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Petersen, K. B. (2021). Global Citizenship Education for (unknown) Futures. 15. Abstract from Futures of Education - Learning to Become, Denmark.

Leron, U. & Ejersbo, L. R. (2021). Good Errors in Mathematics Education. International Journal of Mathematical Education in Science and Technology, 52(5), 752-766. https://doi.org/10.1080/0020739X.2019.1706004

Dorf, H. (2021). Governing by Targets – the Educational Conflict of the Last Decade. Unge Paedagoger, 82(2), 103-112.

Winther-Lindqvist, D. A. & Olund Larsen, I. (2021). Grief and Best Friendship Among Adolescent Girls. Omega: Journal of Death and Dying, 83(3), 545-562. https://doi.org/10.1177/0030222819856146

Larsen, S. N. (2021). Gråt skæg i vuggen, frie føl på marken. Information, 4.

Rosendal Bang, L. (2021). Gå i faglig dialog med eleverne via tekstæstetiske samtaler: Den tekstæstetiske samtale er et alternativ til den traditionelle spørgsmål-svar-undervisning. EMU - Danmarks undervisningsportal.

Falk, J., Biskjaer, M. M., Halskov, K. & Kultima, A. (2021). How Organisers Understand and Promote Participants’ Creativity in Game Jams. In Proceedings of the 6th International Conference on Game Jams, Hackathons and Game Creation Events, ICGJ 2021 (pp. 12-21). [3472690] Association for Computing Machinery. https://doi.org/10.1145/3472688.3472690

Hristova, D. & Lieberoth, A. (2021). How Socially Sustainable Is Social Media Gamification? A Look into Snapchat, Facebook, Twitter and Instagram. In A. Spanellis & H. J. T. (Eds.), Gamification for Organizations and Social Change (pp. 225-245). Palgrave Macmillan.

Ravn, I. (2021). How financial bubbles are fueled by money creation a.k.a. bank lending: An explanation for public education. Real-World Economics Review, (97), 143-154. http://fac-vid.squarespace.com/pengeskabelse/Ib%20Ravn%20-%20How%20Financial%20Bubbles...%20RWER.pdf

Rowlands, J. & Wright, S. (2021). Hunting for points: the effects of research assessment on research practice. Studies in Higher Education, 46(9), 1801-1815. https://doi.org/10.1080/03075079.2019.1706077

Laursen, P. F. (2021). Hvad former undervisningens landskab? Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 41(119 ), 7-16.

Wistoft, K. & Andersen, B. (2021, May). Hver sin ret, men hvordan? Foreningen for Madkundskab.

Jensen-Dharmaratne, J. & Ravn, I. (2021). Hvis du ikke hopper på boligstigen, bliver du kørt over af bankernes pengemaskine. Dagbladet Information.

Kofoed, J. (2021). Hvis universitetet var en biotop: Et essay om forskningsetik. Tidsskrift for professionsstudier, 17(33), 62-73.

Carlsson, M. S. & Stovgaard, M. (2021). Hvorfor almendidaktik? In M. Carlsson & M. Stovgaard (Eds.), Almendidaktik : udfordringer og åbninger (pp. 7-14). U Press.

Nørgård, R. T. (2021). Hybrid undervisning og læring: Principper, formater og aktiviteter. Kognition & Pædagogik, 31(122), 20-34.

Skyggebjerg, A. K. (2021). I går var i morgen i dag. Weekendavisen, Bøger(10), 15-15. [e82a2c24].

Ejersbo, L. R., Johnsen, N. & Müller, P. (2021). Ideer til god matematikundervisning: 0.-3- klasse. Forlaget Matematik.

Kabel, K. & Madsen, J. (2021). Identifikation af elevers tidlige skriveudvikling og sporing af læse- og skrivevanskeligheder. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 2(69), 12-18.

Kjær, B. (2021). Ikke som de andre: Forældreskab når børn problematiseres. Nordiske Udkast, 49(1), 61-72.

