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Publikationer fra medlemmerne af forskningsprogrammet

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Christensen, J. H. (2024). Skoleelever trives dårligere og står svagere fagligt efter corona. Videnskab.dk. https://videnskab.dk/kultur-samfund/skoleelever-trives-daarligere-og-staar-svagere-fagligt-efter-corona/

Prilop, C. N. & Weber, K. E. (2024). The effect of expert feedback on pre-service teachers’ peer feedback quality and beliefs. I Instructional Design and Technology Enhanced Learning: Current States and Future Perspectives: Book of Abstract (s. 19-19). Tübingen University.

Hansen, R. R., Hougaard, R. F., Nielsen, T. A., Lindberg, A. B., Møller, K. L. & Prilop, C. N. (2024). The effects of AI feedback coaching on peer feedback composition, quality, and experience. https://www.uia.no/english/about-uia/faculty/humanities-and-education/events/course-conference-seminar/abstracts_udforsk_ai_24.pdf

Helding Vembye, M., Weiss, F. & Bhat, B. H. (2024). The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. Review of Educational Research, 94(3), 376-422. https://doi.org/10.3102/00346543231186588

Olsen, A. (2024). The Role of Career Guidance in Reducing Inequality in Access to Higher Education.

Christensen, J. H. & Kjeldsen, C. C. (2024). TIMSS-måling af mobning er langt mere alvorlig end harmløs drilleri. Skolemonitor. https://skolemonitor.dk/debat/art10207130/TIMSS-m%C3%A5ling-af-mobning-er-langt-mere-alvorlig-end-harml%C3%B8s-drilleri?utm_campaign=Ny%20bog%3A%20S%C3%A5dan%20kan%20man%20forebygge%20og%20h%C3%A5ndtere%20kriser&utm_content=17-12-2024&utm_medium=skoleliv&utm_source=newsletter_redaktionel

Prilop, C. N. & Weber, K. E. (2024). Training pre-service teachers’ peer feedback expertise: The effect of expert feedback. Abstract fra EARLI SIG 1 Conference 2024, Barcelona, Spanien.

Smith, E. & Reimer, D. (2024). Understanding gender inequality in children's reading behavior: New insights from digital behavioral data. Child Development, 95(2), 625-635. https://doi.org/10.1111/cdev.14001

Petersen, M. R., Dohn, N. B., Villumsen, N. & Schrøder, T. B. (2024). Værktøjer til måling af elevers interesse og motivation i naturfagsundervisningen. NAFA. https://nafa.nu/wp-content/uploads/sites/46/2024/07/vaerktoejer-til-maaling-af-elevers-interesse-og-motivation-i-naturfags-undervisningen.pdf

Müller, M., Gold, B., Weber, K. E. & Prilop, C. N. (2024). Zusammenhänge zwischen analytischer und holistischer Erfassung situationsspezifischer Fähigkeiten in Bezug auf Klassenführung und Klassenführungsqualität von Lehramtsstudierenden. Abstract fra 11. GEBF-Tagung
BILDUNG VERSTEHEN - PARTIZIPATION ERREICHEN -
TRANSFER GESTALTEN, Potsdam, Tyskland.

Riis Andersen, M., Kabel, K., Bremholm, J., Bundsgaard, J. & Hansen, L. K. (2023). Automatic proficiency scoring for early-stage writing. Computers and Education: Artificial Intelligence, 5, Artikel 100168. https://doi.org/10.1016/j.caeai.2023.100168

Bundsgaard, J. (2023). Bliver søgningen intelligent? ChatGPT – statistik, der skriver poesi. Nationalt Videncenter for Læsnings forskerklummer. https://videnomlaesning.dk/viden-og-vaerktoejer/forskerklummen/2023/bliver-soegningen-intelligent/

Fougt, S., Neubert, K., Kristensen, R. M., Gabrielsson, R. H., Molbæk, L. & Kjeldsen, C. C. (2023). Danske elevers læsekompetence i 4. klasse: Resultater af PIRLS-undersøgelsen 2021. Aarhus Universitetsforlag. IEA-studier https://doi.org/10.2307/jj.3850481

Prilop, C. N. & Weber, K. E. (2023). Digital video-based peer feedback training: the effect of expert feedback on pre-service teachers’ peer feedback beliefs and peer feedback quality. Teaching and Teacher Education, 127, 1-13. Artikel 104099. https://doi.org/10.1016/j.tate.2023.104099

