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Kousholt, D. (2024). Det nationale center for PPR-forskning retter fokus på samarbejde om udvikling af pædagogisk praksis i dagtilbud og skole. Audiologopædisk Tidsskrift, 2024(12). https://alf.dk/audiologopaedisk-tidsskrift/det-nationalt-center-for-ppr-forskning-retter-fokus-paa-samarbejde-om-udvikling-af-paedagogisk-praksis-i-dagtilbud-og-skole/

Pedersen, L. D. & Lund, O. (2024). "Det skal ikke se rigtigt ud": Et koreografisk designeksperiment om den flertydige legende krop. BUKS - Tidsskrift for Børne- og Ungdomskultur, 40(68), 53-74. Article 3. https://doi.org/10.7146/buks.v40i68.143604

Wahlgren, B. & Aarkrog, V. (2024). Developing of knowledge in practice-based research: Research circles as an example. Nordic Journal of Vocational Education and Training, 14(3), 95-113. file:///C:/Users/hcen/Downloads/NJVET_2024_3_5_Peer-review_BW_VA.pdf

Gylling-Andersen, T. (2024). Developing theory by engaging in collaborative transformations of educational practice. European Journal of Psychology of Education, 39(3), 2719-2738. https://doi.org/10.1007/s10212-024-00883-w

Mathiassen, C. & Bottcher, L. (2024). Developmental and Educational Possibilities during Imprisonment? In Dialectic Special Pedagogy: Supporting the Transitions of People with Disabilities and Atypical Development (pp. 189-216). Bloomsbury Academic. https://doi.org/10.5040/9781350360600.0015

Mathiassen, C. & Bøttcher, L. (2024). Developmental possibilities during imprisonment? Pedagogical reflections on how to support prisoners in transitioning to viable non-criminalized lives. In Dialectic Special Pedagogy: Supporting the transitions of people with disabilities and atypical development (pp. 189-216). Bloomsbury Academic.

Bøttcher, L. & Mathiassen, C. (Eds.) (2024). Dialectic Special Pedagogy: Supporting the transitions of people with disabilities and atypical development. Bloomsbury Academic.

Nordentoft, H. M., Mie Rasmussen, I. & Erita Haurballe Jensen , C. (2024). Dialogisk feedback styrker den faglige kultur. Sygeplejevidenskab.dk , 1(1). https://sygeplejevidenskab.dk/index.php/2024/01/30/dialogisk-feedback-styrker-den-faglige-kultur/

Kolmos, M. & Karlskov Skyggebjerg, A. (2024). Dialogisk læsning af billedbøger som udgangspunkt for udvikling af børnehavebørns handlekraft og sprog for bæredygtighed. Paper presented at Skriv! Les!. , Stavanger, Norway.

Lysgaard, J. A., Reid, A. & Elf, N. F. (2024). Didactics and Curriculum Research in ESE practice. Different Trajectories, Different Qualities. Paper presented at ECER 2024, Nicosia, Cyprus.

Rieland, S. R., Jacobsen, A. M. L. & Ebsen, M. (2024). Didaktisk inspiration: Elevengagerende klimaundervisning. Københavns Professionshøjskole.

Gilliam, L. & Markom, C. (Eds.) (2024). Difference and sameness in schools: Perspectives from the European anthropology of education. Berghahn Books. EASA-series Vol. 48 https://doi.org/10.3167/9781805394761

Hedegaard-Sørensen, L. (2024). Differentiering som specialpædagogikkens historiske og aktuelle bevægelser. In E. Skibssted & M. Munkholm (Eds.), Specialpædagogik i inkluderende perspektiv: tæt på levet skoleliv (pp. 19-39). Akademisk Forlag.

Larsen, P. (2024). Digitale distraktioner på videregående uddannelser? Erfaringer fra en pædagogisk undervisningsintervention . DJES Danish journal of education studies, 3(1), 1-17. https://doi.org/10.7146/djes.v3i1.136959

Larsen, S. N. (2024). Digitale fravalg er legitime, velbegrundede og nødvendige. Information, 13.

