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Borring, C. G. (2021). Bevægelser mod praksisnære samarbejdsformer – historiske og aktuelle individualiseringsproblematikker i skolepsykologien. Pædagogisk Psykologisk Tidsskrift.

Bruun, M. H. (2021). Beyond the Two Cultures: PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Programme. In A. Aarup Jensen, D. Stentoft & O. Ravn (Eds.), Interdisciplinarity and Problem-Based Learning in Higher Education: Research and Perspectives from Aalborg University (Vol. 33, pp. 35-47). Springer. https://doi.org/10.1080/09540253.2019.1632810

Dovigo, F. (2021). Beyond the vulnerability paradigm: fostering inter- professional and multi-agency cooperation in refugee education in Italy. International Journal of Inclusive Education, 25(2), 166-181. https://doi.org/10.1080/13603116.2019.1707301

Larsen, P. (2021). Biblen taget bogstaveligt. Dagbladet Information, Sektion 2 (Moderne Tider), 23-23. https://www.information.dk/moti/anmeldelse/2021/10/ny-bog-forsoeger-forstaa-insisterer-paa-laese-biblen-bogstaveligt?lst_cntrb

Rørbech, H. (2021). Bildung and diversity from the perspective of the classroom.

Lund-Larsen, M., Jørgensen, S. & Andresen, B. B. (2021). Blended Learning-frem mod en ny normal på ungdomsuddannelserne. Læring og medier (LOM), 14(24). https://doi.org/10.7146/lom.v14i24.125678

Larsen, S. N. (2021). Bliver dansk uddannelsespolitik lavet i Danmark?. Pictures, Video and sound recordings (digital), Sophia - tænketank for pædagogik og dannelse. http://www.sophia.nu/podcast/1689/

Pio, F. (2021, Jan 1). Blog Folkeskolen.dk: Pædagogik, civilisation og skole.

Rasmussen, J. D. & Thorsen, A. (2021). Bodegaerne mangler. Det minder os om mændene i velfærdsstatens udkant. Pictures, Video and sound recordings (digital), Zetland. https://www.zetland.dk/historie/s8DPvEwG-aopXLwdn-5a02f

Olsen, F. B. H. (2021). Boganmeldelse: Blind tillid – eller blindt raseri – mod det vågende øje? Solidaritet. https://solidaritet.dk/boganmeldelse-med-blind-tillid-til-eller-i-blindt-raseri-mod-det-vaagende-oeje/

Olsen, F. B. H. (2021). Boganmeldelse: Sociolog Bent Olsen vil have den højtflyvende pædagogik ned på jorden igen. Solidaritet. https://solidaritet.dk/boganmeldelse-sociolog-bent-olsen-vil-have-den-hoejtflyvende-paedagogik-ned-paa-jorden-igen/

Wistoft, K. (2021, Nov). Boganmeldelse:”Tilknytning og dannelse i dagtilbud. En neuropsykologisk tilgang til et fælles pædagogisk grundlag”. Dafolo.

Skyggebjerg, A. K. (2021). Bogglad eller sprogflad? Læselyst. Politikere, litteraturformidlere og forældre vil gerne have børn til at læse mere, men hvordan? Weekendavisen, Sektion 2 (Bøger), 16.

Wistoft, K. (2021). BØRNEHØJDE – en faglig podcast om pædagogik og læreplan: Mad, måltider, smag i børnehaver. Pictures, Video and sound recordings (digital), EMU - Danmarks Læringsportal.

Skyggebjerg, A. K. (2021). Børnesoldater i klimakampen: I børnelitteraturens populære klimafiktioner kombineres dystopi, ideologi, naturvidenskab og nyttige hverdagsråd med mistro over for alle over 18 år. Weekendavisen, Bøger, 14-15.

Broström, S. (2021). Børn lærer når de leger. Skolestart, (4), 27-29.

