag. Pædagogisk Rækkevidde

Andresen, B. B. (2017). Digital indsatsteori: følgeforskning i tilknytning til eSkolerMidt-projektet. Slutrapport. Det Nationale Videncenter for e-læring.

Andresen, B. B. (2017). Digitaliseringsindsats på ungdomsuddannelser: følgeforskning i tilknytning til eSkolerMidt-projektet. Tredje delrapport. Det Nationale Videncenter for e-læring. http://avendoc.ventures.dk/default_adv.asp?bURL=V&Rediger=5&Skole=adv&MaterialeID=st7d55636f0403bc2c421eaf7067980426&reloaded=1

Wistoft, K. & Qvortrup, L. (2017). Dimensions of taste qualifying didactic reflections on home economics education. Abstract from ARAHE, Tokyo, Japan.

Beedholm, K., Hamre, B. & Frederiksen, K. (2017). Diskursanalyse. In S. Glasdam, G. Riis Hansen & S. Pjengaard (Eds.), Bachelorprojekter indenfor det pædagogiske område: indblik i videnskabelige metoder (pp. 100-117). Hans Reitzels Forlag.

Andresen, B. B. (2017). Disruptive educational environments: what guides teachers? In L. Uden, D. Liberona & Y. Liu (Eds.), Learning Technology for Education Challenges - 6th International Workshop, LTEC 2017, Proceedings: 6th International workshop, LTEC 2017, Beijing, China, August 21–24, 2017, Proceedings (pp. 49-58). Springer. https://doi.org/10.1007/978-3-319-62743-4

Ahl, L. M., Aguilar, M. S. & Jankvist, U. T. (2017). Distance mathematics education as a means for tackling impulse control disorder: the case of a young convict. For the Learning of Mathematics, 37(3), 27-32. https://flm-journal.org/Articles/326364FA26089AB11276230C3E2E1.pdf

Balaban, C. (2017). Doctoral education in the 'knowledge economy': actors, processes and discursive constructions. DPU, Aarhus Universitet.

Neugebauer, M. & Weiss, F. (2017). Does a bachelor’s degree pay off? labor market outcomes of academic versus vocational education after Bologna. Freie Universität Berlin, School of Business and Economics. http://edocs.fu-berlin.de/docs/receive/FUDOCS_document_000000026838

Jensen, B., Jensen, P. & Rasmussen, A. W. (2017). Does Professional Development of Preschool Teachers Improve Children’s Socio-Emotional Outcomes? Labour Economics, 45, 26-39. https://doi.org/10.1016/j.labeco.2016.11.004

Jensen, B., Brøns, D. & Kjær Olsen, A. (2017). Dygtige børn har brug for dygtige voksne. Politiken, kroniken, 5-6.

Ejersbo, L. R. (2017, May). Dyskalkuli og matematikvanskeligheder: hvad er forskellen? https://www.folkeskolen.dk/608119/dyskalkuli-og-matematikvanskeligheder--hvad-er-forskellen

Bergqvist, E., Fauskanger, J., Häggström, J., Hähkiöiemi, M., Højgaard, T. & Jankvist, U. T. (2017). Editorial. Nordic Studies in Mathematics Education, 22(3), 1-4.

Bergqvist, E., Fauskanger, J., Häggström, J., Hähkiöniemi, M., Højgaard, T. & Jankvist, U. T. (2017). Editorial. Nordic Studies in Mathematics Education, 22(2), 1-4.

Bergqvist, E., Fauskanger, J., Häggström, J., Hähkiöiemi, M. & Højgaard, T. (2017). Editorial. Nordic Studies in Mathematics Education, 22(4), 1-2.

Hasse, C. & Davies, C. (Eds.) (2017). Educational Technologies in a Cultural Learning Perspective. (3 ed.) Routledge. Oxford Review of Education

Bramming, P. & Elkjær, B. (2017). Education as a core task of universities: an organizational perspective. Paper presented at European Conference on Educational Research, København, Denmark.

Lysgaard, J. A. (2017). Education, learning and participation (FERA 50 years anniversary - celebrating with colleagues). Paper presented at ECER, Copenhagen, Denmark.

Griebler, U., Rojatz, D., Simovska, V. & Forster, R. (2017). Effects of student participation in school health promotion: a systematic review. Health Promotion International, 32(2), 195–206. https://doi.org/10.1093/heapro/dat090

Larsen, S. N. (2017). Efterskrift. In E. Gulløv, G. B. Nielsen & I. W. Winther (Eds.), Pædagogisk antropologi: Tilgange og begreber (pp. 291-311). Article 18 Hans Reitzels Forlag.

