Publikationer fra medlemmerne af forskningsprogrammet

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Reimer, D., Weiss, F. & Skov, P. R. (2019). A natural experiment with travel distance to universities and its relation to intergenerational inequality. Does a bridge close the gap?. Afhandling præsenteret på American Sociological Association Meeting, New York, USA.

Bundsgaard, J. (2019). ATEL– Kodning af elevtekster.... Softwareprogram https://atel.au.dk/

Christensen, J. H. (2019). Blind spots of the self-glorification in Home Economics. International Journal of Home Economics, 12(2), 76-80.

Kabel, K., Bundsgaard, J., Bremholm, J. & Berthelsen, U. D. (2019). Børns skriveudvikling i skolens første år: En analysemodel til automatiseret scoring af elevtekster. Abstract fra NNMF 7: Morsmålsfaget som fag og forskningsfelt, Trondheim, Norge.

Savage, M., Cunningham, N., Reimer, D. & Favell, A. (2019). Cartographies of social transnationalism. I Everyday Europe: social transnationalism in an unsettled continent (s. 35-59). Policy Press.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). Connecting feedback to self-efficacy: Differences between pre-service and expert teachers’ feedback quality. Abstract fra EARLI 2019 Biennial Conference, Aachen, Tyskland.

Bundsgaard, J. (2019). Dannelsens fire aspekter. I J. Hansen (red.), Dannelse i alle fag (s. 25-34). Dafolo.

Bremholm, J. & Bundsgaard, J. (2019). Danske elevers brug af it i skolen. I V. T. Christensen (red.), PISA 2018: danske unge i en international sammenligning (s. 114-128). VIVE - Viden til velfærd.

Bremholm, J. & Bundsgaard, J. (2019). Danske elevers læsning i danskfaget, i skolen og i fritiden. I V. T. Christensen (red.), PISA 2018: danske unge i en international sammenligning (s. 72-113). VIVE - Viden til velfærd.

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Pettersson, M. & Rusmann, A. (2019). Danske elevers teknologiforståelse: resultater fra ICILS-undersøgelsen 2018. (1 udg.) Aarhus Universitetsforlag. https://unipress.dk/udgivelser/d/danske-elevers-teknologiforst%C3%A5else/

Caeli, E. N. & Bundsgaard, J. (2019). Datalogisk tænkning og teknologiforståelse i folkeskolen tur-retur. Læring og Medier, 11(19). https://doi.org/10.7146/lom.v11i19.110919

Bundsgaard, J. (2019). Den gode undervisningspraksis skal understøttes. I P. B. Christensen (red.), Lærerkommissionens forskerpublikation (s. 29-37). Danmarks lærerforening.

Rusmann, A. & Bundsgaard, J. (2019). Developing a test to measure design thinking. I L. Elbaek, G. Majgaard, A. Valente & S. Khalid (red.), Proceedings of the European Conference on Games-based Learning (s. 587-595). Dechema e.V.. https://doi.org/10.34190/GBL.19.071

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). Developing Peer Feedback Expertise: Effects of a Face-to-Face Versus Video-Based Feedback Environment. Abstract fra Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.

Bundsgaard, J. (2019). DIF as a pedagogical tool: analysis of item characteristics in ICILS to understand what students are struggling with. Large-Scale Assessments in Education, 7(9), 1-14. https://doi.org/10.1186/s40536-019-0077-2

Reimer, D., Weiss, F. & Skov, P. R. (2019). Does a bridge close the gap? The role of travel distance to university for inequality in higher education choices. Results from a natural experiment. Abstract fra ECSR Annual Meeting 2019: Inequality over the life course, Lausanne, Schweiz.

