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Wiberg, M. (2023). Teoretisk Pædagogik. Det gode børneliv, 2023(2), 10-13. https://danskedaginstitutioner.dk/services-2/

Knudsen, T. B. & Bülow, M. W. (2023). Teorier og begreber. In M. W. Bülow & T. B. Knudsen (Eds.), International Politik NU: Magtbalance, værdier og samarbejde (4 ed., pp. 33-55). Systime.

Wahlgren, B. (2023). Teori og praksis. In M. Riis & A. Brodersen (Eds.), Erhvervsdidaktisk opslagsbog (pp. 305-311). Hans Reitzels Forlag.

Moutsios, S. (2023). The bureaucratisation of the university: The case of Denmark. Educational Philosophy and Theory, 55(3), 379-391. https://doi.org/10.1080/00131857.2022.2097069

Plotnikof, M. & Bencherki, N. (2023). The communicative constitution of organizational continuity and change in, through and over time. In T. Hernes & M. Feuls (Eds.), A Research Agenda for Organisational Continuity and Change (pp. 105-125). Edward Elgar Publishing. https://doi.org/10.4337/9781802200164

Brøndum, T. (2023). “The curse of the refugee”: Narratives of slow violence, marginalization and non-belonging in the Danish welfare state. Kvinder, Køn & Forskning, (2), 96-112. Article 5. https://tidsskrift.dk/KKF/article/view/141131/185636

Kofoed, J. (2023). The habitat of academia – an essay on research ethics. Conjunctions: Transdisciplinary Journal of Cultural Participation, 10(1). https://doi.org/10.2478/tjcp-2023-0004

Khawaja, I. (2023). "The hustle": Om diversitet og andethed i akademia . In I. Khawaja & L. C. Lagermann (Eds.), (Farve)blinde vinkler : om racaliseing, andetgørelse og ulighed i uddannelsessystemet (pp. 307-326). Nyt fra Samfundsvidenskaberne.

Qvortrup, L. (2023). The Impossibility and Necessity of Causality in Niklas Luhmann's Theory of Education. Educational Theory, 73(6), 917-937. https://doi.org/10.1111/edth.12608

Bengtsson, S., Kardyb, D. & Lysgaard, J. A. (2023). The Inescapable Realisms in Education. Paper presented at ECER 2023, Glasgow, United Kingdom.

Gulløv, E. (2023). The influence of Nordic Childhood Institutions: Professional childcare influences upbringing at home, with a focus on Denmark. The New Nordic Lexicon. https://nordics.info/nnl/show/artikel/the-influence-of-nordic-childhood-institutions

Skyggebjerg, A. K. (2023). The Language of Nature or the Nature of Language: An Eco-critical Reading of Louis Jensen’s 1001 square stories (1992-2016). Abstract from 26th Biennal IRSCL Congress , Santa Barbara, California, United States.

Kousholt, D. (2023). The mutual influence of parental collaboration and children's communities in school. Abstract from The Oxford Symposium in School Based Family Counseling , Oxford, United Kingdom.

Krejsler, J. B. (2023). The Nordic Dimension as a Metaspace for Educational Research. Nordic Studies in Education, 43(1), 8-24. https://doi.org/10.23865/nse.v43.5421

Krejsler, J. B. (2023). The Nordic Dimension in Education - Between Myth and Reality: (Editorial). Nordic Studies in Education, 43(1), 1-7. https://doi.org/10.23865/nse.v43.5420

Thestrup, K. (2023). The Online Adventure - From Classrooms to workshops. 1. Abstract from NERA 2024 Adventures of Education, Malmø, Sweden.

Cone, L. (2023). The Platform Classroom: Troubling student configurations in a Danish primary school. Learning, Media and Technology, 48(1), 52-64. https://doi.org/10.1080/17439884.2021.2010093

Kauffmann, O. & Jankvist, U. T. (2023). The relation between skills and competencies in the KOM framework of mathematical competences: A discussion.

Hald, C. L., Weiss, F. & Jensen, S. S. (2023). The Role of Ethnic Minority Status and Social Origins for Teacher´s Track Recommendations After Secondary School in Denmark. Abstract from Council for European Studies, Reykjavik, Iceland.

Hald, C. L., Weiss, F. & Jensen, S. S. (2023). The Role of Ethnic Minority Status and Social Origins on Student Assessment and Track Recommendations in Denmark. Abstract from
European Consortium for Sociological Research, Prague, Czech Republic.

