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Wieser, C. (2023). Developing trust in educational ethnography: Video diaries as a resource for becoming familiar and enabling truth-telling. Paper presented at ECER 2023- European Conference on Educational Research, Glasgow, United Kingdom.

Wieser, C. (2024). Rethinking educational policy through meta-ethnography: Translating ethnographic research on teacher challenges into educational policy. Paper presented at Rethinking Educational Ethnography Conference 2024, Zaragoza, Spain.

Wieser, C., Unterweger, G., Bagley, C. & Vigo, B. (2024). Experiences and benefits from collaborating in the international ethnography network. European Educational Research Association. https://blog.eera-ecer.de/educational-ethnography/

Wieser, C. (2024). Using video diaries in educational ethnography: what being alone with a camera does for self-representation, trust, and affording a participant perspective. Ethnography and Education, 19(4), 333-352. https://doi.org/10.1080/17457823.2024.2401965

Wieser, C. (2024). Exploring the role of emotions through video ethnography. Paper presented at ECER 2024, Nicosia, Cyprus.

Wieser, C. (2024). Addressing teacher shortage in Nordic countries with Ethics of Care. Paper presented at ECER 2024, Nicosia, Cyprus.

Wieser, C. (2024). Professionsflucht in Skandinavien: Dänische Diskurse zu Professionsethik und Lehrermangel. Paper presented at Schullandschaften in europäischen Grenzregionen – Vergleichende erziehungswissenschaftliche Perspektiven, Flensburg, Germany.

Wieser, C. (2025). Enabling teachers to care: charting the way from shaming students to caring classrooms. Abstract from ECER 2025 , Beograd, Serbia.

Wieser, C. (2025). Omsorgsfuld vejledning: At se behov, tage ansvar og handle responsivt. Abstract from Aktuel vejledningsforskning 2025.

Wieser, C. & Lund Pedersen, C. (2025). From narratives to dialogue: Student veterans' stories as catalysts for transformative learning in higher education. In Z. Sloboda, M. Kopecký & B. Petříková (Eds.), ESREA Triennial Conference 2025: Dialogue in and through Adult Education and Learning: The Book of Abstracts (pp. 116-117). Charles University.

Wiegman, I.-M., Nielsen, T. W., Sørensen, O. H., Bramming, P., Møller, N. & Pedersen, F. (2010). Benchmark og videndeling i netværk som metode til at skabe bedre arbejdsmiljø i kundecentre: en rapport om AMICA-projektet. Det Nationale Forskningscenter for Arbejdsmiljø. http://www.arbejdsmiljoforskning.dk/da/nyheder/arkiv/2010/~/media/Boeger-og-rapporter/amica-rapport.pdf

Wied, K. (2015). Valgfrihedens og læringens orkestrering af skolen: når en kakofoni af rytmer gør det svært at holde takten . In H. Bjerg & N. Vaaben (Eds.), At lede efter læring (pp. 187-210). Samfundslitteratur.

Wied, K. (2019). Skoleledelse som motivationsarbejde: en dobbelt bevægelsesfortælling om elevers og ledelses bevægelser i udskolingen fortalt gennem rytmeanalysens begreber. Aarhus Universitet.

Widell, P., Borchmann, S. & Berthelsen, U. D. (2015). Fordord. Skandinaviske Sprogstudier/Scandinavian Studies in Language, 3, i-ii.

Wichmann-Hansen, G., Thomsen, R. & Nordentoft, H. M. (2015). Challenges in Collective Academic Supervision: supervisors' experiences from a Master Programme in Guidance and Counselling. Higher Education, 70(1), 19-33. https://doi.org/10.1007/s10734-014-9821-2

Wichmann-Hansen, G., Nielsen, K.-J. S. & Christensen, M. K. (2023). Er integration i det daglige forskningsmiljø vigtigere end vejledningsrelationen for ph.d.-studerendes tilfredshed?. Abstract from DUN konference 2023, Kolding, Denmark.

Wichmann-Hansen, G. (2023). Vejledning af bachelorprojekter, kandidatspecialer og forskningsår. In M. Krogh Christensen & L. Binow Kjær (Eds.), Medicinsk Didaktik: En guide til lægen som underviser (pp. 262-275). FADL's Forlag.

Wichmann-Hansen, G. & Nielsen, K.-J. S. (2024). Can hands-on supervision get out of hand? The correlation between directive supervision and doctoral student independence in a Danish study context. Scandinavian Journal of Educational Research, 68(6), 1121-1136. https://doi.org/10.1080/00313831.2023.2204113

Wiborg, S. (2001). Hvorfor drive skole? - Folkeskolens opgave. In Undervisning og læring. Almen didaktik og skolen i samfundet. Kroghs Forlag.

Wiborg, S. (2004). Fag og tværfaglighed. In Undervisning og læring. Almen didaktik og skolen i samfundet. Kroghs Forlag.

Wiborg, S. (2000). Political and Cultural Nationalism in Education. The Ideas of Rousseau and Herder concerning National Education. Comparative Education, 36(2).

Wiborg, S. (2004). Education and Social Integration: a comparative study of the comprehensive school system in Scandinavia. London Review of Education, vol. 2., 2004(2).

Wiborg, S. & Green, A. (2004). Comprehensive Schooling and Educational Inequality: An International Perspective. In A Tribute to Caroline Benn: Education and Democracy (1 ed.). Bloomsbury Academic.

Wiborg, S., Holm-Larsen, S. & Buk-Berge, E. (Eds.) (2004). Education Across Borders. Comparative Studies. Didakta.