Caeli, E. N. & Bundsgaard, J. (2019, feb. 12). Does your ‘private’ data picture meet the beauty standards of society? Sciencenordic.com. https://sciencenordic.com/denmark-digital-education-forskerzonen/does-your-private-data-picture-meet-the-beauty-standards-of-society/1461580

Bundsgaard, J. & Kreiner, S. (2019). Drop de nationale tests - de virker ikke. Politiken, 5-6. https://politiken.dk/debat/kroniken/art7107931/De-nationale-tests-i-folkeskolen-virker-overhovedet-ikke

Jensen, N. R., Michel-Schertges, D. & Kjeldsen, C. C. (2019). Education to Opera - An Opportunity to tackle Early School Leaving. I M. Bartolucci (red.), EducOpera: An Education to Opera as a Method of Reducing Early School Leaving (s. 29-35). Opéra de Massy.

Michel-Schertges, D., Kjeldsen, C. C. & Jensen, N. R. (2019). EducOpera: Project Implementation in Denmark: Opera and Rap-Music Education: Raising Awareness and Reducing Early School Leaving. I M. Bartolucci (red.), EducOpera: An Education to Opera as a Method of Reducing Early School Leaving (s. 73-85). Opéra de Massy.

Keilow, M., Holm, A., Friis-Hansen, M. & Kristensen, R. M. (2019). Effects of a Classroom Management Intervention on Student Selective Attention: Results from a Randomized Controlled Trial. School Effectiveness and School Improvement, 30(2), 194-211. https://doi.org/10.1080/09243453.2018.1557701

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2019). Effects of an online- and video-based learning environment on pre-service teachers’ self-efficacy beliefs, attitudes towards inclusion and knowledge of inclusive education during practical school experiences. I Proceedings of Society for Information Technology & Teacher Education International Conference (s. 2099). Association for the Advancement of Computing in Education.

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2019). Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support. Learning, Culture and Social Interaction, 22, 103-118.

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

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). Entwicklung eines video- und textbasierten Instruments zur Messung kollegialer Feedbackkompetenz von Lehrkräften. I T. Ehmke, P. Kuhl & M. Pietsch (red.), Lehrer. Bildung. Gestalten: Beiträge zur empirischen Forschung in der Lehrerbildung (s. 153-163). Beltz Juventa Verlag.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). Förderung professioneller Wahrnehmung von Klassenführung durch die Analyse fremder Unterrichtsvideos und Expertenfeedback in einem blended learning Seminar. Abstract fra paEpsy Tagung 2019, Leipzig, Tyskland.

Altmann, A., Weber, K. E., Prilop, C. N., Kleinknecht, M. & Nückles, M. (2019). Förderung von Kernkompetenzen in der Lehramtsausbildung durch videobasiertes Microteaching und Peerfeedback. I T. Ehmke, P. Kuhl & M. Pietsch (red.), Lehrer. Bildung. Gestalten. Beiträge zur empirischen Forschung in der Lehrerbildung (s. 213-223). Beltz Juventa Verlag.

Christensen, J. H. & Wistoft, K. (2019). Forskningsbaseret evaluering af Arla MADmovers. DPU, Aarhus Universitet.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). How Digital Coaching Environments Contribute to Preservice Teachers' Self-Efficacy and Beliefs About Teaching and Learning. Abstract fra Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum. Studies in Educational Evaluation, 62, 158-170.

Jensen, N. R., Kjeldsen, C. C. & Bjerre, J. (2019). Hvad hæmmer hhv. fremmer skolepædagogers samarbejde om stærke faglige fællesskaber for lavtpræsterende drenge i indskolingen? I N. R. Jensen (red.), Hvad fremmer hhv. hæmmer .... (1. udgave udg., s. 5-46). DPU - Danmarks Institut for Pædagogik og Uddannelse.

Kjeldsen, C. C. (2019). Hvad større internationale evalueringer (TIMSS og PIRLS) kan fortælle os om kvalitet i undervisningen. I Lærerkommissionens forskerpublikation (s. 82-91). Danmarks lærerforening. https://www.kl.dk/media/22541/bilag-8-laererkommissionens-forskerpublikation.pdf

Kjeldsen, C. C. (2019). Hvornår er godt godt nok, og bør de nationale test stoppes nu? Folkeskolen, (19), 26-27.