Pedersen, A. & Dalsgaard, C. (2024). Digitale sprogværktøjer: En hjælper i elevernes læreproces og sprogpraksis. NCFF, Aarhus Universitet. https://viden.ncff.dk/ncff/digitale-sprogvaerktoejer-en-hjaelper-i-elevernes-laereproces-og-sprogpraksis

Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2024). Digital instinct: A keyword for making sense of students' digital practice and digital literacy. British Journal of Educational Technology, 55(2), 668-686. https://doi.org/10.1111/bjet.13398

Díaz, C., Alba-Marrugo, M., Tungjitcharoen, W., García, N. B. & Lieberoth, A. (2024). Digital media as COVID-19 lifeline or stressor? An exploratory study on the perception of media usage under isolation. Observatorio, 18(1), 90-110. https://doi.org/10.15847/obsOBS18120242300

Bruun, M. H. (2024). Digital Methods to Support Ethnographic Data Collection and Coding. In Teaching Cases: How to Teach Digital Competencies (pp. 38-39). Aarhus Universitet. https://digitalcurriculum.au.dk/fileadmin/DigitalCurriculum/Teaching_case_catalogue_2024.pdf

Laursen, H. P., Kabel, K. & Rørbech, H. (2024). Digital teknologi, mobilitet og materialitet: Tekster og tekstuelle praksisser i bevægelse. Acta Didactica Norden, 18(3), 1-27. Article 1. https://doi.org/10.5617/adno.11430

Krejsler, J. B. (2024). Discussion: The Nordic dimension: A resource for education between lived realities and myth. In J. Benedicto Krejsler (Ed.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region (pp. 225-238). Routledge. https://doi.org/10.4324/9781032694252-17

Löfqvist, C., Haak, M., Melander, C., Edgren, G., Smedegaard Ernst Bengtsen, S. & Iwarsson, S. (2024). Doctoral Students’ Experiences of Being Affiliated with an Interdisciplinary Graduate School in Aging and Health. Teaching in Higher Education, 29(2), 502-517. https://doi.org/10.1080/13562517.2021.2000386

Moscovitz, H. & Trilokekar, R. D. (2024). Does Soft Power Look Different in Multinational Federations? International Education and Soft Power Politics in Canada/Quebec. Canadian Journal of Political Science, 57(3), 602-625. https://doi.org/10.1017/S0008423924000301

Gulløv, E. (2024). Doing Family Right: The impact of children’s institutions on family-practices, parental norms and social distinctions. In S. Bollig (Ed.), Practicing the Family: The doing and Making of Family in, with and through Social Work and Education (pp. 77-92). Transcript Verlag. https://www.transcript-verlag.de/978-3-8376-6281-8/practicing-the-family/?c=310000025

Ravn, M. (2024). DO THE RESEARCHER HAVE TO EAT THE PUPILS’ COOKING? - EXPLORING PRACTICAL LEARNING IN HOME ECONOMICS. https://www.helsinki.fi/assets/drupal/2024-01/ECQI2024_Programme_Final.pdf

Dahl, K. K. B. (2024). Doubly situated teacher professionalism: School culture, personal narrations and becoming a teacher in Danish schools. International Journal of Educational Development, 107, Article 103047. https://doi.org/10.1016/j.ijedudev.2024.103047, https://doi.org/10.1016/j.ijedudev.2024.103047

Holm, C. (2024). DPU-leder: Det er ikke godt for folkeskolen, at politikerne ikke længere tør bestemme over den. Altinget. https://www.altinget.dk/uddannelse/artikel/forksker-det-er-ikke-godt-for-folkeskolen-at-politikerne-ikke-laengere-toer-bestemme-over-den

Holm, C. (2024). DPU-leder: Drop strategien om at skabe trivsel i skolen gennem venskaber. Altinget. https://www.altinget.dk/uddannelse/artikel/dpu-leder-drop-strategien-om-at-skabe-trivsel-i-skolen-gennem-venskaber

Holm, C. & Kjeldsen, C. C. (2024). DPU-leder og lektor bag TIMSS: Matematikangst spænder ben for mange pigers uddannelsesvalg. Skolemonitor. https://skolemonitor.dk/debat/art10193102/Matematikangst-sp%C3%A6nder-ben-for-mange-pigers-uddannelsesvalg

Holm, C. (2024). DPU-leder: Sådan kan vi vende udviklingen for drengene i skolen. Skolemonitor. https://skolemonitor.dk/debat/art10099450/S%C3%A5dan-kan-vi-vende-udviklingen-for-drengene-i-skolen

Larsen, S. N. (2024). Du mußt dein Leben ändern – er mennesket (for)dømt til altid at måtte øve sig? In U. Houlind Rasmussen & E. Sporon Fiedler (Eds.), Perspektiver på Peter Sloterdijk (1 ed., pp. 205-222). Eksistensen Akademisk.

Lysgaard, J. A. (2024). Dunkel dannelse. In J. Schønau & M. H. Richter (Eds.), På gyngende grund: bæredygtig dannelse i et højskoleperspektiv (pp. 159-174). Forlaget Højskolerne.

