Find

Til studerende
Til ph.d.er
Til medarbejdere

DPU

Publikationer fra medlemmerne af forskningsprogrammet

Sortér efter: Dato | Forfatter | Titel

Ziegler, H., Berthet, T., Atzmüller, R., Bonvin, J.-M. & Kjeldsen, C. C. (2012). Vulnerable young people in Europe and the issue of full citizenship. I Making Capabilities Work: Vulnerable young people in Europe and the issue of full citizenship (s. 5-16). European Commission: European research area. http://www.workable-eu.org/images/stories/publications/6_7_textbook_oct_2012.pdf

Ziegler, H., Berthet, T., Atzmüller, R., Bonvin, J.-M. & Kjeldsen, C. C. (2015). Towards a capabilities perspective on vulnerable young people in Europe: an introduction. I H.-U. Otto (red.), Facing trajectories from school to work: towards a capability-friendly youth policy in Europe (s. 3-18). Springer Science+Business Media.

Wistoft, K., Lassen, M. C. & Christensen, J. (2015). Evaluering af Mit kokkeri: Del 1 & 2. DPU, Aarhus Universitet.

Wistoft, K., Clark, A. & Christensen, J. H. (2020). Den magiske madkasse: forskningsbaseret evaluering. Århus Universitet. https://www.edutainmenthuset.dk/media/0rlapiwt/forskningsbaseret-evaluering-den-magiske-madkasse.pdf

Wistoft, K., Christensen, J. H. & Qvortrup, L. (2020). Elevernes trivsel og mentale sundhed - hvad har vi lært af nødundervisningen under coronakrisen. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, 5(7), 40-65. https://doi.org/https://tidsskrift.dk/learningtech/article/view/120865/169768

Wistoft, K., Qvortrup, L., Christensen, J. H. & Qvortrup, A. (2020). Elever der havde det særligt svært med nødundervisningen under coronakrisen. Paideia: tidsskrift for professionel pædagogisk praksis, (20), 22-28. https://tidsskrift.dk/Paideia/article/view/130119/175893

Wistoft, K., Qvortrup, L., Qvortrup, A. & Christensen, J. H. (2021). Children lost at home: difficulties during COVID-19 homeschooling in Denmark. International Journal of Home Economics, 14(2), 153‐164. https://www.ifhe.org/ejournal/archive

Wistoft, K., Qvortrup, L. & Christensen, J. H. (2022). Teaching Taste for Sustainable Development in Home Economics Education. Abstract fra IFHE XXIV WORLD CONGRESS, Georgia, USA.

Wistoft, K., Qvortrup, L. & Christensen, J. H. (2022). Konsekvenserne af de coronabetingede skolenedlukninger i 2020 og 2021 for elever, lærere, forældre og skoler. Abstract fra Dansk Sociologikongres 2022, København NV, Danmark.

Wistoft, K., Thorborg, M. M. R., Christensen, J. H., Pless, M., Frerks, C. G., Carlsen, H. B., Vial, M., Damsgaard, C. & Tønneskov, S. (2022). Madmæssig mangfoldighed i Madkundskab. (1 udg.) Smag for Livet.

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

Weiss, F. & Roksa, J. (2016). New dimensions of educational inequality: changing patterns of combining college and work in the U.S. over time. Research in Social Stratification and Mobility, 44, 44-53. https://doi.org/10.1016/j.rssm.2016.02.001

Weiss, F., Schindler, S. & Gerth, M. (2015). University Rankings as a New Criterion of Social Inequality in Higher Education? Zeitschrift für Soziologie, 44(5), 366-382.

Weiss, F., Klein, M. & Grauenhorst, T. (2014). The effects of work experience during higher education on labour market entry: learning by doing or an entry ticket? Work, Employment and Society, 28(5), 788-807. https://doi.org/10.1177/0950017013506772

Weiss, F. & Steininger, H.-M. (2013). Educational family background and the realisation of educational career intentions: participation of German upper secondary graduates in higher education over time. Higher Education, 66(2), 189-202. https://doi.org/10.1007/s10734-012-9598-0

Weiss, F. & Klein, M. (2011). Social Networks and Tertiary Graduates' Job Search: The Impact of Network Type on Monetary Returns and Job Adequacy. Zeitschrift für Soziologie, 40(3), 228-245.

Weiss, F. & Scholten, M. M. M. (2014). Gender differences in the influence of parental class on young adults' participation in postsecondary education in the US. Journal of Further and Higher Education, 38(2), 182-199. https://doi.org/10.1080/0309877X.2012.722196

Weiss, F. & Schindler, S. (2017). EMI in Germany: qualitative differentiation in a tracked education system. American Behavioral Scientist, 61(1), 74-93. https://doi.org/10.1177/0002764216682811

Weiss, F. & Köhler, E. (2017). The gender pay gap among higher education graduates: a closer look at quantile-specific inequalities by fields of study. Poster session præsenteret på ECSR Conference, Milano, Italien.

Weiss, F. & Schuller, K. (2018). Schmerzerkrankungen immer noch stark von beruflicher Tätigkeit abhängig: Analysen zur gesundheitlichen Ungleichheit bei Erwerbstätigen. Informationsdienst Soziale Indikatoren, (59), 7-12.

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.