Christensen, J. H. & Wistoft, K. (2019). Investigating the effectiveness of subject-integrated school garden teaching. Journal of Outdoor and Environmental Education , 22(3), 237-251. https://doi.org/10.1007/s42322-019-00043-5

Langager, S., Torre, A., Christrup Kjeldsen, C. & Frørup, A. K. (2019). Lær for livet: de deltagende børn og deres trivselsmæssige udvikling. Aarhus Universitetsforlag. https://unipress.dk/media/16889/9788772190662_ncs6-laer-for-livet.pdf

Bremholm, J. & Bundsgaard, J. (2019). Læsning i PISA 2018. I V. T. Christensen (red.), PISA 2018: danske unge i en international sammenligning (s. 18-71). VIVE - Viden til velfærd.

Favell, A., Solgaard Jensen, J. M. & Reimer, D. (2019). Narratives and varieties of everyday transnationalism. I Everyday Europe: social transnationalism in an unsettled continent (s. 171-193). Policy Press.

Sørensen, H. & Dohn, N. B. (2019). Naturfag. I V. T. Christensen (red.), PISA 2018 : danske unge i en international sammenligning (s. 278-310). VIVE - Det Nationale Forsknings- og Analysecenter for Velfærd. https://www.vive.dk/media/pure/14477/3610793

Weiss, F. (2019). Returns to adult education and inequality: a life course perspective. I R. Becker (red.), Research handbook on the sociology of education (s. 408-426). Edward Elgar Publishing.

Andersen, I. G. & Reimer, D. (2019). Same-gender teacher assignment, instructional strategies, and student achievement: New evidence on the mechanisms generating same-gender teacher effects. Research in Social Stratification and Mobility, 62, Artikel 100406. https://doi.org/10.1016/j.rssm.2019.05.001

Weiss, F. (2019). Saving some inequality for young adulthood? Social origin differences in ‘re’-enrollment in postsecondary education in the United States, Sweden, and Germany. Comparative Sociology, 18(4), 522-565. https://doi.org/10.1163/15691330-12341506

Christensen, J. H. (2019). School subject competitions as an educational form. International Journal on New Trends in Education and Their Implications, 10(3), 30-46.

Boone, K., Roose, R., Kjeldsen, C. C., Vandekinderen, C. & Roets, G. (2019). Social justice as parity of participation. I B. Greve (red.), Routledge international handbook of poverty (s. 107-116). Routledge. https://doi.org/10.4324/9780429058103-9

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

Christensen, J. H. (2019). Taste as constitutive element of meaning in food education. International Journal of Home Economics, 12(1), 9-19.

Reimer, D. (2019). Teachers and teacher education: A call for a renewed sociological research agenda. International Studies in Sociology of Education, 28(2), 90-109. https://doi.org/10.1080/09620214.2019.1601582

Jensen, N. R. & Kjeldsen, C. C. (2019). The Capability Approach and Education of Young Adults. Scuola democratica, 2019(2), 287-304. https://doi.org/10.12828/94813

Schuller, K. & Weiss, F. (2019). The rise of mental health problems, inequality and the role of job strain in Germany. Mental Health & Prevention, 16(Dec.), Artikel 200175. https://doi.org/10.1016/j.mhp.2019.200175

Fels Birkelund, J., Kristian, K. & Reimer, D. (2019). The Structure, Causes, and Consequences of Tracking in the Danish Education System. Dynamics of Inequality Across the Life-course (DIAL). http://dynamicsofinequality.org/wp-content/uploads/2019/07/LIFETRACK-country-report_DK.pdf

Bundsgaard, J. & Kreiner, S. (2019). Undersøgelse af De Nationale Tests måleegenskaber. (Rev. 2 udg.) Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.

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Knud Holt Nielsen