Publications

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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

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

Nordenbo, S. E., Elstad, E., Holm, A., Scheerens, J., Larsen, M. S., Uljens, M., Laursen, P. F. & Hauge, T. E. (2009). Research Mapping of input, process, and learning in primary and lower secondary schools: Teachinal Report. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

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, A. M., Hansen, M. & Laursen, P. F. (2005). Perspektiver på De mange intelligenser: Introduktion - diskussion - kritik. (1. udgave ed.) Roskilde Universitetsforlag.

Nielsen, J., Hedegaard-Sørensen, L., Forsberg, H. & Langager, S. (2015). Afdækning af viden og forskning om særlige undervisningsmæssige behov: internationalt review. Undervisningsministeriet. http://www.emu.dk/sites/default/files/140508%20Saerlige%20undervisningsmaessige%20behov.pdf

Nielsen, A. M. & Laursen, P. F. (2015). Student Teachers' Experiences of Relation Building in Teaching Practice. Abstract from International Human Science Research Conference 2015, Throndheim, Norway.

Nielsen, A. M. & Laursen, P. F. (2017). Contemplative teacher education, teacher identity and relationship-building strategies. In E. H. Dorman, K. Byrnes & J. Dalton (Eds.), Impacting teaching and learning. : contemplative practices, pedagogy, and research in education (pp. 53-66). Rowman & Littlefield Publishers.

Nielsen, A. M. & Laursen, P. F. (2020). Relationskompetence fra læreruddannelse til praksis: – en longitudinel undersøgelse. Psyke & Logos, 41(1), 195-214. Article 11. https://tidsskrift.dk/psyke/article/view/121515/168884

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.

Moos, L., Krejsler, J. & Laursen, P. F. (Eds.) (2004). Relationsprofessioner: lærere, pædagoger, sygeplejersker, sundhedsplejersker, socialrådgivere og mellemledere. Danmarks Pædagogiske Universitets Forlag.

Moos, L., Krejsler, J., Hjort, K., Laursen, P. F. & Bønløkke Braad, K. (2005). Evidens i uddannelse? (1 ed.) Danmarks Pædagogiske Universitetsforlag.

Moos, L., Laursen, P. F., Salling Olesen, H. & Weber, K. (2005). Professionalisering: En grundbog. Roskilde Universitetsforlag.

Moos, L., Laursen, P. F., Mottelson, M. & Jørgensen, C. (2006). Inklusion i praksis: kommunal skoleudvikling i Randers. Dafolo.

Moos, L., Cort, P., Sørensen, M. S., Laursen, P. F. & Frimodt, R. (2006). VET teachers and trainers training in Europe: A comparative perspective. CEDEFOP.

Moos, L., Mottelson, M., Jørgensen, C. & Laursen, P. F. (2007). Inklusion i praksis - i kort form: kommunal skoleudvikling i Randers. (1 ed.) Dafolo.

Moos, L., Krejsler, J. B. & Laursen, P. F. (2009). Denmark. In J. Scheerens (Ed.), Informal learning of active citizenship at school: an international comparative study in seven european countries (pp. 75-104). Springer Publishing Company.

Moos, L., Krejsler, J. & Laursen, P. F. (2007). Danish Summary Report: Informal Learning at School for Active Citizenship. University of Twente.

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

Molbæk, M. & Hedegaard-Sørensen, L. (2023). Universal Design for Learning: Fleksible og inkluderende læringsmiljøer for alle. Dafolo.

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

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

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

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.

Lindenskov, L., Rasmussen, J. & Hetmar, V., (2012). Implementering af forsøg med tolærerordning (13. april 2012)

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. (Ed.) (2003). Person og profession: En udfordring for socialrådgivere, sygeplejersker, lærere og pædagoger. (1. ed.) Billesøe og Baltzer.

Laursen, P. F. (2003). De sande kvaliteter - og hvordan man får dem. Dansk Pædagogisk Tidsskrift, 03(1).

Laursen, P. F. (2003). Universitetspædagogikkens barndom - og DUN's. In Universitetspædagogik år 2003 Dansk Universitetspædagogisk Netværk.

Laursen, P. F. (2003). Den autentiske lærer. Unge Pædagoger, (5), 2-15.

Laursen, P. F., Ball, S. J., Day, C., Ziehe, T., Moos, L. (Ed.) & Krejsler, J. (Ed.) (2003). Professional Development and Educational Change: What does it mean to be professional in education? The Danish University of Education Press.

Laursen, P. F. (2003). Hvad er egentlig pointen ved professioner? In De professionelle: Forskning i professioner og professionsuddannelser (1. ed.). Roskilde Universitetsforlag.

Laursen, P. F. (2003). The development of the knowledge of teaching. In Professional development and educational change: What does it mean to be professional in education (1. ed.). Danmarks Pædagogiske Universitetsforlag.

Laursen, P. F. (2003). Hvorfor nye rammer i skolen? Hellerup Skoles Magasin.

Laursen, P. F. (2003). Avtenticni ucitelj. Vzgoja Izobrazevanje, 2003(6).

Displaying results 451 to 500 out of 1458

Revised 09.06.2022

Knud Holt Nielsen