Publications

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Petersen, K. B. (2022). Rethinking Education in Light of Global Challenges: Society and Culture - Presentation. 870-871. Abstract from NERA Conference Reykjavik, 2022, Reykjavik, Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf

Petersen, K. B. (2022). Why do (experienced) teachers stay in their profession?. Abstract from NERA Conference Reykjavik, 2022, Reykjavik, Iceland. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf

Petersen, K. B. (2023). Why do (long-serving) teachers stay in high-risk schools? Abstract. Abstract from ISfTE 2023 - Bhutan, Paro, Bhutan.

Petersen, K. B. (2023). Ethics of care – a possibility for reimagining interdependence in education?. Abstract from Fecun Bhutan Conference, Denmark.

Petersen, K. B. (2024). Why does a teacher remain at a high-risk school? Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools : New Reflections, Future Challenges, and Global Impacts (pp. 143-160). Routledge. https://doi.org/10.4324/9781003407775-12

Petersen, K. B. (2024). Reimagining education? Reflections on The Bhutan Baccalaureate and Nel Noddings’ concepts of Happiness, Education, and Ethics of Care. Journal of Futures of Education, Culture and Nature. Learning to Become. FECUN, 2, 11-20. https://doi.org/10.7146/fecun.v2i2.143281

Petersen, G. H., Andersen, L. K. & Kjærbæk, L. (2023). How does a plurilingual approach to teacher education affect student teachers’ approach to the inclusion of Scandinavian languages in the Danish primary school L1 subject?. Paper presented at 10th International Conference of the Association EDiLiC: From Early Childhood to Adulthood: Transitions, Continuity, and Disruptions in Plurilingual Education.

Petersen, K. B. (2010). Undervisningsfaget dansk som andetsprog for voksne: nogle udviklingstendenser. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Peifer, C., Wolters, G., Harmat, L., Heutte, J., Tan, J., Freire, T., Tavares, D., Fonte, C., Andersen, F. Ø., van den Hout, J., Simlesa, M., Pola, L., Ceja, L. & Triberti, S. (2022). A Scoping Review of Flow Research. Frontiers in Psychology, 13, Article 815665. https://doi.org/10.3389/fpsyg.2022.815665

Nissen, P., Lemire, S. & Andersen, F. Ø. (2014). Giving students a voice: a preliminary study of the validity of an ultra brief outcome measure for students: the Learning Rating Scale LRS. Scottish Journal of Arts, Social Sciences and Scientific Studies, 17(2), 23-33. Article 2. http://scottishjournal.co.uk/paper/SJASS_Vol.17_No.2.pdf

Nielsen, J. C., Stilling Olesen, J., Plauborg, H., Simovska, V. & Søndergaard, D. M. (2024). Exploring educational (un)readiness through the concepts of dispositive, assemblage and actor-network. Human Arenas, 7(4), 761-777. https://doi.org/10.1007/s42087-022-00284-9

Nielsen, C. F. & Wiberg, M. (2022). Etik og pædagogik. In J. Bjerre & P. F. Laursen (Eds.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2 ed., pp. 173-193). Hans Reitzels Forlag.

Nielsen, C. F. & Wiberg, M. (2022). Etik i skolen: filosofi og empiri i et studie af etik i klasseværelset. In A. N. Holm (Ed.), Filosofi og empiri (pp. 47-62). Aalborg Universitetsforlag.

Mygind, M. & Andersen, F. Ø. (Eds.) (2017). Robusthed i praksis: individuelt og kollektivt. Forlaget Mindspace.

Molbæk, M. & Kristensen, R. M. (2020). Triangulation with video observation when studying teachers’ practice. Qualitative Research Journal, 20(1), 152-162. https://doi.org/10.1108/QRJ-07-2019-0053

Michel-Schertges, D. & Andersen, F. Ø. (2023). Poster: Results of the Danish WATSup research. Sundsvall Conference.

Mathiasen, H. & Wiberg, M. (2011). It, læringsressourcer og nye undervisningsmiljøer. Dansk Universitetspædagogisk Tidsskrift, 6-7.

Lundtofte, T. E., Andersen, L. K. & Christensen, M. V. (2023). Google Translate i sprog- og matematikundervisningen. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen.

