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Petersen, K. B. (2018, Dec 8). Updates JISTE – Journal of International Society of Teacher Education by the Editor. International Society for Teacher Education. http://isfte.hkbu.edu.hk/wp-content/uploads/2018/12/ISfTE-Newsletter-39-Final.pdf

Ledertoug, M. M., Tange, N. & Las Hayas Rodriguez, C. (2018). UPRIGHT: et trivsels- og robusthedsprogram for teenagere. Kognition & Pædagogik, 28(110), 70-79. Article 7.

Bundsgaard, J. (2018). Using technology to scaffold progressive teaching. In Z. Babaci-Wilhite (Ed.), Promoting language and STEAM as human rights in education: science, technology, engineering, arts and mathematics (pp. 109-124). Springer. https://doi.org/10.1007/978-981-13-2880-0_7

Winther-Lindqvist, D. A. (2018). Uvished i ungeliv med en alvorligt syg forælder. Tidsskrift for Forskning i Sygdom og Samfund, 15(29), 55-76. Article 29. https://tidsskrift.dk/sygdomogsamfund/article/view/111302/160338

Broström, S. (2018). Værdier i børnehaveklassen. Skolestart, 48(4), 11-13. Article 3.

Broström, S. & Jensen, A. S. (2018). Values education in practice in Danish preschools. In E. Johansson & J. Einarsdottir (Eds.), Values in early childhood education : citizenship for tomorrow (pp. 37-54). Routledge.

Rasmussen, J. D. (2018). Vejfarende etnografi: om at træde ind i landskabet gennem længerevarende feltarbejde. In M. H. Jacobsen & H. L. Jensen (Eds.), Etnografier (pp. 75-103). Hans Reitzels Forlag.

Fristrup, T., Evron, L. O. & Hillgaard Bülow, M. (2018). Velkommen til et temanummer om ældre og seksualitet. Gerontologi, 34(2), 3. https://danskgerontologi.dk/wp-content/uploads/2018/10/Intro20182.pdf

Broström, S. (2018). Venskaber hos børehavebørn. In T. B. Fisker (Ed.), Det store blandt de små: om små børns venskaber (pp. 9-21). Dafolo.

Andersen, F. Ø. (2018). Vestfynsk landarbejder stoppede Dalton-banden: Marshall Madsen - fynsk westernhelt i USA. Fyens Stiftstidende, Sektion 1, 11. Article 16.

Elkjær, B. (2018). Videndeling og organisatorisk læring – er det det samme? HR-chefen, (5), 40-42.

Bjerre, J. & Allesøe, B. (2018). Viden og kampen om det virkelige. Akademisk Kvarter, 17(Spring), 112-130. https://doi.org/10.5278/ojs.ak.v0i17.2514

Jensen, N. R. (2018). Viden om praksis. Dansk Pædagogisk Tidsskrift, 2018(1), 88-90.

Mørck, L. L., Rasmussen, M. S., Lyhne, M. & Hansen Lund, J. (2018). Viden på arbejde i skolen: med særligt fokus på læreres og skolepædagogers engagement i problematikker om inklusion . Pædagogisk Psykologisk Tidsskrift, (B35), 6-16.

Wahlgren, B., Jacobsen, B., Kauffmann, O., Madsen, M. B. & Schnack, K. (2018). Videnskabsteori: Om viden og forskning i praksis. In B. Wahlgren (Ed.), Videnskabsteori: Om viden og forskning i praksis (3 ed.). Hans Reitzels Forlag.

Wahlgren, B., Jacobsen, B., Kauffmann, O., Madsen, M. B. & Schnack, K. (2018). Videnskabsteori: om viden og forskning i praksis. (3. ed.) Hans Reitzels Forlag.

Høyen, M. & Brinkkjær, U. (2018). Videnskabsteori for de pædagogiske professioner. (2 ed.) Hans Reitzels Forlag.

Bjerre, J. (2018). Viden, virkelighed og curriculum: Michael Youngs pædagogiske sociologi. Akademisk Kvarter, 17(Forår), 97-111. https://doi.org/10.5278/ojs.ak.v0i17.2513

Danneskiold-Samsøe, I. (2018). Vi gør børn med autisme til outsidere. Dagbladet Information.

Larsen, S. N. (2018). Vi hylder fri bevægelighed for alt andet end mennesker. Information, 18-19.

Wahlgren, B. (2018). Voksenpædagogik. Akademisk Forlag.

Nielsen, J. C. & Hansen, H. R. (2018). Voksensamfundets pres forstærker skylden blandt unge. Politiken Skoleliv. https://skoleliv.dk/debat/art6593439/Voksensamfundets-pres-forst%C3%A6rker-skylden-blandt-unge

Rosendal Bang, L. (2018). Voksne kan også være bange: for bøger. Politiken, Sektion 2, 6.

Berliner, P. (2018). Vold på arbejdet: set i et samfundsmæssigt perspektiv. In B. Møller, B. Bækgaard Brasch & K. Pedersen (Eds.), Konflikter og vold: en faglig udfordring (2. rev. ed., pp. 35-55). Vold som Udtryksform.

Krejsler, J. B. (2018). Vov at ville livet: også i skolen! Opfordring til glædes-strategier i et trist skolelandskab. In E. Taraldsen & E. Kanestrøm (Eds.), Marionetteskolen (pp. 125-151). Cappelen Damm Akademisk.

