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Andresen, B. B. (2022). Hvordan arbejder man med inklusionsudfordringen? In K. K. B. Dahl, P. F. Laursen & B. B. Andresen (Eds.), Overlevelsesguide for nye lærere (pp. 149-173). Dafolo.

Dahl, K. K. B. (2022). Hvordan får man mest ud af samarbejdet med kollegaer? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andreasen (Eds.), Overlevelsesguide for nye lærere (pp. 203-227). Dafolo.

Dahl, K. K. B. (2022). Hvordan håndterer man forældresamarbejdet? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andreasen (Eds.), Overlevelsesguide for nye lærere (pp. 175-201). Dafolo.

Andresen, B. B. (2022). Hvordan klarer man digitale udfordringer? In K. K. B. Dahl, P. F. Laursen & B. B. Andresen (Eds.), Overlevelsesguide for nye lærere (pp. 123-148). Dafolo.

Dahl, K. K. B. (2022). Hvordan vælger man en skole? In K. K. B. Dahl, P. Fibæk Laursen & B. B. Andreasen (Eds.), Overlevelsesguide for nye lærere (pp. 55-86). Dafolo.

Robinson, S., Contu, A., Elliott, C., Gagnon, S., Antonacopoulou, E., Bogolyubov, P., Crossan, M., Cunliffe, A., Elkjaer, B., Graça, M., Kars, S., Li, S., Lyles, M., Snell, R., St Amour, W., Stead, V., Thorpe, R. & Vera, D. (2022). In praise of holistic scholarship: A collective essay in memory of Mark Easterby-Smith. Management Learning, 53(2), 363-385. https://doi.org/10.1177/13505076211032207

Fougt, S. (2022). Indhold. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 253-260). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Broström, S. & Hansen, O. H. (2022). Ingen modsætning mellem omsorg og læring. Information, Sektion 1 , 17-17. https://www.information.dk/debat/2022/01/fejl-opstille-modsaetning-mellem-omsorg-laering

Bruun, M. H. & Krause-Jensen, J. (2022). Inside Technology Organisations: Imaginaries of Digitalisation at Work. In M. Bruun, A. Wahlberg, R. Douglas-Jones, C. Hasse, K. Høyer, D. B. Kristensen & B. R. Winthereik (Eds.), The Palgrave Handbook of the Anthropology of Technology (pp. 485-505).

Munk, M. D., Nikolka, T. & Poutvaara, P. (2022). International Family Migration and the Dual-Earner Model. Journal of Economic Geography, 22(2), 263–287. https://doi.org/10.1093/jeg/lbab050

Wright, S. (2022). Internationalisation and De-internationalisation in Danish university governance reforms. European Journal of Education, 57(1), 96-108. https://doi.org/10.1111/ejed.12487

Ravn, I. (2022). Intrinsic and Extrinsic Competition: Winning the Rally versus Scoring the Point. Strategies, 35(1), 10-16. https://doi.org/10.1080/08924562.2021.2000538

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Introduction: Understanding the Transformation of the University . In S. Bengtsen & R. Gildersleeve (Eds.), Transformation of the University : Hopeful Futures for Higher Education (pp. 1-9). Routledge. World Issues in the Philosophy and Theory of Higher Education Vol. 1 No. 1 https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Cone, L. & Moos, L. (2022). Introduction: mapping commercial interests and imaginaries in Nordic education. Nordic Journal of Studies in Educational Policy, 8(1), 1-8. https://doi.org/10.1080/20020317.2022.2045164

Thomsen, R. (2022). Karriere. Aarhus Universitetsforlag. Tænkepauser Vol. 98 https://ereolen.dk/ting/object/870970-basis:62451041

Fougt, S. (2022). Kommunikation. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 261-268). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Kaasby, M. (2022). Konceptuelle metaforer som selektionskriterium for Dansk litteraturs kanon: -med fokus på elevers literacytilegnelse på tværs af tidsrum, sprog og kultur. Nordlit, 48. https://doi.org/10.7557/13.6339

Hasse, C. (2022). Language and Robots: from Relations to Processes of Relations. Technology and Language, 3(1), 127-135. https://doi.org/10.48417/technolang.2022.01.12

Moos, L., Gaillard, G., (TRANS.) & Normand, R., (TRANS.) (2022). Les leaders intermédiaires au centre du leadership scolaire. Administration et Éducation, 2022/1(173), 27-33. https://doi.org/10.3917/admed.173.0027

Fougt, S. (2022). Literacy. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 283-292). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Larsen, S. N. (2022). Marx ville ikke være tilfreds. Information, Sektion 2, 26-26.