Wiborg, S. (2004). Education and Social Integration: a Comparative study of the Comprehensive School System in Scandinavia. In Education Across Borders. Comparative Studies (1 ed.). Didakta.

Wiborg, S. & Korsgaard, O. (2006). Grundtvig-a key to Danish education? Scandinavian Journal of Educational Research, 50(3).

Wiborg, S., Winther-Jensen, T. & Holm-Larsen, S. (Eds.) (2005). Undervisning og Læring. Almen didaktik og skolen i samfundet. (2 udgave ( 1. udgave 2001) ed.) Kroghs Forlag.

Wiborg, S. (2002). The Danish Tradition in Teacher Education: Panacea or Dead End Road? Metodika, 3.

Wiborg, S. (2003). The Significanse of the Comprehensive School Movement in the Scandinavian Countries. Zbornik, 3, 7-19.

Wiborg, S., Larsen, J. E. & Thyge, W.-J. (2005). Danish Education Politics. New Perspectives. In Comparative Study of Education Problems and Policies in the World. Contemporary Trends and the Role of Tradition (1 ed.). Centre of Comparative Education.

Wiborg, S. (2005). Uddannelse og social samhørighed: Udviklingen af enhedsskoler i Skandinavien, Tyskland og England. En komparativ analyse. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Wiberg, M. & Qvortrup, A. (2013). Læringsteorier - hvad teoretiserer de over? In A. Qvortrup & M. Wiberg (Eds.), Læringsteori og didaktik (1. ed., pp. 49-71). Hans Reitzels Forlag.

Wiberg, M. (2012). Den idiotiske godhed. In U. Thøgersen & B. Troelsen (Eds.), Filosofi og etik (pp. 75-83). Aalborg Universitetsforlag.

Wiberg, M., Buus, A. M., Grundahl, T. H., Hamilton, S. D. P., Rasmussen, P. & Thomsen, U. N. (2012). Brug af evidensbaserede metoder i seks pædagogiske institutioner: Når evidens møder den pædagogiske hverdag Rapport 3, august 2012. Aalborg Universet, Institut for Læring og Filosofi.

Wiberg, M., Buus, A. M., Grundahl, T. H., Hamilton, S. D. P., Rasmussen, P. & Nørtoft, U. (2012). En kortlægning af arbejdet med evidensbaserede metoder i daginstitutioner i tre kommmuner. Når evidens møder den pædagogiske hverdag, rapport 2. Aalborg Universitet, Institut for Læring og Filosofi.

Wiberg, M. (2012). Evidensbaserede metoders indflydelse på det etiske miljø i pædagogisk praksis. In P. T. Kjærsdam & M. Pahuus (Eds.), Aktuelle etiske udfordringer: bidrag til anvendt etik (pp. 147-163). Aalborg Universitetsforlag.

Wiberg, M. & Lund, B. (2012). Normativity and Uncertainty in evidence based informed knowledge. Abstract from LET Theorising Education, Stirling, United Kingdom.

Wiberg, M. (2013). Inquiry in the swampy lowland. In L. B. Henriksen (Ed.), What did you learn in the real world today? (1. ed., pp. 99-109). Aalborg Universitetsforlag.

Wiberg, M. & Kjær-Rasmussen, L. K. (2013). Problemorienteret og projektorganiseret undervisning. In L. Rienicker, P. S. Jørgensen, G. H. Ingerslev & J. Dolin (Eds.), Universitetspædagogik (pp. 215-228). Samfundslitteratur.

Wiberg, M. (2013). Learning rights, participation and toleration in student group work: a moral perspective. In L. Krogh & A. A. Jensen (Eds.), Visions, challenges and strategies : PBL principles and methodologies in a Danish and global perspective (1. ed., pp. 103-116). Aalborg Universitetsforlag.

Wiberg, M. (2013). Humanistisk og transformativ læringsteori. In A. Qvortrup & M. Wiberg (Eds.), Læringsteori og didaktik (1. ed., pp. 209-229). Hans Reitzels Forlag.

Wiberg, M. (2013). Tænkende fællesskaber i undervisning. Kognition & Pædagogik, 23(88), 20-31.

Wiberg, M. (2013). Learning with or without a compass. Abstract from NERA , Reykjavik, Iceland.

Wiberg, M. (2013). Læring med eller uden kompas. In M. Pahuus (Ed.), Dannelse i en læringstid (pp. 9-24). Aalborg Universitetsforlag.

Wiberg, M. (2013). Universitetets systemfejl. Weekendavisen, 12.

Wiberg, M. (2014). Pædagogik, etik og moral. In S. K. Lauridsen & F. N. Carstens (Eds.), Pædagogik som viden og handling (1. ed., pp. 93-120). Akademisk Forlag.

Wiberg, M. (2014). Evidence based methods and conforming judgment. Cursiv, (14), 51-65. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_14_www.pdf

Wiberg, M. (2014). Den normative stræben i formidlingen mellem individ og fællesskab: et lærings- og dannelsesperspektiv. In Etik, fællesskab og dannelse (pp. 36-48). Dansk Psykologisk Forlag.

Wiberg, M. (2014). Inquiry and the normative aspect in learning. Abstract from On the Definition of Learning, Odense, Denmark.

Wiberg, M. (2016). Mellem evidens og dannelse. In P. F. Laursen & H. J. Kristensen (Eds.), Pædagogikhåndbogen: otte tilgange til pædagogik (pp. 85-102). Hans Reitzels Forlag.

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Revised 26.09.2022

Knud Holt Nielsen