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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.

Schilhab, T., Stevenson, M. P. & Bentsen, P. (2018). Contrasting screen-time and green-time: a case for using smart technology and nature to optimize learning processes. Frontiers in Psychology, 9(JUN), Article 773. https://doi.org/10.3389/fpsyg.2018.00773

Østergaard, M. K. (2018). Contributing to students’ perception of the relevance and application of mathematics by focusing on their mathematics-related beliefs. In C. Michelsen, A. Beckmann, V. Freiman & U. T. Jankvist (Eds.), Mathematics as a bridge between the disciplines: proceedings of MACAS – 2017 Symposium (pp. 219-228).

Cassandre, M. P., Senger, C. M. & Querol, M. A. P. (2018). Contributions of the activity theory to analyse disturbances in organisations: the case of solid waste management within a university hospital. International Journal of Learning and Change, 10(4), 300-324. https://doi.org/10.1504/IJLC.2018.095801

Winther, I. W. & Gulløv, E. (2018). Cornelius på otte år og hans sammenbragte familie er den nye måde af være familie på, og det skal vi lære. Berlingske Tidende, 36-37.

Hansen, J. H. (2018). Co-teaching: en farbar vej mod inklusion. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 20(2), 14-24.

Hansen, J. H. (2018). Co-teaching: et brud med faglige traditioner, kulturer og velkendte organiseringer. In P. Andersen (Ed.), Godt igang med co-teaching: sammen on alle elever (pp. 25-39). Dafolo.

Jankvist, U. T. & Niss, M. (2018). Counteracting destructive student misconceptions of mathematics. Education Sciences, 8(2), Article 53. https://doi.org/10.3390/educsci8020053

Ratner, H. G. (2018). Crafting data relationality: generating educational futures. Abstract from DASTS 2018: Engaging the Data Moment, Copenhagen, Denmark.

Alanen, L., Baraldi, C., de Coninck-Smith, N., Laoire, C. N. & Tisdall, K. (2018). Cross-disciplinary conversation in childhood studies: Views, hopes, experiences, reflections. Childhood, 25(2), 127-141. https://doi.org/10.1177/0907568218760326

Wegener, C., Meier, N. & Maslo, E. (Eds.) (2018). Cultivating creativity in methodology and research: in praise of detours. Palgrave Macmillan.

Hasse, C. (2018). Cultural-historical hyperobjects. In The Challenges of Cultural Psychology: Historical Legacies and Future Responsibilities (pp. 357-368). Routledge.

Lindenskov, L. (2018). Danish approaches to adults learning mathematics: a means for developing labor market skills and/or for Bildung? In K. Safford-Ramus, J. Maass & E. Süss-Stepancik (Eds.), Contemporary research in adult and lifelong learning of mathematics: International perspectives (pp. 227-248). Springer. https://link.springer.com/chapter/10.1007/978-3-319-96502-4_13

Hammershøj, L. G. (2018). Dannelse er efterhånden blevet et begreb alle debatterer, men hvad mener vi, når vi taler om dannelse? Politiken.

Rømer, T. A. (2018). Dannelse, kritik og demokrati. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 38(110), 79-91.

Wiberg, M., Nielsen, C. F., Petersen, A. N. & Andersen, K. M. (2018). Dannelsen af etisk myndighed i den danske folkeskole: rapport fra pilotprojekt november 2017 - januar 2018. DPU, Aarhus Universitet. http://projekter.au.dk/fileadmin/projekter/Etisk_myndighed/Dannelsen_af_etisk_myndighed_i_den_danske_folkeskole-A4-21.12.2018.pdf

Andersen, F. Ø. (2018). Dansk helt i USA: uden spor i Danmark. Nordjyske Stiftstidende, 8.

Staunæs, D., Juelskjær, M., Bjerg, H. & Olesen, K. G. (2018). Datas hvad: Data gør mere end de viser: Arbejdspapir no 1. (pp. 1-20). DPU, Aarhus Universitet.

