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Blomhøj, M. (2019). Commentary on Part III: Connections to Theory and Practice. In S. A. Chamberlin & B. Sriraman (Eds.), Affect in Mathematical Modeling (1 ed., Vol. 1, pp. 203-210). Springer. https://doi.org/10.1007/978-3-030-04432-9

Højgaard, T. & Sølberg, J. (2019). Competencies and curricula: Two case stories of two-dimensional curriculum development. European Journal of Science and Mathematics Education, 7(1), 50-60.

Højgaard, T. & Sølberg, J. (2019). Competencies and Curricula: Danish Experiences with a Twodimensional Approach. 4397-4404. Paper presented at Congress of the European Society for Research in Mathematics Education, Utrecht, Netherlands. http://www.mathematik.tu-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf

Højgaard, T. (2019). Competencies and Textbook Development: A Three-dimensional Content Model Enacted in the Danish Textbook Series Matematrix for Grades k-9. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher & H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development 16-19 September 2019 Paderborn, Germany (pp. 197-202). Universitätsbibliothek Paderborn. http://dx.doi.org/10.17619/UNIPB/1-768

Brøgger, K. (2019). Concluding Remarks: “Who Marks the Bench?”. In Educational Governance Research (pp. 179-185). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-3-030-00886-4_7

Ratner, H. G., Andersen, B. L. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of National test data. Learning, Media & Technology (Print Edition), 44(1), 22-35. https://doi.org/10.1080/17439884.2018.1556218

Ratner, H. G. (2019). Configuring the teacher as data user: algorithms and statistical uncertainty in national testing. 186-187. Abstract from Digital Cultures: Knowledge, Culture, Technology , Lüneburg, Germany. https://doi.org/10.1080/17439884.2018.1556218

Ratner, H. G., Andersen, B. L., Madsen, S. & Madsen, S. R. (2019). Configuring the teacher as data user: Public-private sector mediations of national test data. In J. Jarke & A. Breiter (Eds.), The Datafication of Education (pp. 23-36). Routledge.

Michel-Schertges, D. (2019). Contemporary Asian art and Western societies: cultural “universalism” or “uniqueness” in Asian modern art. Asian Journal of German and European Studies, 4, Article 6. https://doi.org/10.1186/s40856-019-0042-4

Wright, S. & Ørberg, J. W. (2019). Contested narratives of university reform. In S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. Williams Ørberg (Eds.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (pp. 87-126). Springer Publishing Company. https://doi.org/10.1007/978-94-024-1921-4_4

Hansen, J. H. (2019). Co-teaching. Aarhus Universitetsforlag. Pædagogisk Rækkevidde

Hansen, C. S. (2019). Countering spatial alienation: Social work in a stigmatised neighbourhood in Copenhagen, Denmark. Social Work and Society, 17(1). https://www.socwork.net/sws/article/view/594

Mangor, I. & Nielsen, G. B. (2019). Coworking: Om at give, sælge og dele viden i et fælles kontorlandskab. In A. S. Hansen, S. Højlund, C. M. S. Pallesen & M. Rytter (Eds.), Hvad vi deler: Antropologiske perspektiver på deling som socialt fænomen (pp. 143-159). Aarhus Universitetsforlag.

Sortkær, B. (2019). Cultural capital and the perception of feedback. British Journal of Sociology of Education, 40(5), 647-663. https://doi.org/10.1080/01425692.2019.1566867

Edwards, A., Fleer, M. & Bøttcher, L. (2019). Cultural–historical approaches to studying learning and development: societal, institutional and personal perspectives. In A. Edwards, M. Fleer & L. Bøttcher (Eds.), Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives (pp. 1-20). Springer.

Gumus, E., Kurnaz, Z., Esici, H. & Gümüs, S. (2019). Current Conditions and Issues of Temporary Education Centers (TECs) for Syrian Child Refugees in Turkey. Abstract from ECER 2019: European Conference of Educational Research, Hamburg, Germany.

Gümüs, S. (2019). Current Situation and Opportunities/Challenges Ahead for Education of the Syrian Child Refugees in Turkey. Abstract from International Conference of the Korean Association for Multicultural Education, Seoul, Korea, Republic of.