Jensen, N. R. (2017). Efterskrift. In Den materialistiske historeopfattelse (pp. 61-92). Forlaget Solidaritet.

Nielsen, C. F. (2017). Efterskrift til den reviderede udgave. In M. H. Jeppesen, C. F. Nielsen, C. B. Eriksen & E. K. Jørgensen (Eds.), Immanuel Kant: oplysning, historie, fremskridt : historiefilosofiske skrifter (2 ed., pp. 122-136). Forlaget Slagmark.

Mohr, S. & Vetter, A. (2017). Eindringliche Begegnungen: von körperlichem Erleben und Feldforschung. In K. Braun, C.-M. Dieterich, T. Hengartner & B. Tschofen (Eds.), Kulturen der Sinne: Zugänge zur Sensualität der sozialen Welt (pp. 191-198). Königshausen & Neumann.

Dræby, A. (2017). Eksistensanalyse som pædagogik: læring, dannelse og livslang aflæring i eksistentiel terapi og supervision. Aarhus Universitet, DPU. https://doi.org/10.7146/aul.230.165

Skovhus, R. B., Thomsen, R. & Buhl, R. (2017). Ekspertudvalget mangler indblik i vejledningens faglighed. Vejlederen, (2), 24-25.

Knoop, H. H., Holstein, B., Viskum, H. & Moon Lindskov, J. (2017). Elevernes fællesskab og trivsel i skolen: analyser af Den Nationale Trivselsmåling. DCUM. http://dcum.dk/media/2107/dcum-rapport-elevernes-trivsellow.pdf

Ulvseth, H., Jørgensen, C. & Tetler, S. (2017). Elevers engagement i undervisningen: om metoder til inddragelse af alle elevers stemme. Dafolo. Læringsløft

Egelund, N. (2017). Elevplaner, mål og specialdidaktik. In H. B. Hansen & B. Degn Mårtensson (Eds.), Specialdidaktik i teori og praksis: undervisning på specialskoler og i specialklasser (pp. 343-354). Hans Reitzels Forlag.

Petersen, K. B. (Ed.), Taylor, L. & Woloshyn, V. (2017). Emancipating and transforming teacher education for a better education system. (1 ed.) International Society for Teacher Education.

Petersen, K. B., Taylor, L. & Woloshyn, V. (2017). Emancipating and transforming teacher education for a better education system: About this issue. Journal of the International Society for Teacher Education, 21(1), 5-6. Article 1.

Schilhab, T. (2017). Embodied cognition and science criticism: juxtaposing the early Nietzsche and Ingold’s anthropology. Biosemiotics, 10(3), 469-476. https://doi.org/10.1007/s12304-017-9305-8

Køster, A. (2017). Embodied selfhood and narrative: phenomenological investigations. Danish School of Education, Aarhus University.

Weiss, F. & Schindler, S. (2017). EMI in Germany: qualitative differentiation in a tracked education system. American Behavioral Scientist, 61(1), 74-93. https://doi.org/10.1177/0002764216682811

Nørby, S. (2017). Emotioner. In S. Nørby & M. Nordfang (Eds.), Kognitionspsykologi (pp. 337-374). Samfundslitteratur.

Hansen, O. H. (2017). Empati i pedagogiskt arbete. In I. Pramling Samuelsson & A. Jonsson (Eds.), Förskolans yngsta barn: perspektiv på omsorg, lärande och lek (pp. 70-88). Liber.

Bremholm, J. (2017). En fælles læsebog og balanceret læseundervisning - en (u)mulig kombination?. Abstract from NOFA 6 - Nordisk Fagdidaktisk konference, Odense, Denmark.

Hyldgaard, K. (2017). En sand filosof. In A. Badiou (Ed.), Hvad er kærlighed? (pp. 43-54). Forlaget Philosophia.

Staunæs, D. & Hvenegaard-Lassen, K. (2017). Entering the prayer room: exploring the non/ephemeral effects of racialized atmospheres and mood politics. Abstract from Diverse organizing/organizational diversity – Methodological questions and activist practices, Frederiksberg, Denmark.

Egelund, N. (2017). En ud af fem: kan det være rigtigt? Paideia: tidsskrift for professionel pædagogisk praksis, (14), 32-37.

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Knud Holt Nielsen