Hartmann, L.-M., Schukajlow, S., Niss, M. & Jankvist, U. T. (2023). The roles preservice teachers adopt in modelling-related problem posing. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education. PME 46 (pp. 19-26). https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-3-RR_H-O-1.pdf

Gulløv, E. & Gulløv, J. (2023). The sea, lost and found: Changes and interdependencies in a coastal community. In A. T. Kjørholt, S. Bessell, D. Devine, F. Gaini & S. Spyrou (Eds.), Valuing the past, sustaining the future? : Exploring coastal societies, childhood(s) and local knowledge in times of global transition (pp. 177-193). Springer. https://doi.org/10.1007/978-3-031-11716-9_10

Nørgård, R. T., Grant, B. & Bosanquet, A. (2023). The slow scholar in the accelerated university. Paper presented at SOLIDARITY AND THE UNIVERSITY, Gdansk , Poland.

Smedegaard Ernst Bengtsen, S., Skov, S. & Nuriler, H. (2023). The society as learning environment? Permeable boundaries in the humanities PhD. Abstract from Læringsmiljøer, Kolding , Denmark.

Berglund, J., Gilliam, L. & Selimovic, A. (2023). The teaching of Islam in Scandinavia: Three ways to handle religious minorities, societal ideals, and moderate secularism. Tidsskrift for Islamforskning, 17(2), 6-38. https://doi.org/10.7146/tifo.v17i2.142770

Jensen, S. S. (2023). The timing of parental unemployment and children's academic achievement. Advances in Life Course Research, 57, Article 100557. https://doi.org/10.1016/j.alcr.2023.100557

Bank, M., Nissen, M. & Brown, S. D. (2023). The Twin Dangers of Order and Disorder: Rethinking the Relationship Between Movement and Change in Drug Treatment. Contemporary Drug Problems, 50(4), 491-506. https://doi.org/10.1177/00914509231204945

Carlsson, M. S. (2023). The Twinning of Bildung and Competence in Environmental and Sustainability Education: Nordic Perspectives. In P. Trifonas & S. Jagger (Eds.), Handbook of Curriculum Theory and Research: Springer International Handbooks of Education (pp. 1-16). Springer. https://doi.org/10.1007/978-3-030-82976-6_9-1

Pedersen, M. K. (2023). The use of DGE and CAS to support mathematical thinking competency: a literature review. Nordisk Matematikkdidaktikk, 28(3-4), 177-197.

Smedegaard Ernst Bengtsen, S. (2023). Thingful learning: Towards an object-oriented pedagogy. In D. Scott (Ed.), On Learning : Vol. 2 : Philosophy, concepts and practices (pp. 245-259). UCL Press. https://discovery.ucl.ac.uk/id/eprint/10181119/1/On-Learning.pdf

Wright, S., Cini, A., Funova, A., Kaur, S., Larsen, K. H., Lund, R. W. B., Matar, M., Milošević, N., Brevik, L. M., Enderwitz, A., Reedy , G., Ackerman, N., Mijušković, V. & Reuchamps, M. (2023). Think and Do Tank on the Future of Higher Education Insight Paper APRIL 2023: CONCEPTUALISING AND OPERATIONALISING ‘SUSTAINABLE EDUCATION’ (COSE). (pp. 1). Circle U .

Larsen, S. N. (2023). Thoughts on Space. In The Past Will Never Leave You (pp. 5-9 + 11-15). Forlaget Aftryk.

Danneskiold-Samsøe, I. & Kjær, B. (2023). Tidlig indsats? Praksis i børnehavers inklusion af børn med autisme. Dansk Pædagogisk Tidsskrift, 2023(4), 78-95. https://dpt.dk/temanumre/2023-4/tidlig-indsats-praksis-i-boernehavers-inklusion-af-boern-med-autisme/

Hansen, C. S. & Padovan-Özdemir, M. (2023). Tidlig indsats - radikaliseret forebyggelse? Dansk Pædagogisk Tidsskrift, 2023(4), 5-11. https://dpt.dk/temanumre/2023-4/tidlig-indsats-radikaliseret-forebyggelse/

Hansen, C. S. & Padovan-Özdemir, M. (2023). Tidlig indsats - radikaliseret forebyggelse? Dansk Pædagogisk Tidsskrift, 2023(4). https://dpt.dk/temanumre/2023-4/tidlig-indsats-radikaliseret-forebyggelse/

Broström, S. (2023, Oct 9). Tidlig SFO er godt for kommunernes økonomi, men skidt for sårbare børn. Altinget. https://www.altinget.dk/boern/artikel/professor-emeritus-min-anbefaling-er-at-alle-foraeldre-undersoeger-mulighederne-for-at-udskyde-tidlig-sfo

Larsen, S. N. (2023). Tid til besindelse: et essay om bæredygtighed. Arkitekten, 8(1), 42-43. Article 3.