Kofod, K. (2019). Daginstitutioner under forandring: glidninger i organisation, ledelse og styring . In L. Moos (Ed.), Glidninger: 'usynlige’ forandringer inden for pædagogik og uddannelser (pp. 88-108). Aarhus Universitet, DPU.

Petersen, K. E. (2019). Dagtilbuddets betydning for børn i udsatte positioner. Aarhus Universitetsforlag. Pædagogisk Indblik No. 02 http://edu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Dagtilbud_boern_udsatte_positioner/Dagtilbuddets_betydning_for_boern_i_udsatte_positioner.pdf

Skyggebjerg, A. K. (2019). Danish Picture-book Illustrations of The Little Red Ridinghood. Abstract from Europa Illustriert die Grimms, Pasing/München, Germany.

Dorf, H. (2019). Danish teacher education as a case of unresolved conflicts. In K. G. Karras & C. C. Wolhuter (Eds.), International handbook of teacher education worldwide (2 ed., Vol. 1, pp. 433-450). HM studies.

Laursen, R. (2019). "Danish teachers’ want leaders that understand their problems". Paper presented at Fundamental but often forgotten perspectives
on/in school and leadership

, Copenhagen, Denmark. https://conferences.au.dk/fileadmin/conferences/2019/Perspectives_on_school_and_leadership/5_Students_Abstracts_2.pdf

Wiberg, M. (2019). Dannelse af etisk myndighed i skolen. Religionslæreren, (4), 4-5.

Wiberg, M. (2019). Dannelse i skolen i et etisk perspektiv. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 21(3), 14-23.

Bundsgaard, J. (2019). Dannelsens fire aspekter. In J. Hansen (Ed.), Dannelse i alle fag (pp. 25-34). Dafolo.

Bremholm, J. & Bundsgaard, J. (2019). Danske elevers brug af it i skolen. In V. T. Christensen (Ed.), PISA 2018: danske unge i en international sammenligning (pp. 114-128). VIVE - Viden til velfærd.

Bremholm, J. & Bundsgaard, J. (2019). Danske elevers læsning i danskfaget, i skolen og i fritiden. In V. T. Christensen (Ed.), PISA 2018: danske unge i en international sammenligning (pp. 72-113). VIVE - Viden til velfærd.

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Pettersson, M. & Rusmann, A. (2019). Danske elevers teknologiforståelse: resultater fra ICILS-undersøgelsen 2018. (1 ed.) Aarhus Universitetsforlag. https://unipress.dk/udgivelser/d/danske-elevers-teknologiforst%C3%A5else/

Degn, K., Mikkelsen, S. H. & Dorf, H. (2019). Dansk Skolepolitik i spændingsfeltet mellem samfundsudvikling, politiske interesser og pædagogiske idealer. Unge Pædagoger, (3), 6-15.

Fougt, S., Dreyøe, J., Foley, D. J., Ipsen, B. J. & Siebert-Evenstone, A. (2019). Dansk version af den virtuelle praktik Land Science: rapport, pilottest på Amager 10, opdateret 2019. Aarhus Universitet.

Lysgaard, J. A., Bengtsson, S. & Laugesen, M. (2019). Dark Pedagogy: Education, Horror and the Anthropocene. Palgrave Macmillan. Palgrave Studies in Education and the Environment https://doi.org/10.1007/978-3-030-19933-3

Lysgaard, J. A., Bengtsson, S. & Hauberg-Lund, M. (2019). Dark Pedagogy. Paper presented at ECER 2019, Hamburg, Hamburg, Germany.

Lysgaard, J. A. (2019). Dark Pedagogy between Denial and Insanity. In J. Lysgaard, S. Bengtsson & M. Hauberg-Lund Laugesen (Eds.), Dark pedagogy: education, horror and the anthropocene (pp. 87-102). Palgrave Macmillan.

Madsen, M. (2019). Data Entanglements: An affirmative critique of data uses in contemporary university administration.