Kragelund, K., Dalsgaard, C. & Ryberg, T. (2024). DUT guide: Digitale læringsrum. Dansk Universitetspædagogisk Tidsskrift, 19(36), 135-143. https://doi.org/10.7146/dut.v19i36.140340

Kardyb, D. (2024). Eccentric Enactments: Naturkraft as Non-Formal Sustainability Education in the Anthropocene. [PhD dissertation, Aarhus University]. https://doi.org/10.7146/aul.531

Nørgård, R. T., Lysne, D. A., Ossiannilsson, E. S. I. & Nykvist, S. S. (2024). Editorial: Increased quality education through cross-campus learning environments. Frontiers in Education, 9, Article 1460701. https://doi.org/10.3389/feduc.2024.1460701

Misfeldt, M., Aguilar, M. S., Jankvist, U. T. & Koichu, B. (2024). Editorial reflections on internationality. Implementation and Replication Studies in Mathematics Education, 4(1), 1-13. https://doi.org/10.1163/26670127-00401001

Schindler, S., Bar-Haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-Munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Kleinert, C., Reimer, D., Traini, C., Triventi, M. & Vallet, L. A. (2024). Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison. International Journal of Comparative Sociology, 65(1), 39-62. https://doi.org/10.1177/00207152231151390

Cordoves, A., García Rodríguez, D. E. & Perez Aguilera, M. (2024). Effects of Cuban University Access Policy (2001-2010) on formerly marginalised people. Abstract from Royal Anthropological Institute 2024: Anthropology and Education, London, United Kingdom. https://doi.org/10.5281/zenodo.13269464

Vedersø, B., Andersen, H. L., Andreasen, M., Aslak, M., Bo Augustinus, I., Damsgaard, J., Jensen, T. W., Størup Lauridsen, P. & Meier Sørensen, B. (2024). Ekspertgruppen om ChatGPT og andre digitale hjælpemidler. https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf24/april/240423-ekspertgruppen-om-chatgpt-og-andre-digitale-hjaelpemidlers-rapport.pdf

Smith, E. (2024). Ekspertgruppen om køn tager næppe fejl. Skolemonitor. https://skolemonitor.dk/debat/art9904258/Ekspertgruppen-om-k%C3%B8n-tager-n%C3%A6ppe-fejl

Frank, M., Egger, A. S., Unterweger, G., Weitkämper, F., Wieser, C. & Wright, S. (2024). Elaborating New Insights in Transnational Ethnographic Collaborations: Opportunities and Challenges . In J. Budde, A. Wischmann, M. Meier & G. Rißler (Eds.), Novelty, Innovation and Transformation in Educational Ethnographic Research: European Perspectives (pp. 135-151). Routledge. https://doi.org/10.4324/9781032629384-14

Ebsen, M., Hjermov, P., Rieland, S. R., Bisgaard, J. & Christensen, L. C. (2024). Elevengagerende klimaundervisning og -oplæring i erhvervsuddannelserne: Erfaringer fra skoler og lærepladser. Københavns Professionshøjskole. https://www.ucviden.dk/ws/portalfiles/portal/190570543/Forskningsrapport_Elevengagerende_Klimaundervisning_og_-opl_ring_NCE_2024_2_.pdf

Stilling Olesen, J. & Gregersen, M. T. (2024). Elitesportsforældre som en intensiv forældrestil: et etnografisk studie af hvordan forældre samstemmer opdragelse i to danske elitefodboldklubber . Nordiske Udkast, 52(2), 1-22. Article 2. https://tidsskrift.dk/nu/article/view/152906/195443

Schilhab, T. & Groth, C. (Eds.) (2024). Embodied Learning and Teaching using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices. In Routledge Routledge. https://doi.org/10.4324/9781003341604

O’Toole, C. & Simovska, V. (2024). Embodying wellbeing in education: Cultivating wholeness and flourishing for all. Paper presented at Embodied Education, Copenhagen, Denmark.

Jensen, N. R. (2024). Emil Søbjerg Falster: Ableisme: Magt, menneskesyn og myten om den normale krop. Tidsskrift for Socialpædagogik, 27(1), 75-76.

Anderson, S. D., Læssøe, J., Mårtensson, F., Hedblom, M. & Prevót, A. C. (2024). Engaging Children in Nature-based Solutions. https://doi.org/10.5281/zenodo.10608984

Borring, C. G. (2024). En praksisnær vending i skolepsykologien? Udforskning af betingelser for samarbejde mellem skolen og PPR. [PhD dissertation, Aarhus University]. Aarhus Universitet. https://doi.org/10.7146/aul.517

Heiden, T. & Rørbech, H. (2024). Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama. Research in Drama Education, 29(4), 635-653. https://doi.org/10.1080/13569783.2024.2321221

Cordoves, A. (2024). Entre exigencias institucionales y el quehacer cotidiano: una etnografía de las prácticas de ciencia y técnica en la Universidad de Holguín. Abstract from XXVII Annual Conference of the Cuba Research Forum, Nottingham, United Kingdom. https://doi.org/10.5281/zenodo.13747413

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