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Publikationer fra medlemmerne af forskningsprogrammet

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Weber, K. E., Prilop, C. N., Holstein, A. & Kleinknecht, M. (2022). The influence of analyzing own classroom videos or videos of other teachers during a teaching practicum on pre-service teachers’ professional vision of classroom management. I E. Langran (red.), Proceedings of Society for Information Technology & Teacher Education International Conference (s. 2153-2158). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/221147/
Hald, C. L., Weiss, F. & Jensen, S. S. (2022). The Role of Ethnic Minority Status and Social Origins in the Assessment of Students by Teachers. Afhandling præsenteret på European Conference on Educational Research, Yerevan, Armenien.
Prilop, C. N., Anders, D., Weber, K. E. & Kleinknecht, M. (2022). The role of peer feedback mode for pre-service teachers’ feedback perception and quality. Abstract fra EARLI SIG 1 und SIG 4 conference, Cadiz, Spanien.
Scholl, D., Völschow, Y., Anders, D., Küth, S., Warrelmann, J.-N., Kleinknecht, M., Prilop, C. N. & Weber, K. E. (2022). Wie kann die professionelle Refexion von angehenden Lehrer*innen digital gefördert werden? Chancen und Grenzen neuer Tools in der Lehrer*innenbildung. I Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung (s. 185-203). Julius Klinkhardt. https://doi.org/10.25656/01:25410
Christensen, J. H. (2021). Acquisition of theoretical concepts through online formative feedback exercises. Abstract fra European First Year Experience 2021 (EFYE), Aarhus, Danmark.
Christensen, J. H., Bundsgaard, J. & Pettersson, M. (2021). Centrale resultater fra lærerspørgeskemaet. I It i skolen under coronapandemien: Resultater af ICILS Teacher Panel 2020 (s. 45-60). https://unipress.dk/media/18517/115356_it-i-skolen_indhold_trim_.pdf
Quinto Romani, A., Weiss, F. & Reimer, D. (2021). Class differences in ambition? Social class differences in application patterns for study programmes with GPA-requirements and students own scholastic oerformance in a centralized admission system. Abstract fra International Sociological Association, Research Committee 28 Social Stratification and Mobility Spring Meeting , Turku, Finland.
Prilop, C. N., Weber, K. E., Prins, F. & Kleinknecht, M. (2021). Connecting feedback to self- efficacy: Receiving and providing peer feedback in teacher education. Studies in Educational Evaluation, 70, 1. Artikel 101062. https://doi.org/10.1016/j.stueduc.2021.101062
Rohatgi, A., Bundsgaard, J. & Hatlevik, O. E. (2021). Digital Inclusion in Norwegian and Danish Schools: Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy. I T. S. Frønes, A. Pettersen, J. Radišić & N. Buchholtz (red.), Equity, Equality and Diversity in the Nordic Model of Education (s. 139-172). Springer. https://doi.org/10.1007/978-3-030-61648-9_6
Schindler, S., Bar-haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Corinna, K., Reimer, D., Traini, C., Triventi, M. & Vallet, L.-A. (2021). Educational tracking and long-term outcomes by social origin: Seven countries in comparison. (s. 1-35). https://dynamicsofinequality.org/publication/educational-tracking-and-long-term-outcomes-by-social-origin-seven-countries-in-comparison/
Christensen, J. H. (2021). Eksisterende national og international viden. I It i skolen under coronapandemien: Resultater af ICILS Teacher Panel 2020 (s. 31-44). Aarhus Universitetsforlag. https://unipress.dk/media/18517/115356_it-i-skolen_indhold_trim_.pdf
Schuller, K. & Weiss, F. (2021). Gesundheit und soziale Ungleichheit. I M. Tausendpfund (red.), Empirische Studien lesen: Einführung in die Praxis der quantitativen Sozialforschung (s. 201-228). Springer VS.
Holstein, A., Prilop, C. N., Kleinknecht, M. & Weber, K. E. (2021). Innovative approaches for teacher professional development: Examples of blended, video- and coaching-based professional development programmes in Germany. I Quality in Teacher Education and Professional Development: Chinese and German Perspectives (s. 83-93). Taylor and Francis Group. https://doi.org/10.4324/9781003197973-6
Holstein, A., Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2021). Innovative approaches for teacher professional development: Examples of blended, video- and coaching-based professional development programs in Germany. I T. Ehmke & C. K. J. Lee (red.), Quality in Teacher Education and Professional Development: Issues and Prospects in Chinese and German Systems (s. 83-93). Routledge.
Strietholt, R., Christensen, J. H., Hughes, C. & Leino, K. (2021). National contexts for schooling during COVID‐19. I Changes in Digital Learning During a Pandemic ‐ Findings From the ICILS Teacher Panel (s. 7-11). The International Association for the Evaluation of Educational Achievement (IEA). https://www.iea.nl/sites/default/files/2021-10/ICILS_Teacher_Panel.pdf
Pettersson, M., Christensen, J. H. & Bundsgaard, J. (2021). Om ICILS-undersøgelsen. I It i skolen under coronapandemien: Resultater af ICILS Teacher Panel 2020 (s. 15-30). Aarhus Universitetsforlag. https://unipress.dk/media/18517/115356_it-i-skolen_indhold_trim_.pdf
Jensen, S. S., Weiss, F. & Kühhirt, M. (2021). Parental job-loss, intragenerational social mobility and children’s wellbeing in Denmark. Abstract fra Meeting on Quantitative Educational Research in Denmark, Stouby, Danmark.
Kristensen, R. M. (2021). Personlighedspsykologi og lærerprofession. I K. Kragh Blume Dahl (red.), Professionspsykologi (s. 59-80). Aarhus Universitetsforlag.
Christensen, J. H. (2021). Restrictive vs. non-restrictive parenting styles regarding food and meals – what works best?. Abstract fra The Eleventh International Conference on Food Studies.
Bundsgaard, J. (2021). Tag kontrollen tilbage. It, medier og læring, 45(1), 30-32.