Baatouche, N., De Maricourt, P., Bernaud, J-L. & Knoop, H. H. (Ed.) (2022). Meaning of Education and Wellbeing: Understanding and Preventing the Risk of Loss of Meaning in Students. Frontiers in Psychology, 13, [796107]. https://doi.org/10.3389/fpsyg.2022.796107

Nissen, M. (Producer) & Blunden, A. (Producer). (2022). Morten Nissen, interviewed by Andy Blunden, on cultivating motivation, social work and addiction. Pictures, Video and sound recordings (digital) https://www.youtube.com/watch?v=P7y0OnXuZKc

Fougt, S. (2022). Multimodale tekster. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 391-398). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Philipps, M. R. & Fougt, S. (2022). Myndiggørelse mellem teknologi og designkontekst. In Håndbog i scenariedidaktik (pp. 475-488). Aarhus Universitetsforlag. Didaktiske studier

Larsen, S. N. (2022). Neoliberalismens storhed og fald. Information, Sektion 2, 21-21.

Utvær, B. K. S., Torbergsen, H., Engan Paulsby, T., Haugan, G. & Knoop, H. H. (Ed.) (2022). Nursing Students’ Emotional State and Perceived Competence During the COVID-19 Pandemic: The Vital Role of Teacher and Peer Support. Frontiers of Psychology: Positive Psychology , 12, [793304]. https://doi.org/10.3389/fpsyg.2021.793304

Holm, C. (2022). Omsorg skal anerkendes på lige fod med læring. Information, Sektion 1, 16-17. https://www.information.dk/debat/2022/01/omsorg-anerkendes-paa-lige-fod-laering-forbedre-boernenes-forhold?utm_content=a-vagtens&utm_source=Dagbladet+Information&utm_campaign=16ea57ddb1-EMAIL_CAMPAIGN_2022_01_05_08_21&utm_medium=email&utm_term=0_b2b560927b-16ea57ddb1-417096498&mc_cid=16ea57ddb1&mc_eid=2f746ce6c6

Tamborg, A. L., Elicer, R. & Spikol, D. (2022). Programming and computational thinking in mathematics education: An integration towards AI awareness. KI - Kunstliche Intelligenz, 36(1), 73-81. https://doi.org/10.1007/s13218-021-00753-3

Skyggebjerg, A. K. (2022). På flugt fra virkeligheden: Ane Bjørns Trylleblik og børnelitteraturens skildring af krig. In M. Österlund, M. Lassén-Seger & S. H. Eriksdatter (Eds.), På tværs af Norden 3: Social holdbarhed i nordisk børne- og ungdomslitteratur (pp. 50-57). Nordic Council of Ministers. http://norden.diva-portal.org/smash/get/diva2:1626809/FULLTEXT01.pdf

Larson, A. & Cort, P. S. (2022). Qualification, socialisation and/or subjectification – three international organisations’ prioritisation of the purposes of adult education and learning from the 1970s to the 2010s. International Journal of Lifelong Education, 41(1), 91-106. https://doi.org/10.1080/02601370.2022.2030422

Knudsen, L. E. D. (2022). Relationer mellem teori og praksis kan udfordre og perspektivere refleksiv praksis læring. In L. H. Horn, P. M. Pedersen & M. Georgsen (Eds.), Teori og praksis i professionsdidaktik: En bog om refleksiv praksislæring (pp. 233-246). Aalborg Universitetsforlag.

Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z

Plotnikof, M., Muhr, S. L., Holck, L. & Just, S. N. (2022). Repoliticizing diversity work? Exploring the performative potentials of norm‐critical activism. Gender, Work and Organization, 29(2), 466-485. https://doi.org/10.1111/gwao.12771

Etchells, P. J., Davidson, B. I., Kaye, L. K., Ellis, D. A. & Lieberoth, A. (2022). Researchers should avoid causally attributing suicide to video game play as a single factor. Perspectives in Psychiatric Care, 58(2), 880-882. https://doi.org/10.1111/ppc.12762

Pio, F. (2022). Rocking Heidegger: Musical Experience between Technology and Ontology. In J. Spier & C. Rentmeester (Eds.), Heidegger & Music Rowman & Littlefield Publishers.

Rørbech, H. (2022). Rum, artefakter og praksisser i filmproduktion. In S. S. Fougt, J. Bundsgaard, T. Hanghøj & M. Misfeldt (Eds.), Håndbog i scenariedidaktik (pp. 133-144). Aarhus Universitetsforlag.

O’Toole, C. & Simovska, V. (2022). Same storm, different boats! The impact of COVID-19 on the wellbeing of school communities. Health Education, 122(1), 47-61. https://doi.org/10.1108/HE-02-2021-0027

Bundsgaard, J., Fougt, S., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik: en introduktion. In Håndbog i scenariedidaktik (pp. 16-42). Aarhus Universitetsforlag. Didaktiske studier

Hanghøj, T., Fougt, S., Bundsgaard, J., Bundsgaard, J., Lorentzen, R. F., Brahe-Orlandi, R., Molbæk, L. & Rørbech, H. (2022). Scenariedidaktik i dansk: et overblik. In Håndbog i scenariedidaktik (pp. 63-80). Aarhus Universitetsforlag. Didaktiske studier

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik på tværs af roller, ting, tid og rum. In Håndbog i scenariedidaktik (pp. 43-62). Aarhus Universitetsforlag. Didaktiske studier

Andersen, I. G. & Smith, E. (2022). Social contexts and gender disparities in students’ competence beliefs: The Role of Gender-Stereotypical Beliefs and Achievement Patterns in the Classroom for Students’ Self-Concept in Gender-Stereotypical Subjects. Frontiers in Education, 7, [840618]. https://doi.org/10.3389/feduc.2022.840618

Smith, E. & Gümüs, S. (2022). Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement. International Journal of Educational Research, 112, [101951]. https://doi.org/10.1016/j.ijer.2022.101951

Anderson, S. D. (2022). Sozialität. In C. Markom & J. Tosic (Eds.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (pp. 293-298). new academic press.

Messiou, K., Bui, L. T., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M. & Echeita, G. (2022). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal, 21(2), 355-376 . https://doi.org/10.1177/1474904120953241

Nørgård, R. T. (2022). Students’ academic digital competencies in higher education: development of a cross-institutional model. In R. Sharpe, S. Bennett & T. Varge-Atkins (Eds.), Handbook of Digital Higher Education (pp. 271-285). Edward Elgar Publishing.

Elkjaer, B. (2022). Taking Stock of "Organizational Learning": Looking Back and Moving Forward. Management Learning, 53(3), 582-604. https://doi.org/10.1177/13505076211049599

Primdahl, N. L. (2022). Taking a Break from the ‘School Machine’: Understanding the Intended Purposes of School-Based Mindfulness among Teachers. In Wellbeing and Schooling - Cross Cultural and Cross Disciplinary Perspectives (pp. 87-106). Springer. EERA Book Series: Transdisciplinary Perspectives in Educational Research https://doi.org/10.1007/978-3-030-95205-1_6

Hillesund, T., Schilhab, T. & Mangen, A. (2022). Text Materialities, Affordances, and the Embodied Turn in the Study of Reading. Reading Research Quarterly, 13, [827058]. https://doi.org/10.3389/fpsyg.2022.827058

Bruun, M. H. & Wahlberg, A. (2022). The Anthropology of Technology: The Formation of a Field. In The Palgrave Handbook of the Anthropology of Technology (pp. 1-33). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_1

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Revised 09.06.2022 -

Knud Holt Nielsen