Weiss, F., Reimer, D. & Skov, P. R. (2023). Does a bridge close the gap? The role of travel distance to university for inequality in higher education choices using the construction of the Great Belt Link in Denmark as a test case. Abstract fra Tagung der DGS-Sektion „Soziale Ungleichheit und Sozialstrukturanalyse", Mannheim, Tyskland. https://www.gesis.org/fileadmin/user_upload/Weiss_Reimer_Skov_DGS_2023.pdf

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2023). Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning. Studies in Educational Evaluation, 77, 1-9. Artikel 101256. https://doi.org/10.1016/j.stueduc.2023.101256

Prilop, C. N. (2023). Effects of expert feedback type on students' professional vision and self-efficacy. Abstract fra 20th Biennial EARLI Conference - "Education as a Hope in Uncertain Times", Thessaloniki, Grækenland.

Kabel, K., Bundsgaard, J. & Bremholm, J. (2023). Elevers tidlige skriveudvikling: En tekstorienteret model med potentialer for differentieret skriveundervisning. Sammenlignende Fagdidaktik, 2023(7), 77-112. https://doi.org/10.7146/sammenlignendefagdidaktik.v2023i7.138202

Reimer, D., Smith, E., Andersen, I. G. & Sortkær, B. (2023). Forskningsprojekt Exploring School Culture. Afslutningsrapport. Aarhus Universitet, DPU. https://projekter.au.dk/fileadmin/projekter/Exploring_School_Culture/Ebog_-_ESCU_-_Afslutningsrapport_-_webudgave.pdf

Smith, E. & Farkas, G. (2023). Gender and Mathematics Achievement: The Role of Gender Stereotypical Beliefs of Classroom Peers. European Sociological Review, 39(2), 161-176. https://doi.org/10.1093/esr/jcac043

Caeli, E. N., Caviglia, F. & Bundsgaard, J. (2023). ICT Use, Self-Efficacy, and the Future of Eighth-Grade Students: A Qualitative Study of Gender Differences. 100-101. Abstract fra IEA International Research Conference (IEA IRC), Dublin, Irland. https://online.flippingbook.com/view/603103169/

Bundsgaard, J. (2023). Kunstig intelligens? KVAN, 43(125), 22-36.

Sortkær, B., Have, M. & Bundsgaard, J. (2023). Measuring the effect of a large-scale didactic ‘Playful Learning’-intervention on student school and kindergarten teachers’ ideals and intentions for future practice (preregistration). https://doi.org/10.17605/OSF.IO/EYDVU

Bundsgaard, J., Bremholm, J. & Kabel, K. (2023). Model for elevers skriveudvikling i indskolingen og inspiration til skriveundervisning. (s. 1-54).

Bundsgaard, J., Sortkær, B. & Have, M. (2023). Om at indfange et komplekst fænomen kvantitativt: med Playful Learning. Cepra-striben [online], (33), 42-55. https://doi.org/10.17896/UCN.cepra.n33.542

Smith, E. (2023). Peer preferences and educational decisions: heterogeneous associations across student socioeconomic status. British Journal of Sociology of Education, 44(2), 374-393. https://doi.org/10.1080/01425692.2022.2154641

Jensen, N. R., Clausen, T., Jensen, B., Kjeldsen, C. C. & Larson, A. (red.) (2023). Social ulighed set gennem uddannelse. Aarhus Universitetsforlag. Asterisk (bogserie) Nr. 21

Reimer, D. & Schwabe, U. (2023). Stability or change? Social inequality at the transition from bachelor’s to master’s degree programmes in Germany. Empirical evidence from four graduate cohorts. European Educational Research Journal, 22(2), 170-197. https://doi.org/10.1177/14749041221101293, https://doi.org/10.1177/14749041221101293

Dohn, N. B. & Dohn, N. B. (2023). Student Motivation in Unplugged Computational Thinking Activities in Upper Secondary Science Education. I J. D. Slotta & E. S. Charles (red.), Proceedings of the 17th International Conference of the Learning Sciences - ISLS 2023 (s. 1767-1768). International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2023.106359

Christensen, J. H. (2023). Student well-being, gender and socioeconomic status during the COVID-19 pandemic. Afhandling præsenteret på 10th IEA International Research Conference (IEA IRC), Dublin, Irland.

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 fra Council for European Studies, Reykjavik, Island.

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 fra
European Consortium for Sociological Research, Prague, Tjekkiet.

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

Holstein, A., Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2023). Video-based intervention to foster pre-service teachers’ professional vision of feedback. Abstract fra 20th Biennial EARLI Conference - "Education as a Hope in Uncertain Times", Thessaloniki, Grækenland.