Andresen, B. B., Hansen, L. & Hansen, O. (2021, Jan 13). Børn skal have betydeligt mere voksenkontakt i dagtilbuddene. Altinget.dk. https://www.altinget.dk/boern/artikel/forskere-goer-2021-til-aaret-hvor-dagtilbuddene-faar-et-reelt-loeft

Lund, H. R. & Skyggebjerg, A. K. (2021). Børns læselyst: En forskningsoversigt. Aarhus Universitetsforlag. Pædagogisk Indblik Vol. 13 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Boerns_laeselyst/13_-_Boerns_laeselyst_-_04-11-2021.pdf

Sortkær, B., Smith, E., Reimer, D., Oehmcke, S. & Andersen, I. G. (2021). Both sides of the story: Comparing student-level data on reading performance from administrative registers to application generated data from a reading app. EPJ Data Science, 10(1), Article 44. https://doi.org/10.1140/epjds/s13688-021-00300-y

Wahlgren, B. & Aarkrog, V. (2021). Bridging the gap between research and practice: How teachers use research-based knowledge. Educational Action Research, 29(1), 118-132. https://doi.org/10.1080/09650792.2020.1724169

Nissen, M. & Mørck, L. L. (2021). Brobygning og fælesskabende praksis: Meningsfuld og fællesskabende dokumentation. Pictures, Video and sound recordings (digital) https://www.youtube.com/watch?v=-uCmkMGYD-k

Hansen, H. R. (2021, Jan). Brobygning og fællesskabende praksisser: Nyhedsbrev nr. 1. Januar 2021. Aarhus Universitet. https://projekter.au.dk/fileadmin/projekter/Brobygning_og_Faellesskabende_Praksis/Nyhedsbrev_brobygning_-_1_-_2021.pdf?fbclid=IwAR1oalBwpn3O3jOHiaWvzc0QIkv_uL_kPH7FczOo8tvyooLgGyaUwzVVJwk

Rasmussen, L. R. (2021). Building Pedagogies. A historical study of teachers’ spatial work in new school architecture. Education Inquiry, 12(3), 225-248. https://doi.org/10.1080/20004508.2020.1857495

Villumsen, S., Elsberg, S., Løvgren, C., Vinther, K., Klarholt Busk, L., Vest Arler, S. & Rian, O. (2021). Capacity building in preparing the health workforce to deliver the digital future. In R. Marcilly, L. Dusseljee-Peute, C. E. Kuziemsky, X. Zhu, P. Elkin & C. Nohr (Eds.), Context Sensitive Health Informatics: The Role of Informatics in Global Pandemics (pp. 43-47). IOS Press. https://doi.org/10.3233/SHTI210634

Lydahl, D. & Nickelsen, N. C. M. (2021). Careful engagements. Abstract from Nordic STS conference 2021, Copenhagen, Denmark.

Winther-Lindqvist, D. A. (2021). Caring well for children in ECEC from a wholeness approach – The role of moral imagination. Learning, Culture and Social Interaction, 30(Part B), Article 100452. https://doi.org/10.1016/j.lcsi.2020.100452

Pedersen, M. K. & Jankvist, U. T. (2021). CAS, begrebsdannelse og negativ black boxeffekt. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/digitale-teknologier/cas-begrebsdannelse-og-negativ-black-boxeffekt

Jankvist, U. T., Dreyøe, J., Geraniou, E., Weigand, H.-G. & Misfeldt, M. (2021). CAS from an assessment point of view: Challenges and potentials. In A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová & H.-G. Weigand (Eds.), Mathematics Education in the Digital Age: Learning, Pract. and Theory (pp. 99-120). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781003137580/mathematics-education-digital-age-alison-clark-wilson-ana-donevska-todorova-eleonora-faggiano-jana-trgalov%C3%A1-hans-georg-weigand

Pedersen, M. K. & Jankvist, U. T. (2021). CAS som black box. NCUM|Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/temaer/digitale-teknologier/cas-som-black-box

Christensen, J. H., Bundsgaard, J. & Pettersson, M. (2021). Centrale resultater fra lærerspørgeskemaet. In It i skolen under coronapandemien: Resultater af ICILS Teacher Panel 2020 (pp. 45-60). https://unipress.dk/media/18517/115356_it-i-skolen_indhold_trim_.pdf

Larsen, S. N. & Fristrup, T. (2021). Centraliseret decentralisering. Forskerforum, (344), 26-27.

Wieser, C. & Maeder, C. (2021). Challenges and Insights on the Way to Ethnographic Knowledge: Data Analysis in Ethnography. Abstract from European Conference on Educational Research (ECER), Geneva (online), 2021.

Jensen, B. & Walker, R. P. (2021). Changing practices towards high quality ECEC: through participatory continuous professional development.. Abstract from 30th EECERA Conference 2021.