Lund Pedersen, C. & Wieser, C. (2021). Veteran Transition from Military to Civilian Life: Towards a Sociocultural Framework for Social Support. Scandinavian Journal of Military Studies, 4(1), 158–171. https://doi.org/10.31374/sjms.97

Lund Pedersen, C. & Wieser, C. (2024). Danish Veteran Challenges and Support Structures: An Overview to Enable Transnational Analysis. Journal of Veterans Studies, 10(2), 15-32. https://doi.org/10.21061/jvs.v10i2.466

Lund Pedersen, C. & Wieser, C. (2024). Student Veterans’ Transition and Reintegration into Education: A Transnational Scoping Review. International Journal of Lifelong Education, 43(6), 603-624. https://doi.org/10.1080/02601370.2024.2374749

Lund-Larsen, M., Jørgensen, S. & Andresen, B. B. (2021). Blended Learning-frem mod en ny normal på ungdomsuddannelserne. Læring og medier (LOM), 14(24). https://doi.org/10.7146/lom.v14i24.125678

Lorenz, R., Endberg, M. & Bundsgaard, J. (2016). Länderportrait Dänemark: Medienbildung im Schulsystem und in der Lehrerausbildung sowie die Darstellung schulischer Good-Practice-Beispiele. In W. Bos, R. Lorenz, M. Endberg, B. Eickelmann, R. Kammerl & S. Welling (Eds.), Schule digital – der Länderindikator 2016: Kompetenzen von Lehrpersonen der Sekundarstufe I im Umgang mit digitalen Medien im Bundesländervergleich (pp. 264–289). Waxmann Verlag.

Löfström, J. & Wiberg, M. (2022). Editorial: Teaching and learning ethics in the Humanities and social Science school subjects. Nordidactica - Journal of Humanities and Social Science Education, 12(2), i-iv. https://journals.lub.lu.se/nordidactica/article/view/24298/21487

Lise, S. & Knudsen, L. E. D. (2020). Demokratiske stjerner: en undersøgelse af hvordan åben skole kan understøtte demokratisk dannelse. In L. E. D. Knudsen, L. L. Jensen, A. V. Thomsen & M. Fredslund (Eds.), Åben Skole (pp. 145-160). Syddansk Universitetsforlag.

Lindenskov, L., Hetmar, V. & Andresen, B. B. (2010). Beliefs, positionings and the development of analytical competences: a small-scale study in 14 years old students' beliefs and positioning in school mathematics. In S. HAN (Ed.), Managing and developing core competences in a learning society (1 ed., pp. 103-126). Seoul National University Press.

Li, S. C. & Petersen, K. B. (2022). Does ICT matter? Unfolding the complex multilevel structural relationship between technology use and academic achievements in PISA 2015. Educational Technology & Society, 25(4), 43-55. Article 4. https://www.j-ets.net/collection/published-issues/25_4

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

Laursen, P. F. & Plauborg, H. (2006). Læreres praksislæring. In J. Lund & T. Rasmussen (Eds.), Almen didaktik – i læreruddannelse og lærerarbejde KvaN.

Laursen, E., Thøgersen, U., Wiberg, M. & Jacobsen, A. J. (Eds.) (2006). Tanker til tiden: om studier af læring.

Larsen, M. S., Jensen, B., Holm, A., Berliner, P., Ploug, N., Olsen, A. B., Sommersel, H. B., Grosen Pedersen, A., Müller Kristensen, R. & Tiftikci, N. (2011). Programmer for 0-6 årige med forældreinvolvering i dagtilbud: en forskningskortlægning. Clearinghouse-forskningsserien, 2011(8), 1-144. http://www.dpu.dk/fileadmin/www.dpu.dk/danskclearinghouseforuddannelsesforskning/udgivelser/Programmer_for_0-6aarige_med_foraeldreinvolvering_i_dagtilbud.pdf

Larsen, M. S., Olsen, A. B., Berliner, P., Sommersel, H. B., Pedersen, A. G., Holm, A., Jensen, B., Kristensen, R., Ploug, N. & Tiftikci, N. (2011). Programmer for 0-6 årige med forældreinvolvering i dagtilbud: en forskningskortlægning. VIDA-projektet. VIDA-forskningsserien Vol. 2011 No. 02 http://www.dpu.dk/fileadmin/www.dpu.dk/forskning/forskningsprogrammer/organisationoglaering/forskningsprojekter/vida/VIDA-forskningskortlaegning.pdf