Prilop, C. N., Schwedler-Diesener, A., Holstein, A., Bussmann, A. & Kleinknecht, M. (2023). Video-based training of the core practice providing-feedback-in-student-work-phases – Evaluation of a flipped classroom design. I M. Ahlers, M. Besser, P. Kuhl & C. Herzog (red.), Digitales Lehren und Lernen im Fachunterricht: Aktuelle Entwicklungen, Gegenstände und Prozesse (s. 184-204). Beltz Juventa Verlag. https://content-select.com/de/portal/media/download_oa/9783779970934/?client_id=406

Holstein, A., Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2023). Videobasierte Intervention zur Förderung der Professionellen Wahrnehmung von Feedback angehender Lehrkräfte. Abstract fra GEBF 2023, Essen, Tyskland.

Weber, K. E., Neuber, K. & Prilop, C. N. (2023). Videobasierte Reflexion von klassenführungsspezifischen Ereignissen - Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden? Zeitschrift für Erziehungswissenschaft, 26(5), 1235-1257. https://doi.org/10.1007/s11618-023-01195-3

Weber, K. E. & Prilop, C. N. (2023). Videobasiertes Training kollegialen Feedbacks in der Lehrkräftebildung. I Spezifische Aspekte von Trainings pädagogischer Kompetenzen in Abgrenzung zu anderen Lehr-Lern-Situationen in der Lehrkräftebildung (s. 132-139). Digitale Bibliothek Universität Rostock. https://doi.org/10.18453/rosdok_id00003771

Weber, K. E. & Prilop, C. N. (2023). Welche Rolle spielen Wissen, Selbstwirksamkeit und die professionelle Wahrnehmung von Klassenführung für die Qualität von Peer-Feedback bei Lehramtsstudierenden?. Abstract fra AEPF 2023 - Schule und Lehrkräfte.Bildung neu denken, Potsdam, Tyskland.

Prilop, C. N., Weber, K. E. & Neuber, K. (2023). Welche Rolle spielen Wissen und Reflexionsbereitschaft von Lehramtsstudierenden für die videobasierte professionelle Wahrnehmung von Klassenführung?. Abstract fra PAEPS 2023 - 19. Fachgruppentagung
Pädagogische Psychologie, Kiel, Tyskland.

Jensen, N. R., Kjeldsen, C. C. & Sandager, J. (2023). WP1 Country Report Denmark: Context Analysis of Gender Equality in Politics.

Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582. https://doi.org/10.1080/09500693.2022.2087008

Holstein, A., Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2022). Analyzing pre- and in-service teachers‘ feedback practice with microteaching videos. Teaching and Teacher Education, 117, 1-12. Artikel 103817. https://doi.org/10.1016/j.tate.2022.103817

Smith, E. (2022). Bagud i fritiden. Weekendavisen. https://www.weekendavisen.dk/2022-37/ideer/bagud-i-fritiden

Christensen, J. H. & Wistoft, K. (2022). Children’s cookbooks – learning by using recipes, cooking experiments and taste competence. Health Education Journal, 81(4), 375-386. https://doi.org/10.1177/00178969221082387

Bang, J. C., Bundsgaard, J. & Lindø, A. V. (2022). Climate change and new life conditions imply transformation of our cultural orders: A Dialectical Eco-linguistic contribution to an eco-civilized development. Ecolinguística: Revista brasileira de ecologia e linguagem (ECO-REBEL), 8(1), 4-18. https://periodicos.unb.br/index.php/erbel

Carlsen, H. B. & Ralund, S. (2022). Computational grounded theory revisited: From computer-led to computer-assisted text analysis. Big Data and Society, 9(1). https://doi.org/10.1177/20539517221080146

Tannert, M., Lorentzen, R. F. & Berthelsen, U. D. (2022). Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects? I A. Yadav & U. D. Berthelsen (red.), Computational Thinking in Education: A Pedagogical Perspective (s. 73-89). Routledge. https://doi.org/10.4324/9781003102991-5

Smith, E. & Andersen, I. G. (2022). Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students? Socius, 8. https://doi.org/10.1177/23780231221105378

Wistoft, K. & Christensen, J. H. (2022). Du bliver ikke, hvad du måler! Skolemonitor. https://skolemonitor.dk/debat/art9022776/Du-bliver-ikke-hvad-du-m%C3%A5ler

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Revideret 08.05.2023

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Knud Holt Nielsen