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Wadsholt, T. K. & Wilken, L. (2013). Recognizing knowledge in the international classroom: institutional frameworks and student perceptions of knowledge encounters in international education. Abstract from Society for Research in Higher Education, Newport, Wales, United Kingdom.

Vyff, I. C. (2011). Plankøkken eller drømmekøkken? danske køkkentanker i 1950'erne og 1960'erne. 1066 - Tidsskrift for historie, 41(1), 2-13. http://issuu.com/1066_tidsskrift_for_historie/docs/2011_1endelig/3

Vyff, I. C. (2012). Kold krig i en dansk køkkenkultur, 1945-1965. Arbejderhistorie: tidskrift for historie, kultur og politik, (2), 40-56.

Vyff, I. C. (2011). Fremtidens spøgelse eller fortidens genfærd? brug af historie i Elsa Gress' syn på Amerika. TEMP. Tidsskrift for historie, (2), 136-153.

Vyff, I. C. (2011). Hvilke drømmekøkkener? forhandlinger af USA i dansk køkkenkultur 1950erne og 1960erne . In I. Vyff & D. Gert Simonsen (Eds.), Amerika og det gode liv: materiel kultur i Skandinavien i 1950’erne og 1960’erne (pp. 119-144). Syddansk Universitetsforlag.

Vyff, I. C. & Simonsen, D. G. (2011). Amerika og det gode liv: material kultur i Skandinavien i 1950érne og 1960'erne. In Amerika og det gode liv : material kultur i Skandinavien i 1950érne og 1960'erne (pp. 7-18). Syddansk Universitetsforlag.

Von Oettingen, A. (2007). Pædagogisk filosofi som reflekteret omgang med pædagogiske antinomier. Unge Pædagoger, (1), 30-46.

Von Oettingen, A. (Ed.) (2005). Dietrich Benner. Tekster til dannelsesfilosofi: Mellem Etik, Pædagogik og Politik. (1. udg. ed.) Klim.

Von Oettingen, A. (2006). Pædagogisk filosofi som reflekteret omgang med pædagogiske antinomier ? perspektivering af K. Grue-Sørensens filosofiske pædagogik. (1. udg. ed.) Klim.

Von Oettingen, A. & Hansen, N. B. (2004). Medborgerskab og folkeskolen. In Medborgerskab, identitet og demokratisk dannelse (1. ed.). Danmarks Pædagogiske Universitetsforlag.

Voigt, J. R. (2006). Sociale læreprocesser i en studieunit nogle karakteristika. Uddannelsesnyt, 17.årgang juni 2006(Nr.2.).

Voigt, J. R. (2008). Drawings as a Link to Emotional Data a Slippery Territory. In M. Reynolds & R. Vince (Eds.), The Handbook of Experiential Learning & Management Education (pp. 345-360). Oxford University Press.

Voigt, J. & Drejer, E. (2009). Studieunit for sygeplejestuderende: nye muligheder for struktureret klinisk undervisning på et hospitalsafsnit. Klinisk Sygepleje, 23(1), 23-31.

Voigt, J. R. (2007). En ny kontekst for læring i hospitalspraksis - læringsmiljøets organisering og betydning: En kvalitativ undersøgelse af læringsmiljøets på to hospitalsafsnit og dets betydning for sygepljestuderendes læreprocesser (1 ed.). Danmarks Pædagogiske Universitets Forlag.

Viuf, K. B., Gamborg, M. L., Jensen, R. D., Rölfing, J. D. & Høy, K. (2025). The more the merrier? Appropriateness of massed simulation training in surgical residency.. Abstract from Danish Orthopedic Society Congress 2025, Copenhagen, Denmark.

Vittrup, B. (2013). Køn i standardiserede undersøgelser - og komplekse effekter. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 33(97), 28-40. Article 3.

Vittrup, B. (2014). At kommunikere køn - om, til og med drenge og piger i danskundervisningen. In Kommunikationskritisk kompetence (1. ed., pp. 126-147). Gyldendal.

Vittrup, B. (2013). Kønskonstruktioner i komparative undersøgelser: og kønsdidaktiske interventioner. In H. Rørbech (Ed.), Didaktiske destinationer: 12 bidrag til danskfagets didaktik (pp. 165-180). http://edu.au.dk/fileadmin/edu/Cursiv/Cursiv_12_FINAL_WWW.pdf

Virtanen, T. E., Moreira, P., Ulvseth, H., Andersson, H., Tetler, S. & Kuorelahti, M. (2018). Analyzing measurement invariance of the students’ engagement instrument brief version: the cases of Denmark, Finland, and Portugal. Canadian Journal of School Psychology, 33(4), 297-313. https://doi.org/10.1177/0829573517699333

Villumsen, A. M. & Petersen, K. E. (Eds.) (2020). Opsporing og underretning i dagtilbud. (1. udgave ed.) Hans Reitzels Forlag.

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

Viala, E. S. (2011). Contemporary family life: a joint venture with contradictions. Nordic Psychology, 63(2), 68-87.