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

Weiss, F. (2020). Analyse binärer abhängiger Variablen. I M. Tausendpfund (red.), Fortgeschrittene Analyseverfahren in den Sozialwissenschaften: Ein Überblick (s. 45-73). Springer VS. https://doi.org/10.1007/978-3-658-30237-5

Weiss, F. (2020). The labor market returns to on time vs. second chance postsecondary education in the US. I J. Schrader, A. Ioannidou & H.-P. Blossfeld (red.), Erträge von Weiterbildung : Monetäre und nicht monetäre Wirkungen (s. 27-49). Springer VS. https://www.springer.com/gp/book/9783658255121

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. (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., 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/

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2022). Strukturierte Video Circles im ersten Unterrichtspraktikum. Fokus: Übergangsmanagement. Journal für Lehrerinnenbildung, 2022(4), 102-113. https://doi.org/10.35468/jlb-04-2022-06

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

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). 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.

Walter, M., Pollak, R., Reimer, D. & Schindler, S. (2009). Hochschulbildung und soziale Ungleichheit. I R. Becker (red.), Lehrbuch der Bildungssoziologie (s. 281-320). Springer Fachmedien Wiesbaden.

Tyroll Beck, A.-M. & Kjeldsen, C. C. (2011). Sundhed Med Omtanke: Det er for børn: Evalueringsrapport: Videncenter for Ledelse, Organisation og Kompetenceudvikling.

Thrane, C. & Christensen, J. H. (2022). En effektfuldhedsundersøgelse med elevperspektiver i praksis: Fagligt samspil mellem dansk og kemi i stx-gymnasiet . I J. Højgaard Christensen & L. Qvortrup (red.), Effektfuldhed og kausalitet i pædagogisk forskning og praksis (s. 179-216). Aarhus Universitetsforlag.

Thorborg, M. M. R., Qvortrup, L. & Rasmussen, J. (2019). Folkeskolen efter reformen: hvad siger følgeforskningen? Aarhus Universitetsforlag. Empirisk skole- og dagtilbudsforskning NCS Nr. 4 https://unipress.dk/media/16281/9788771849622_ncs_e-journal_e-bog.pdf

Thingholm, H. B., Reimer, D., Keiding, T. B., Due, J. L. & Smith, E. (2016). Navigating in higher education: et blik fra studerende og undervisere på faglige, sociale og personlige perspektiver på undervisningen. Århus Universitet. https://doi.org/10.7146/aul.162.130

Tannert, M. & Berthelsen, U. D. (2020). Digitale læremidler i danskfaget. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 4 https://dpu.au.dk/viden/paedagogiskindblik/digitale-laeremidler-i-danskfaget/

Tannert, M. & Berthelsen, U. D. (2021). Literacy og digitalisering i skolen: et historisk perspektiv. Viden om Literacy, 29, 8-16. https://www.videnomlaesning.dk/tidsskrift/tidsskrift-nr-29-naar-undervisningen-digitaliseres/

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

Tannert, M. (2021). Computing Numerical Images of Student Writing: Perspectives from Educational Research. Scandinavian Studies in Language, 12(1), 1-29. https://doi.org/https://tidsskrift.dk/sss/article/view/130066/175839

Tannert, M. (2022). Skriftsproglig udvikling i grundskolens danskfag: Et korpusbaseret studie af elevtekster fra 5.-9. klassetrin. Århus Universitet.

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

Stratton, L. S., Gupta, N. D., Reimer, D. & Holm, A. (2017). Modeling Enrollment in and Completion of Vocational Education: The role of cognitive and non-cognitive skills by program type. Institut for Økonomi, Aarhus Universitet. Economics Working Papers Nr. 2017-02

Stratton, L. S., Gupta, N. D., Reimer, D. & Holm, A. (2018). Modeling completion of vocational education: the role of cognitive and noncognitive skills by program type. B.E. Journal of Economic Analysis & Policy, 18(4), 1-17. Artikel 20170173. https://doi.org/10.1515/bejeap-2017-0173

Stovgaard, M. & Christensen, J. H. (2019). Undervisningsmateriale - Kend din mad: Et forløb omkring smag og sanser.

Stovgaard, M., Christensen, J. H., Clark, A. & Wistoft, K. (2021). Smagsdidaktik i fag og formidling: Effektfuldhedsundersøgelser af undervisning og events med smag som omdrejningspunkt. Smag for Livets Forlag. Smag - skriftserie om smag Nr. 14

Sortkær, B. & Reimer, D. (2016). Disciplinary climate and student achievement: evidence from schools and classrooms. Danish School of Education, Aarhus University.

Sortkær, B. & Reimer, D. (2018). Classroom disciplinary climate of schools and gender: evidence from the Nordic countries. School Effectiveness and School Improvement, 29(4), 511-528. https://doi.org/10.1080/09243453.2018.1460382

Sortkær, B. & Reimer, D. (2022). Gender differences in students’ perceptions of teacher and peer feedback in mathematics: lessons from Denmark. Oxford Review of Education, 48(2), 184-200. https://doi.org/10.1080/03054985.2021.1948396

Sortkær, B., Smith, E., Reimer, D., Oehmcke, S. & Andersen, I. G. (2021). Both sides of the story: Comparing student-level data on reading performance from administrative registers to application generated data from a reading app. EPJ Data Science, 10(1), Artikel 44. https://doi.org/10.1140/epjds/s13688-021-00300-y

Viser resultater 1 til 50 ud af 656

1

Revideret 08.05.2023

-

Knud Holt Nielsen