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Knudsen, L. E. D., Jankvist, U. T. & Shakoor, L. R. (2022). Skirt Making as an Open School, Interdisciplinary Material Activity in Mathematics, Arts and Crafts. In C. Michelsen, A. Beckmann, V. Freiman, U. T. Jankvist & A. Savard (Eds.), Mathematics and Its Connections to the Arts and Sciences (MACAS): 15 Years of Interdisciplinary Mathematics Education (pp. 487-499). Springer. https://link.springer.com/book/10.1007/978-3-031-10518-0

Thorborg, M. M. R. (2022). Skoleeffektivitetsforskningens udvikling: effektfuldhed som kritisk videreudvikling. In J. Christensen & L. Qvortrup (Eds.), Kausalitet og effektfuldhed i pædagogisk forskning og praksis (pp. 105-140). Aarhus Universitetsforlag.

Rømer, T. A. (2022). Skolens formål: dannelse, splittelse og uniformativering. Klim.

Dorf, H. (2022). Skolens formål og skolepolitikkens afveje: anmeldelse af Thomas Rømer: Skolens formål - - dannelse, splittelse og uniformativering, Klim 2022. Unge Pædagoger, (3), 107 - 112.

Bjerre, J. (2022). Skolens sociale verden: pædagogisk socialpsykologi. Hans Reitzels Forlag. https://hansreitzel.dk/products/skolens-sociale-verden-bog-52418-9788741278841

Christensen, J. H., Bundsgaard, J., Kjeldsen, C. C. & Pettersson, M. (2022). Skolen under corona-pandemien: Danske resultater fra REDS-undersøgelsen 2020-21 . Aarhus Universitetsforlag. https://unipress.dk/udgivelser/s/skolen-under-coronapandemien/

Christensen, J. H. (2022). Skolen under coronapandemien. Pictures, Video and sound recordings (digital) https://soundcloud.com/user-86348032/skolen-under-coronapandemien

Dorf, H. (2022). Skolepolitik i opbrud? Folkeskolen. https://www.folkeskolen.dk/folkeskolereform-skolepolitik-christiansborg/debat-skolepolitik-i-opbrud/4672330

Coninck-Smith, N. D. (2022). Skrammellegepladsen 1943. Aarhus Universitetsforlag. 100 Danmarkshistorier

Skyggebjerg, A. K. (2022). Skråt nedad: Selvfølgelig kan børnebøger handle om corona og antiracisme, men der er forskel på at belære og fortælle. Weekendavisen, Sektion 2 (Bøger), 16.

Bundsgaard, J., Kabel, K. & Bremholm, J. (2022). Skriveudvikling i de tidlige skoleår. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 2022(3), 23-30.

Laursen, H. P. & Daugaard, L. M. (2022). Små tegn – stort engagement. Metasprogning i det flersprogede klasserum i de første år i skolen. Abstract from Nordand 15: Den femtende konference om Nordens sprog som andetsprog, Reykjavik. file:///C:/Users/au225080/Downloads/final.program.nordand_25.5.2022.pdf

Skyggebjerg, A. K. (2022). Snorketræer og sovetryner: Opbyggeligt. To billedbøger tematiserer på humoristisk vis søvnens udfordringer og viser i samme moment de udhviledes privilegium og overskud. Weekendavisen, Sektion 2 (Bøger), 15.

Andersen, I. G. & Smith, E. (2022). Social contexts and gender disparities in students’ competence beliefs: The Role of Gender-Stereotypical Beliefs and Achievement Patterns in the Classroom for Students’ Self-Concept in Gender-Stereotypical Subjects. Frontiers in Education, 7, Article 840618. https://doi.org/10.3389/feduc.2022.840618

Jensen, N. R. (2022). Social glocalisation and education. Social work, health sciences, and practical theology perspectives on change. European Journal of Social Work, 25(5), 934-935. https://doi.org/10.1080/13691457.2022.2084952

Kryger, N. (2022). Social Klasse, køn og etnicitet. In B. J. & L. P. F. (Eds.), Pædagogikhåndbogen: Seks tilgange til pædagogik 2. udgave (2 ed., pp. 519). Hans Reitzels Forlag.