Larsen, M. S., Larsen, M., Kristensen, R. & Kornbeck, K. P. (2012). A Research Mapping of Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be done at Universities to Prevent or Reduce it? Dansk Clearinghouse for uddannelsesforskning, DPU, Aarhus Universitet. Clearinghouse Forskningsserien Vol. 2012 No. 12 http://edu.au.dk/forskning/omraader/danskclearinghouseforuddannelsesforskning/udgivelser/

Larsen, M. S., Kornbeck, K. P., Kristensen, R., Larsen, M. R. & Sommersel, H. B. (2013). Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? Danish Clearinghouse for educational research. Clearinghouse-forskningsserien No. 15

Larsen, N. & Andersen, F. Ø. (2020). Pædagogiske koncepter i erhvervsuddannelser: kan de eksporteres? Kognition & Pædagogik, 30(116), 116-121. Article 14.

Labuz, N., Bundsgaard, J., Kjertmann, K. & Jensen, A. S. (2012). Rapport fra projektet ”At skrive sig til læsning”. Institut for Uddannelse og Pædagogik, Aarhus Universitet.

Krogh, L. & Wiberg, M. (2015). Problem-based and project-organised teaching. In L. Rienecker, P. S. Jørgensen, J. Dolin & G. H. Ingerslev (Eds.), University teaching and learning (1. ed., pp. 215-227). Samfundslitteratur.

Krogh, L. B. & Kristensen, R. M. (2025). Praksisafdækning i naturfagene: En undersøgelse af undervisningspraksis i naturfagene i grundskolen. (1 ed.) https://nafa.nu/wp-content/uploads/sites/46/2025/04/nafa-praksisafdaekning-i-naturfag.pdf

Kristjansdottir, B., Maslo, E., Haas, C., Lund, K. & Petersen, K. B., (2016). Høringssvar til ”Lov om kommunale særlige tilbud om grundskoleundervisning til udenlandske børn og unge", 4 p.

Kristensen, R. M. (2017). A growth analysis of teacher qualifications and students' global self-esteem. Journal for Educators, Teachers and Trainers, 8(1), 181-198. http://jett.labosfor.com/index.php/jett/article/download/278/317

Kristensen, R. M. (2019). Spørgeskemaundersøgelser: og andre kvantitative data i aktionsforskning. In M. Sunesen (Ed.), Aktionsforskning: indefra og udefra (pp. 107-118). Dafolo.

Kristensen, R. M. (2020). Denmark. In D. L. Kelly, V. Centurino, M. O. Martin & I. V. S. Mullis (Eds.), TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science Boston College, Department of Economics, Chestnut Hill MA 02467. https://timssandpirls.bc.edu/timss2019/encyclopedia/denmark.html

Kristensen, R. M., Tonnesen, P. B., Lindenskov, L. B. & Weng, P. (2020). TMTM2014-konsolidering. Aarhus Universitet.

Kristensen, R. M. (2019). En Kort Introduktion til R for Pædagogisk Sociologi. (pp. 1-29).

Kristensen, R. M. (2021). Personlighedspsykologi og lærerprofession. In K. Kragh Blume Dahl (Ed.), Professionspsykologi (pp. 59-80). Aarhus Universitetsforlag.

Kristensen, R. M., Dadaczynski, K., Okan, O. & Simovska, V. (2024). Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Education Journal, 83(1), 14-28. https://doi.org/10.1177/00178969231211853

Kristensen, R. M. & Rolfe, V. (2024). Content Coverage: Development Over Time and Correlation with Achievement. In N. Teig, T. Nilsen & K. Yang Hansen (Eds.), Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (pp. 57-153). Springer Nature. https://doi.org/10.1007/978-3-031-49580-9_4

Kristensen, R. M. (2017). Teachers and teacher personality: secondary growth curve analyses of effects of teachers’ personality traits and education on students’ behaviour and self-esteem. DPU, Aarhus Universitet.

Kragh-Müller, G. & Andersen, F. Ø. (2010). Gode læringsmiljøer for børn og skolepraksis der fremmer læring: En diskussion af relevante undersøgelser. In Gode læringsmiljøer for børn: Good Learning Environments for Children (pp. 167-192). Hans Reitzels Forlag.

Kragh-Müller, G., Andersen, F. Ø. & Hvitved, L. (Eds.) (2010). Gode læringsmiljøer for børn. Hans Reitzels Forlag.

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Revised 09.06.2022

Knud Holt Nielsen