Staunæs, D. (2018). Vovestykker, der flytter standarden for den modige leder. In K. Mellon (Ed.), Den modige leder (pp. 7-12). Dafolo.

Jørgensen, N. J., Læssøe, J. & Madsen, K. D. (2018). Waste in education: the potential of materiality and practice. Environmental Education Research, 24(6), 807-817. https://doi.org/10.1080/13504622.2017.1357801

Wistoft, K. & Dyg, P. M. (2018). Wellbeing in school gardens: the case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191. https://doi.org/10.1080/13504622.2018.1434869

Mohr, S. (2018). What does one wear to a sperm bank? negotiations of sexuality in sperm donation. In R. Ryan Flood & J. Gunnarsson Payne (Eds.), Transnationalising reproduction: third party conception in a globalised world (pp. 60-70). Routledge.

Larsen, S. N. (2018, Jun 25). What is education: a critical essay - § 6-9.

Guerrero, K., Olsen, A. M. & Wistoft, K. (2018). What role does taste play in school meal studies? a narrative review of the literature. The Journal of Child Nutrition & Management, 42(1). https://schoolnutrition.org/uploadedFiles/5_News_and_Publications/4_The_Journal_of_Child_Nutrition_and_Management/Spring_2018/What-Role-Does-Taste-Play-in-School-Meal-Programs-Spring2018.pdf

Wistoft, K. & Qvortrup, L. (2018). When the kids conquered the kitchen: Danish taste education and the New Nordic Kitchen. Gastronomica: The Journal of Critical Food Studies, 18(4), 82-93. https://doi.org/10.1525/gfc.2018.18.4.82

Ghandchi, N. (2018). Who is the authority? the study of language registers and ideologies in two mother tongue classes in Copenhagen. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 37(6), 649-680. https://doi.org/10.1515/multi-2016-0011

Nielsen, C. F. & Hartz, E. (2018). Why be just? the problem of motivation in Hegel and Rawls. Ratio Juris, 31(3), 326-345. https://doi.org/10.1111/raju.12219

Poulsen, B. K., Skovhus, R. B. & Thomsen, R. (2018). Widening opportunities for career guidance: research circles and social justice. In T. Hooley, R. G. Sultana & R. Thomsen (Eds.), Career guidance for social justice: contesting neoliberalism (Vol. 1, pp. 211-225). Routledge.

Seibt, J., Borggreen, G. R., Fischer, K., Hasse, C., Liu, H.-Y. & Nørskov, M. (2018). Working with and Alongside Robots: Forms and Modes of Co-Working. In M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (Eds.), Envisioning Robots in Society –Power, Politics, and Public Space, Proceedings of Robophilosophy 2018 / TRANSOR 2018, (pp. 125-132). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-125

Petersen, K. E. & Ladefoged, L. (2018). Youth in gangs: what do we know - and what don't we know? A research review of national and international knowledge about youth in gangs. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.284.199

Broström, S. (2017). 17 børns syn på skolen i skoleåret 2016-2017. DPU, Aarhus Universitet.

Petersen, F. F. & Nielsen, A. M. (2017). Åben og rolig for unge: stressreduktion og psykisk sundhedsfremme på ungdomsuddannelser . Abstract from Nordisk Folkesundhedskonference, Aalborg, Denmark.

Dræby, A., Deurzen, E. V. & Lodge, R. (2017). A comparison of learning outcomes in cognitive behavioural therapy (CBT) and existential therapy: An interpretative phenomenological analysis. International Journal of Psychotherapy (IJP), 21(3), Article 7.

Lim, M. A. & Ørberg, J. W. (2017). Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education, 1(1), 91-108. https://doi.org/10.1080/23322969.2016.1236351

Schilhab, T. (2017). Adaptive smart technology use: the need for meta-self-regulation. Frontiers in Psychology, 8(MAR), Article 296. https://doi.org/10.3389/fpsyg.2017.00298

Jensen, N. H., Lieberoth, A. & Dalsgaard, T. (Eds.) (2017). Adfærdsdesign. Plurafutura Publishing.

Wistoft, K. & Qvortrup, L. (2017). A distinction of two discourses concerning wellbeing. MOJ Public health, 6(2). http://medcraveonline.com/MOJPH/MOJPH-06-00166.pdf

Rasmussen, P., Larson, A. & Cort, P. (2017). Adult education: from visible to invisible? Recent policy developments in Denmark. Paper presented at ESREA network on Policy Studies in Adult Education conference 2017, Verona, Italy.

Broström, S. (2017). A dynamic learning concept in early years’ education: a possible way to prevent schoolification. International Journal of Early Childhood, 25(1), 3-15. https://doi.org/10.1080/09669760.2016.1270196

Michel-Schertges, D. (2017). Aesthetics as the precondition for revolution. In M. J. Thompson (Ed.), Political Philosophy and Public Purpose (pp. 329-348). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-55801-5_16

Staunæs, D. (2017). Affective methodologies and experimenting with affirmative critiques of educational leadership. Abstract from ECER. European Education Research Association Annual conference, Copenhagen, Denmark.

Kjær, B. (2017). Afvigelse: normalitetens grænser. In E. Gulløv, G. B. Nielsen & I. Wentzel Winther (Eds.), Pædagogisk antropologi: tilgange og begreber (pp. 93-107). Hans Reitzels Forlag.

Petersen, K. B. (2017). A global perspective on supporting teachers’ instructional practice: an introduction to JISTE 21.2. Journal of the International Society for Teacher Education, 21(2), 6.

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