Brodersen, M., Hansen, C. S., Krab, J. & Langager, S. (2022). Socialpædagogikkens politiske økonomi: Indledning. Dansk Pædagogisk Tidsskrift, 2022(4). https://dpt.dk/temanumre/2022-4/socialpaedagogikkens-politiske-oekonomi-indledning/

Langager, S. (2022). Socialpolitiske styringsstrategier i socialpædagogisk og socialt arbejde. Dansk Pædagogisk Tidsskrift, 2022(4). https://dpt.dk/temanumre/2022-4/socialpolitiske-styringsstrategier-i-socialpaedagogisk-og-socialt-arbejde/

Thomsen, R., Hooley, T. & Sultana, R. (2022). Social retfærdighed og karrierevejledning: 5 pejlemærker for en kritisk emancipatorisk tilgang. In R. Buhl & P. Plant (Eds.), Karrierevejledning og bæredygtighed (pp. 55-70). Frydenlund Academic.

Smith, E. & Gümüs, S. (2022). Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement. International Journal of Educational Research, 112, Article 101951. https://doi.org/10.1016/j.ijer.2022.101951

Larsen, S. N. (2022). Solen og planternes metafysik - en kritisk læsning af Emanuele Coccias filosofi. Paradoks: Tidsskrift for Filosofi og Teori. https://paradoks.nu/2022/04/20/solen-og-planternes-metafysik-en-kritisk-laesning-af-emanuele-coccias-filosofi/

Petersen, K. E. (2022). Søren - et reflekterende menneske i akademia. In N. R. Jensen & C. S. Hansen (Eds.), En socialpædagogisk tendens? : Festskrift til Søren Langager. Aarhus Universitet (pp. 22-31). DPU, Aarhus Universitet.

Anderson, S. D. (2022). Sozialität. In C. Markom & J. Tosic (Eds.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (pp. 293-298). new academic press.

Fristrup, T. (2022). Specialpædagogiske fornemmelser. In N. Rosendal Jensen & C. Sandbjerg Hansen (Eds.), En socialpædagogisk tendens? : Festskrift til Søren Langager (pp. 79-89). Article 10 DPU, Aarhus Universitet.

Skaaning Knage, F. (2022). Spørg om skolebørn - skolevægring. Pictures, Video and sound recordings (digital), Københavns Professionshøjskole.

Holm, L. (2022). Sproglig evaluering af flersprogede - på tværs. Abstract from Nordand 15: Den femtende konference om Nordens sprog som andetsprog, Reykjavik. https://vigdis.hi.is/wp-content/uploads/2020/09/abstrakter-25.-maj.-kl.-9.50-11.45.pdf

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2022). Strukturierte Video Circles im ersten Unterrichtspraktikum. Fokus: Übergangsmanagement. Journal für Lehrerinnenbildung, 2022(4), 102-113. https://doi.org/10.35468/jlb-04-2022-06

Messiou, K., Bui, L. T., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M. & Echeita, G. (2022). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal, 21(2), 355-376 . https://doi.org/10.1177/1474904120953241

Dohn, N. B. & Dohn, N. B. (2022). Student motivation in science learning with embodied Computational Thinking. In C. Chinn, E. Tan, C. Chan & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1850-1851) https://2022.isls.org/proceedings/

Nørgård, R. T. (2022). Students’ academic digital competencies in higher education: development of a cross-institutional model. In R. Sharpe, S. Bennett & T. Varge-Atkins (Eds.), Handbook of Digital Higher Education (pp. 271-285). Edward Elgar Publishing.

Pedersen, M. K. (2022). Students’ concept images of differentiability from the perspective of the mathematical thinking competency. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 3012-3013). ERME and Free University of Bozen-Bolzano. http://erme.site/wp-content/uploads/2023/02/Proceedings_CERME12.pdf

Kjeldsen, C. C. (2022). Students´ Home Resources and Socioeconomic Background Scale (SHRSBS). In Responses to Educational Disruption Survey: User Guide for the International Database (pp. 27-30). Unesco. https://www.iea.nl/sites/default/files/2022-05/UNESCO%20IEA%20REDS%20User%20Guide%2028Apr2022.pdf

Smedegaard Ernst Bengtsen, S. (2022). Studying – A Way Towards Justice? A Response to Special Issue: Answering the Question: What Is Studying? PTHE 3(3). Philosophy and Theory in Higher Education, 4(1), 73-76. https://doi.org/10.3726/PTIHE.012022.0005

Dalsgaard, C., Boie, M. A. K. & Caviglia, F. (Eds.) (2022). Styrk fremmedsprog: go digital mit technologia für Unterricht en langue étrangère. Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.