Jankvist, U. T., Gregersen, R. M. & Lauridsen, S. D. (2021). Illustrating the need for a ‘Theory of Change’ in implementation processes. ZDM, 53(5), 1047-1057. https://doi.org/10.1007/s11858-021-01238-1

Poschmann, I. S., Palic, S., Sandahl, H., Berliner, P. & Carlsson, J. (2021). Imagery Rehearsal Therapy for trauma-affected refugees: A case series. International Journal of Dream Research, 14(1), 121-130. https://doi.org/10.11588/ijodr.2021.1.77853

Ng, W., Tov, W., Veenhoven, R., Rothmann, S., Chambel, M. J., Chen, S., Cole, M. L., Consiglio, C., Costantini, A., Datu, J. A. D., Di Blasi, Z., Gumbau, S. L., Huber, A., Kelders, S. M., Klibert, J., Knoop, H. H., Mayer, C-H., Nel, M., Salanova, M. ... van Zyl, L. E. (2021). In Memory of Edward Diener: Reflections on His Career, Contributions and the Science of Happiness. Frontiers in Psychology, 12, 2144. https://doi.org/10.3389/fpsyg.2021.706447

Smedegaard Ernst Bengtsen, S., Sarauw, L. L. & Filippakou, O. (2021). In search of student time: Student temporality and the future university. In S. Bengtsen , S. Robinson & W. Shumar (Eds.), The University Becoming : Perspectives from Philosophy and Social Theory (pp. 95-109). Springer. Debating Higher Education: Philosophical Perspectives Vol. 6 http://10.1007/978-3-030-69628-3

Bjerre, J. (2021). In the shadow of sociology: Bateson through the lens of Durkheim. Journal of Classical Sociology, 21(2), 165-67. https://doi.org/10.1177/1468795X20944348

Lieberkind, J. & Bruun, J. (2021). Indledning. In J. Lieberkind & J. Bruun (Eds.), De unge borgere: mellem demokratisk og politisk dannelse (pp. 7-13). Aarhus Universitetsforlag.

Christensen, T. S., Hobel, P., Rørbech, H. & Niss, M. (2021). Indledning. Sammenlignende fagdidaktik, 2021(6), 1-6. https://doi.org/10.7146/sammenlignendefagdidaktik.vi6.127567

Rømer, T. A., Brinkmann, S. & Pedersen, L. T. (2021). Indledning: Hvorfor sidste chance? In Sidste chance : nye perspektiver på dannelse (pp. 7-18). Klim.

Gümüş, S., Hallinger, P., Cansoy, R. & Bellibaş, M. Ş. (2021). Instructional leadership in a centralized and competitive educational system: a qualitative meta-synthesis of research from Turkey. Journal of Educational Administration, 59(6), 702-720. https://doi.org/10.1108/JEA-04-2021-0073

Laursen, P. F. (2021). Intelligensbegrebet: nyttigt, men farligt. VejlederForum Magasinet, 2021(1).

Adriansen, H. K. & Madsen, L. M. (2021). Internationalisation through South-North mobility: Experiences and outcomes of research capacity-building programmes for African scholars in Denmark. Scholarship of Teaching and Learning in the South (SOTL) , 5(1), 46-65. https://doi.org/10.36615/SOTLS.V5I1.166

Fristrup, T. & Odgaard, C. K. (2021). Interrogating disability and prosthesis through the conceptual framework of NEODISABILITY. Kvinder, Køn & Forskning, (2), 54-65. [4]. https://tidsskrift.dk/KKF

Thomsen, B. M. S., Kofoed, J. & Fritsch, J. (2021). Introduction: Afects, Interfaces, Events. In Affects, Interfaces, Events (pp. 1-14). Imbricate! Press. https://doi.org/10.22387/IMBAIE.00

Gourvennec, A., Höglund, H., Johansson, M., Kabel, K. & Sønneland, M. (2021). Introduction to the Special Issue Working with Literature in Nordic Secondary Education. L1-Educational Studies in Language and Literature, 21, 1-8. https://doi.org/10.17239/L1ESLL-2021.21.02.01