Viala, E. S. (2013). 'Er det mig, der er noget galt med?' - et kontekstsensitivt blik på sammenhænge mellem børns individuelle forudsætninger og mobning. In J. Kofoed & D. M. Søndergaard (Eds.), Mobning gentænkt (pp. 259-290). Hans Reitzels Forlag.

Viala, E. S. (2011). The strategic research positioning: researching ‘immigrant’ parents’ perspective of the home/school partnership . Paper presented at Seven Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, United States.

Viala, E. S. (2011). Immigrant parents as ‘coaches’ for their children in the Danish school system. Paper presented at Monitoring Parents, University of Kent, United Kingdom.

Viala, E. S. (2011). Guide til bedre skole-hjem samarbejde med nydanske forældre. http://www.navigent.dk/publikationer

Viala, E. S. (2015). The fighter, the punk and the clown – how to overcome the position of victim of bullying? Childhood, 22(2), 217-230. https://doi.org/10.1177/0907568214521845

Viala, E. S. (2014). 'Is something wrong with me?': a context-sensitive analysis of school bullying. In R. M. Schott & D. M. Søndergaard (Eds.), School bullying: new theories in context (pp. 361-386). Cambridge University Press. https://doi.org/10.1017/CBO9781139226707.019

Vestergaard, A. L., Simonsen, B. & Brown, R. (2010). Handelsgymnasiet - hhx: kvaliteter og udfordringer. Erhvervsskolernes forlag.

Vestergaard, A. L. (2009). IKT i undervisningen på hhx: Pointer, dilemmaer og udfordringer. Ungdomsforskning, 8(3/4), 19-27.

Vestergaard, A. L., Brown, R. & Simonsen, B. (2010). Læringsmiljø på hhx: resultater fra et forskningsprojekt om handelsgymnasiet. Erhvervsskolernes forlag.

Vestergaard, A. L. (2011). Teknologien forstyrrer undervisningen. Ungdomsskolen, 17(1), 14-15.

Vestergaard, A. L. & Brown, R. (2010). Strategiske drenge og flittige piger. Ungdomsforskning, 9(3-4), 79-85.

Vestergaard, A. L., Brown, R. & Katznelson, N. (2011). Ungdom på erhvervsuddannelserne: delrapport om valg, elever, læring og fællesskaber. (1 ed.) Erhvervsskolernes forlag.

Vestergaaard, M., Madsen, K. S., Baaré, W. F. C., Ejersbo, L. R., Gerlach, C., Skimminge, A., Ramsøe, T. Z., Åkeson, P., Paulson, O. B. & Jernigan, T. L. (2011). White matter microstructure in superior longitudinal fasciculus associated with spatial working memory performance in children. Journal of Cognitive Neuroscience, 23(9), 2135-2146. https://doi.org/10.1162/jocn.2010.21592

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

Vertelyté, M. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Vertelyté, M. & Li, J. H. (2021). Nordic state education in between racialization and the possibilities of anti-racist strategy: introduction. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 107-112. https://doi.org/10.1080/20020317.2021.2017217

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Vertelyté, M. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, Tidsskrift for Uddannelsesvidenskab, 2. https://doi.org/10.7146/djes.v2i.136517

Vertelyté, M. (2023). How does time come to matter? Diffractive Temporalities of Making it to STEM Academia. Abstract from Not this time. Temporalities of ending, editing, and enduring, Copenhagen, Denmark.

Vertelyté, M. (2024). Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School. In N. Hammarén, L. Stretmo & B. Ivemark (Eds.), Migrant youth, schooling and identity: Perspectives and Experiences from Northern Europe. Nils Hammarén; Live Stretmo; Biörn Ivemark. Springer, 2022. (Young People and Learning Processes in Everyday Life). Springer.

Vertelyté, M. & Dynesen, S. M. (2020, Nov 23). Minoritetselever skal have hvide venner. Folkeskolen.dk.

Vertelyté, M. (2023). Affective temporalities of making it to academia - Experiences of early career women scholars in STEM. Paper presented at Gender, Work and Organization, Stellenbosch, South Africa.

Vertelyté, M. & Li, J. H. (2025). Friendship pedagogies as technologies of power: deploying friendship to foster participation of racially minoritized students in Danish education. Scandinavian Journal of Educational Research, 69(2), 436-449. https://doi.org/10.1080/00313831.2024.2317725

Vertelyté, M. (2024). Having time with the telescope: Gender and Time when making it within STEM academia. Manuscript submitted for publication.

Vertelyté, M. (2022). ‘Hopeful things’: Affective Interventions in Diversity Work in Education. Paper presented at ECER conference 2022, Yerevan, Armenia.

Vertelyté, M. & Mengel, P. (2022). Affective Investments in Diversity Work in STEM. Abstract from 11th European Feminist Research Conference , Milan, Italy.

Vertelyté, M. (2024). Putting data on the table: Doing diversity work as a minor gesture in STEM academia. Manuscript submitted for publication.

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

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Knud Holt Nielsen