Michel-Schertges, D. (2022). Subalternity, Class-Consciousness and Resistance. Social Work & Society, 20(2), 1-13. https://ejournals.bib.uni-wuppertal.de/index.php/sws/issue/view/42

Larsen, S. N. (2022). SUBJEKTIVERING OG SUBJEKTIVATION: Hvad sker der 'med' den studerende under feltarbejdet i en virksomhed? . Pictures, Video and sound recordings (digital)

Lysgaard, J. A. & Öhman, J. (2022). Sustainability issues as controversial educational content. In Challenges for environmental and sustainability education research in times of climate crisis: 15th Invitational Seminar on Environmental & Sustainability Education Research (pp. 4-8). Ghent University. https://biblio.ugent.be/publication/8768733/file/8768735.pdf

Brandi, U., Collin, K. & Lemmetty, S. (2022). Sustainability Perspectives in Organizational and Workplace Learning Studies. Sustainability, 14(20), Article 13101. https://doi.org/10.3390/su142013101

Wahlgren, B., Gottlieb, S., Puge, K. & Lindhardt, L. B. (2022). Sustainable Culture for Change II. Aarhus Universitet. https://www.epaper.dk/velux01/working_paper_scfc_ii_2022/

Varge-Atkins, T. & Nørgård, R. T. (2022). Sustaining habits of the heart in small disciplines. Paper presented at ICED 2022 - International Consortium for Educational Development, Aarhus, Denmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/C6E17D3E-00B1-EC11-84B2-00155D0B0901.pdf

Herzog-Punzenberger, B., Schroedler, T. & Petersen, K. B. (2022). Symposium “Teacher education curricula for a society of migration”. 84. Abstract from TEPE 2022 Conference, Graz, Austria. https://static.uni-graz.at/fileadmin/veranstaltungen/teacheredu-policy-europe2022/Programm/TEPE_2022_Book_of_Abstracts.pdf

Johansson, M., Kabel, K., Höglund, H., Sønneland, M. & Gourvennec, A. (2022). Symposium: Working with Literature in Nordic Secondary Education. Abstract from ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cyprus.

Primdahl, N. L. (2022). Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers. In Wellbeing and Schooling - Cross Cultural and Cross Disciplinary Perspectives (pp. 87-106). Springer. https://doi.org/10.1007/978-3-030-95205-1_6

Elkjaer, B. (2022). Taking Stock of "Organizational Learning": Looking Back and Moving Forward. Management Learning, 53(3), 582-604. https://doi.org/10.1177/13505076211049599

Qvortrup, L. & Wistoft, K. (2022). Taste: Making Sense of Food. Food Studies: An Interdisciplinary Journal, 12(2), 1-7. https://doi.org/10.18848/2160-1933/CGP/v12i02/1-7

Yadav, A., Caeli, E. N., Ocak, C. & Macann, V. (2022). Teacher Education and Computational Thinking: Measuring Pre-service Teacher Conceptions and Attitudes. In ITiCSE '22: Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education (Vol. 1, pp. 547-553). Association for Computing Machinery. https://doi.org/10.1145/3502718.3524783

Herzog-Punzenberger, B., Schroedler, T. & Petersen, K. B. (2022). Teacher Education for a Society of Migration: Symposium. Abstract from European Educational Research Association - ECER 2022, Yerevan, Armenia.

Cone, L. (2022). Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching: Theory and Practice, 28(6), 742-756. https://doi.org/10.1080/13540602.2022.2098272

Plauborg, H. (2022). Teachers who stay in the profession. Paper presented at European Educational Research Association - ECER 2022, Yerevan, Armenia.

Hansen, A.-M. S., Nilsson, E. M., Eriksson, E., Yoo, D. & Nørgård, R. T. (2022). Teaching for more-than-human perspectives in technology design – towards a pedagogical framework. Paper presented at Cumulus, Detroit, Michigan, United States.

Displaying results 2801 to 2850 out of 18822

Revised 26.09.2022

Knud Holt Nielsen