Agostini, E. & Francesconi, D. (2021). Introduction to the special issue “embodied cognition and education”. Phenomenology and the Cognitive Sciences, 20(3), 417-422. https://doi.org/10.1007/s11097-020-09714-x

Morin, A. & Petersen, K. E. (Eds.) (2021). Introduktion til temanummer om social eksklusion og pædagogik i velfærdsstaten. Nordiske Udkast, 49(1). http://nordiskeudkast.dk/

Brodersen, M. E. (2021). Is it possible to maintain feelings of community in long term distance teaching? A social phenomenological study of we-time in a secondary school class during lockdown . Abstract from Childhood & Time , Tampere, Finland.

Larsen, S. N. & Hattie, J. (2021). Is there a Purpose of Education? In A Guide to Visible Learning: Visible Learning in Theory and Practice (pp. 34-48). Routledge. file:///C:/Users/mbbr/Downloads/A_Guide_to_Visible_Learning.pdf

Schilhab, T. (2021). Jæger/samler med smartteknologi – om naturoplevelser, læring og moderne teknologi. Turbulens.net : forum for samtidsrefleksion.

Holm, C. (2021). Kan mangfoldighedens uddannelsessystem mindske antallet af marginaliserede unge? Asterisk, (99). https://dpu.au.dk/asterisk/asterisk-99/leder-99/

Boeskov, K. (2021). Kan musik skabe en bedre verden? En diskussion af musik som redskab til social forandring. Danish Musicology Online, 10(2020-2021). http://www.danishmusicologyonline.dk/arkiv/arkiv_dmo/dmo_10/dmo_10_artikel_03.pdf

Nielsen, G. B. (2021). Keynote: Student activism as productive 'nagging'? Equality, free speech and alternative spaces for learning. Abstract from What does it mean to be a contemporary higher education student?, Surrey, United Kingdom.

Rasmussen, P., Milana, M., Vatrella, S. & Larson, A. (2021). Knowledge production, public media and adult education and learning: how the OECD’s PIAAC survey enters the press discourse in Italy and Denmark. In J. Walker, G. Maestrini & S. Smythe (Eds.), Proceedings of Adult Education in Global Times (pp. 416-421). Canadian Association for the Study of Adult Education. https://www.dropbox.com/s/8yn7ughzz920x21/2021_CASAE_Proceedings.pdf?dl=0

Højgaard, T. (2021). Kompetencemål og fokuseret matematikundervisning. In A. Michael Wahl & W. Peter (Eds.), Håndbog om matematik i grundskolen: Læring, undervisning og vejledning (2 ed., pp. 35-51). Dansk Psykologisk Forlag.

Lieberkind, J. (2021). Konsensus og frihed i politisk dannelse. In J. Lieberkind & J. Bruun (Eds.), De unge borgere: mellem demokratisk og politisk dannelse (pp. 203-201). Aarhus Universitetsforlag.

Lieberkind, J. (2021). Kontraprotest - unges politiske engagement. politica, 53(1), 24-63.

Larsen, S. N. (2021). Kulturteoretiker prøver at tale masserne til fornuft i ny bog. Information, 18-18. [e8352eac].

Chemi, T., Kusk, H. & Xu, S. (2021). Kunstnerduoer, Kunstlaboratorier og KUNSTgødning. BUKS - Tidsskrift for Børne- og Ungdomskultur, 37(64 (2020)), 69-92. https://tidsskrift.dk/buks/article/view/125799/83

Brøgger, K. & Madsen, M. (2021). Kvalitet, relevans og effektivitet på universiteterne - om statslig styring af selvejende universiteter gennem magtfulde policy-instrumenter. Dansk Pædagogisk Tidsskrift, (3). https://dpt.dk/temanumre/2021-3/kvalitet-relevans-og-effektivitet-pa-universiteterne/

Holm, C. (2021). Kvinden er blevet huskoordinator – også! Asterisk, (97). https://dpu.au.dk/asterisk/leder/

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