Staunæs, D., Juelskjær, M., Bjerg, H. & Olesen, K. G. (2018). Datas hvad: Diversitetsliteracy som del af dataliteracy. (pp. 1-17). DPU, Aarhus Universitet.

Juelskjær, M., Bjerg, H., Olesen, K. G. & Staunæs, D. (2018). Datas hvordan: kapabilitet til etisk data-literacy. Arbejdspapir no. 2. (pp. 1-22).

Rørbech, H. (2018). De andre rum. Viden om Literacy, maj 2018.

Caeli, E. N. (2018). Debat: At lære programmering i skolen er ikke nok – og det vidste vi også for 50 år siden. Politiken Skoleliv. http://skoleliv.dk/6441164

Wistoft, K., Bitz, C., Vladimir, T., Agger, A.-B., Carlsen, H. B. & Bergmann, E. R. (2018). Debat: Regeringen misforstår børn og unges madvaner. Politiken, kroniken, Sektion 2 (Kultur), 5.

Aarkrog, V., Wahlgren, B., Mariager-Anderson, K., Gottlieb, S. & Larsen, C. H. (2018). Decision-making processes among potential dropouts in vocational education and training and adult learning. International Journal for Research in Vocational Education and Training, 5(2), 111-129. https://doi.org/10.13152/IJRVET.5.2.2

Sorenson, J. (2018). Decisions and values: Engineering design as a pragmatic and sociomaterial negotiation process. REELER. http://reeler.eu/fileadmin/user_upload/REELER/WP04_Decisions_and_values.pdf

Schilhab, T., Balling, G. & Kuzmicova, A. (2018). Decreasing materiality from print to screen reading. First Monday, 23(10), Article 1. https://doi.org/10.5210/fm.v23i10.9435

Schou, L. R. (2018). Deliberalistisk demokratiforståelse: et bidrag til skolens demokratiopdragelse. Kognition & Pædagogik, 28(108), 44-53.

Simovska, V. & Roien, L. A. (2018). Deltagelses- og handlingsorienteret seksualundervisning: at planlægge det uforudsigelige . In L. A. Roien, V. Simovska & C. Graugaard (Eds.), Seksualitet, skole og samfund: kritiske perspektiver på seksualundervisning (pp. 233-253). Hans Reitzels Forlag.

Hansen, O. H., Skriver Jensen, A. & Broström, S. (2018). Democracy and care: values education in Nordic preschools. In E. Johansson, A. Emilson & A.-M. Puroila (Eds.), International Perspectives on Early Childhood Education and Development: concepts, approaches and practices (pp. 215-230). Springer. https://doi.org/10.1007/978-3-319-75559-5_13

Dræby, A. (2018). Den kinesiske filosofis historie. Slagmark: tidsskrift for idéhistorie , (76), 210-213.

Harryson, H. (2018). Den pædagogiske diskurs i læreruddannelsen: formål, indhold og undervisningsmetoder: en komparation af læreruddannelserne HSN, Drammen, VIA, Aarhus og HÍ, Reykjavik. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.282.197

Kristjansdottir, B. (2018). Den politiske retoriks arsenik. Asterisk (magasin), (85), 30-31. http://edu.au.dk/fileadmin/edu/Asterisk/85/Asterisk85-s30-31.pdf

Nielsen, A. M. (2018). Den relationelle opmærksomheds fænomenologi. 1-24. Paper presented at Forum for eksistentiel fænomenologi, København, Denmark.

Winther-Jensen, T. (2018). Den senere Grue-Sørensen: en erindringsskitse. Studier i Pædagogisk Filosofi, 7(1), 2-12. https://tidsskrift.dk/spf/article/download/111841/160819/

Wiberg, M. (2018). Den teoretiske pædagogiks bidrag til empirisk forskning i dannelse: kan man forske i dannelse ? In A. V. Oettingen (Ed.), Empirisk dannelsesforskning: mellem teori, empiri og praksis (pp. 69-91). Hans Reitzels Forlag.

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