Wistoft, K., Qvortrup, L., Qvortrup, A. & Christensen, J. H. (2021). Children lost at home: difficulties during COVID-19 homeschooling in Denmark. International Journal of Home Economics, 14(2), 153‐164. https://www.ifhe.org/ejournal/archive

Anderson, S. D. (2021). Children’s interaction with nature: imagining, narrating, and instituting relations. In Children, Education and Nature‐Based Solutions: research review report (pp. 9-18). Regreen. https://hal-mnhn.archives-ouvertes.fr/mnhn-03124594/document

Ahrenkiel, A., Holm, L. & Eilenberg, L. (2021). Children’s language use in ECEC in a child perspective. Ethnography and Education, 16(4), 420-436. https://doi.org/10.1080/17457823.2021.1943699

Bøttcher, L. (2021). Children with disabilities growing up and exploring life as adults: Socio-cultural challenges around the transition to adulthood. In E. Ødegaard, M. Fleer, M. Hedegaard & H. V. Sørensen (Eds.), Qualitative studies of Exploration in Childhood Education: Cultures of play and learning in transition (pp. 97-114). Bloomsbury Academic.

Bruun, J. (2021). Civic and Citizenship Education in Denmark 1999-2019: Discourses of Progressive and Productive Education. In B. Malak-Minkiewicz & J. Torney-Purta (Eds.), Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research across Countries and Regions (pp. 49-62). Springer. https://doi.org/10.1007/978-3-030-71102-3_5

Haas, C. & Mouritsen, P. (2021). Civic Education in Denmark. Advance online publication. https://www.bpb.de/veranstaltungen/netzwerke/nece/205936/country-profiles

Gulløv, E. & Kampmann, J. (2021). Civilisering af forældre - en del af børnehavens projekt? Dansk Pædagogisk Tidsskrift, 2021(4), Article 103. https://dpt.dk/temanumre/2021-4/civilisering-af-foraeldre-en-del-af-boernehavens-projekt/

Quinto Romani, A., Weiss, F. & Reimer, D. (2021). Class differences in ambition? Social class differences in application patterns for study programmes with GPA-requirements and students own scholastic oerformance in a centralized admission system. Abstract from International Sociological Association, Research Committee 28 Social Stratification and Mobility Spring Meeting , Turku, Finland.

Sørensen, A. (2021). Classical Critical Theory, Epistemological Dialectics and General Economy: Reply to Criticism raised in Belgrade and Shanghai. Filozofija i društvo, 32(1), 40-64. https://doi.org/10.2298/FID2101040S

Nguyen, D., Pietsch, M. & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, Article 103463. https://doi.org/10.1016/j.tate.2021.103463

Hasse, C. (2021). Collective Visual Hermeneutics: How Posthumanist Learning Forms Perception with Technologies. In R. Robert & S. Fried (Eds.), Postphenomonology and Imaging (pp. 225-246). Lexington Books. https://doi.org/10.5040/9781978722729.ch-9

Winther-Lindqvist, D. A. (2021). commentary on "Beravement and the meaning of profound feelings of emptiness: an Existential-phenomenological analysis: Relearning the Self among intimate others . In C. Tewes & G. Stanghellini (Eds.), Time and Body: Phenomenological and Psychopathological Approaches (pp. 144-150). Article 7.1 Cambridge University Press.

Tannert, M. (2021). Computing Numerical Images of Student Writing: Perspectives from Educational Research. Skandinaviske Sprogstudier/Scandinavian Studies in Language, 12(1), 1-29. https://tidsskrift.dk/sss/article/view/130066/175839

Petersen, K. B. (Ed.) (2021). Conditions Influencing Learning and Teaching: Country Based Investigations and Reflections. International Society for Teacher Education. Journal of the International Society for Teacher Education Vol. 25 No. 1

Rose, P. & Winther-Lindqvist, D. A. (2021). Conversation Groups for Children of Divorced Parents – an Emerging Social Representation for a New Service in Schools. Papers on Social Representations, 30(2), 5.1-5.28.

Wright, S. & Manley, J. (2021). Co-operative education: From Mondragón and Bilbao to Preston. In The Preston Model and Community Wealth Building: Creating a Socio-Economic Democracy for the Future (1st Edition ed., pp. 48-63). Taylor & Francis.

Elkjaer, B., Lotz, M. M. & Nickelsen, N. C. M. (2021). Coordination as integration: the dilemmas when organizing inter-professional teams at a hospice. In Current practices in workplace and organizational learning: revisiting the classics and advancing knowledge (pp. 37-54). Springer. https://link.springer.com/chapter/10.1007/978-3-030-85060-9_3

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Knud Holt Nielsen