Feuls, M., Plotnikof, M. & Stjerne, I. S. (2023). Timely methods: a methodological agenda for researching the temporal in organizing. Qualitative Research in Organizations and Management: An International Journal, 18(1), 102-122. https://doi.org/10.1108/QROM-05-2021-2141

Andersen, F. Ø. (2023). Tonede linjer og særlige forløb. In C. Holm & L. Bøttcher (Eds.), Efter inklusionen: institutionen og den pædagogiske strategi (pp. 101-116). U Press.

Rasmussen, J. D. (2023). Towards a More-Than-Human Architecture: Exploring the Notion of Inclusivity. In M. Mostafa, R. Baumeister, M. R. Thomsen & M. Tamke (Eds.), Design for Inclusivity: Proceedings of the UIA World Congress of Architects Copenhagen 2023 (pp. 659-665). Springer. https://doi.org/10.1007/978-3-031-36302-3_48

Prytz, J., Ahl, L. M. & Jankvist, U. T. (2023). Towards a sociological explanation of the success of the Back to Basics movement in Sweden, 1970–1980. In K. Bjarnadóttir, F. Furinghetti, A. Karp, J. Prytz, G. Schubring, Y. Weiss & J. Zender (Eds.), “Dig where you stand” 7: Proceedings of the seventh International Conference on the History of Mathematics Education (pp. 197-212). WTM-Verlag. https://doi.org/10.37626/GA9783959872560.0

Aguilar, M. S., Ahl, L. M., Jankvist, U. T. & Helenius, O. (2023). Towards characterization of scale and scaling in implementation research within mathematics education. Implementation and Replication Studies in Mathematics Education, 3(1), 99-122. https://doi.org/10.1163/26670127-bja10012

Aarkrog, V. (2023). Transfer. In M. Riis & A. Brodersen (Eds.), Erhvervsdidaktisk opslagsbog (pp. 311-314). Hans Reitzels Forlag.

Åkerstrøm Andersen, N., Pedersen, D., du Plessis, E. M. & Sandager, J. (Eds.) (2023). Transformationens politik: ledelse af tidens udfordringer. Nyt fra Samfundsvidenskaberne.

Smedegaard Ernst Bengtsen, S., Inouye, K., Alves, P., Burford, J., Castello, M., Elliot, D., Frick, L., Kobayashi, S., McAlpine, L., Meesters, P., Nuriler, H. & Skov, S. (2023). Transitions in the PhD. 1-3. Abstract from Education as a Hope in Uncertain Times, Thessaloniki , Greece.

Degn, L., Madsen, M. & Brøgger, K. (2023). Translating Quality Criteria in University Accreditation. Journal of Accounting & Organizational Change, 19(4), 588-602. https://doi.org/10.1108/JAOC-02-2022-0030

Kousholt, K. B. (2023). Trivsel og mistrivsel: ind og ud af skolens evalueringspraksis. In B. Kjær, A. Morin & K. E. Petersen (Eds.), Børn og unge med diagnoser: en grundbog til lærere (pp. 199-222). Samfundslitteratur.

Wistoft, K. & Qvortrup, L. (2023). Trivsel og mistrivsel blandt børn og unge – hvad ved vi, og hvad gør vi? Skolemonitor.

Gøtzsche-Astrup, O., Lindekilde, L., Maria Fjellman, A., Bjørgo, T., Solhjell, R., Haugstvedt, H., Sivenbring, J., Andersson Malmros, R., Kangasniemi, M., Moilanen, T., Magnæs, I., Wilchen Christensen, T. & Mattsson, C. (2023). Trust in interagency collaboration: The role of institutional logics and hybrid professionals. Journal of Professions and Organization, 10(1), 65-79. https://doi.org/10.1093/jpo/joac022

Morin, A. (2023). Tværprofessionelt samarbejde om børn og unge med diagnoser. In B. Kjær, A. Morin & K. E. Petersen (Eds.), Børn og unge med diagnoser: en grundbog til lærere (pp. 131-145). Samfundslitteratur.

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Revised 26.09.2022

Knud Holt Nielsen