Caeli, E. N. (2019). Datalogisk tænkning: hvad er status, og hvad er der brug for? Plenum, (3), 58-62. https://www.skolelederforeningen.org/nyheder-medier/medlemsbladet-plenum/laes-plenum-2019/plenum-nr-3-aprilmaj-2019/

Caeli, E. N. & Bundsgaard, J. (2019). Datalogisk tænkning og teknologiforståelse i folkeskolen tur-retur. Læring og Medier, 11(19). https://doi.org/10.7146/lom.v11i19.110919

Ratner, H. G. & Gad, C. (2019). Data warehousing organization: Infrastructural experimentation with educational governance. Organization, 26(4), 537–552. https://doi.org/10.1177/1350508418808233

Andersen, F. Ø. (2019, May 29). De amerikanske p-tech skoler har en succesrig dansk forløber: De nye amerikanske p-tech skoler, der primært er oprettet i belastede områder, har opnået (foreløbige) imponerende resultater, men de har en næsten glemt dansk forløber, nemlig de såkaldte t-klasser (7.-10. kl.) som vi havde i perioden 1959-75. Folkeskolen.dk. https://www.folkeskolen.dk/660660/de-amerikanske-p-tech-skoler-har-en-succesrig-dansk-forloeber

Holm, C. (2019). Debat: Læreruddannelsen kan sagtens lykkes inden for de eksisterende rammer. Politiken. https://skoleliv.dk/debat/art6982968/L%C3%A6reruddannelsen-kan-sagtens-lykkes-inden-for-de-eksisterende-rammer

Hansen, H. R. & Nielsen, J. C. (2019). Debat: Vi har brug for sårbare unge. Politiken, debatsektionen, 5. https://politiken.dk/debat/art7323135/Vi-har-brug-for-s%C3%A5rbare-unge

Morin, A. (2019). Decentering professional collaboration: working with diagnosed children. Annual Review of Critical Psychology (Online), 16(Special Issue: Kritische Psychologie), 953-968. https://discourseunit.com/annual-review/arcp-16-kritische-psychologie-2019/

Nissen, M., Barrington, K. & Halberg , M. (2019). Deconstructing Therapy: Performing the Common Sense User. Forum Qualitative Sozialforschung, 20(1), Article 2. https://doi.org/10.17169/fqs-20.1.2916

Winther, I. W. (2019). Delebørn: børn der deler hushold. In A. S. Hansen, S. Højlund, C. M. S. Pallesen & M. Rytter (Eds.), Hvad vi deler: antropologiske persektiver på deling som socialt fænomen (pp. 75-93). Aarhus Universitetsforlag.

Christensen, M. V., Kabel, K. & Brok, L. S. (2019). Del III: Hovedfund. In Hvordan praktiseres grammatikundervisning i dansk, engelsk og tysk? (pp. 35-56). VIA University College. https://www.videnomlaesning.dk/media/2792/grammat3-rapport-2019endeligendelig.pdf

Kabel, K., Christensen, M. V. & Brok, L. S. (2019). Del I: Indledning. In Hvordan praktiseres grammatikundervisning i dansk, engelsk og tysk? (pp. 7-24). VIA University College. https://www.videnomlaesning.dk/media/2792/grammat3-rapport-2019endeligendelig.pdf

Lindenskov, L. B. (2019). DEMOCRATIC ACCESS TO DIGITAL INFORMATION. 84. Abstract from Adults Learning Mathematics, Lund, Sweden.

Larsen, P. (2019). Den, der siger populisme, må samtidig sige økonomi. Dagbladet Information.

Skyggebjerg, A. K. (2019). Den femøreformuende: Evigt aktuelle Astrid Lindgren formidler i Rasmus på luffen et psykologisk drengeportræt og et billede af et klassedelt Sverige før folkehjemmet. Weekendavisen, Bøger, 12.

Bundsgaard, J. (2019). Den gode undervisningspraksis skal understøttes. In P. B. Christensen (Ed.), Lærerkommissionens forskerpublikation (pp. 29-37). Danmarks lærerforening.

Lysgaard, J. A. (2019). Denial. In J. Lysgaard, S. Bengtsson & M. Hauberg-Lund Laugesen (Eds.), Dark pedagogy (pp. 23-36). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-19933-3

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Revised 26.09.2022

Knud Holt Nielsen