Publikationer fra medlemmerne af forskningsprogrammet

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Qvortrup, L., Christensen, J. H. & Wistoft, K. (2021). Skolenedlukninger i Århus Kommune under corona-pandemien i et elev- og forældreperspektiv: En sammenligning mellem foråret 2020 og vinteren 2021. Aarhus Universitet.

Qvortrup, L. & Rasmussen, J. (2021). Skoleret: Et lærestykke til forskere, myndigheder og medier. U Press.

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.

Puck, M. R. & Bundsgaard, J. (2014). Undersøgelse af repræsentativiteten af ICILS 2013. Aarhus Universitet, Institut for Uddannelse og Pædagogik.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2020). Effects of digital video-based feedback environments on pre-service teachers’ feedback competence. Computers in Human Behavior, 102, 120-131. https://doi.org/10.1016/j.chb.2019.08.011

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.

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

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2021). The role of expert feedback in the development of pre-service teachers‘ professional vision of classroom management in an online blended-learning environment. Teaching and Teacher Education, 99, 1. Artikel 103276. https://doi.org/10.1016/j.tate.2020.103276

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. (2017). Rezension von: Rauin, Udo; Herrle, Matthias; Engartner, Tim: Videoanalysen in der Unterrichtsforschung, Methodische Vorgehensweisen und Anwendungsbeispiele. Erziehungswissenschaftliche Revue , 16(6).

Prilop, C. N., Weber, K. E., Rotsaert, T. & Keppens, K. (2024). Knowledge, self-efficacy and professional vision: How do they predict pre-service teachers’ peer feedback quality? I A. Gegenfurtner & R. Stahnke (red.), Teacher Professional Vision: Empirical Perspectives: Volume 2 (Bind 2, s. 31-47). Routledge. https://doi.org/10.4324/9781003370604-4

Prilop, C. N. (2017). Development and validation of a video-based instrument for the assessment of feedback competence. Poster-session præsenteret på Conference of the Junior Researchers of EARLI (European Association for Research on Learning and Instruction) 2017, Tampere, Finland.

Prilop, C. N. (2017). Entwicklung und Validierung eines videobasierten Instruments zur Erfassung von Feedbackkompetenz. Abstract fra AEPF 2017 - 82. Tagung der Sektion "Empirische Bildungsforschung" - Educational Research and Governance, Tübingen, Tübingen, Tyskland.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). Adapting feedback to self-efficacy: Results from a video-based intervention. Abstract fra Junior Researchers of EARLI Conference - JURE 2018: Learning and instruction with an impact - scaling up the skill, will and thrill of learning, Antwerp, Belgien.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). What impact does a field experience have on pre-service teachers' adaptive peer feedback expertise?. Abstract fra EARLI SIG11 Conference 2018: Teaching and Teacher Education, Kristiansand, Norge.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). Which effect does a text- vs. video-based learning environment have on pre-service teachers' peer feedback expertise?. Abstract fra ? EARLI SIG11 Conference 2018: Teaching and Teacher Education, Kristiansand, Norge.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2018). Effekte webbasierter Plattformen auf die Feedbackkompetenz von Lehramtsstudierenden im Praktikum. Abstract fra AEPF conference, Lüneburg, Tyskland.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2019). Webbasierte Reflexions- und Feedbackumgebungen in der Lehrerbildung: Auswirkungen auf die Lehr-Lern-Überzeugungen und die Selbstwirksamkeit von Lehramtsstudierenden. Abstract fra 7. Tagung der Gesellschaft für Empirische Bildungsforschung - GEBF 2019: Lehren und Lernen in Bildungsinstitutionen, Cologne, Tyskland.

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). 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.

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.

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.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2020). Förderung der professionellen Wahrnehmung von Klassenführung von Lehramtsstudierenden durch online Videoanalyse und Expertenfeedback. Abstract fra GEBF conference, Potsdam, Tyskland.

Prilop, C. N., Weber, K. E. & Kleinknecht, M. (2021). How expert feedback influences the development of pre-service teachers‘ professional vision. Abstract fra EARLI 2021.

Prilop, C. N. & Weber, K. E. (2022). Effekte von personalisiertem vs. standardisiertem ExpertInnenfeedback auf die professionelle Wahrnehmung von Klassenführung und die Feedback-Wahrnehmung von Lehramtsstudierenden. Abstract fra GEBF conference, Bamberg, Tyskland.

Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract fra EARLI SIG 11 conference, Oldenburg, Tyskland.

Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract fra EARLI SIG 1 und SIG 4 conference, Cadiz, Spanien.

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.

Prilop, C. N. & Schwedler-Diesner, A. (2022, nov.). Open Educational Ressource: Videobasierte Professionalisierung. Ein Flipped Classroom Seminar in der Lehrer:innenbildung. https://www.twillo.de/oer/web/suche/?search=%22Videobasierte+Professionalisierung.+Ein+Flipped+Classroom+Seminar+in+der+Lehrer%3Ainnenbildung%22

Prilop, C. N. (2022). Elaborate vs. concise expert feedback: How do they affect pre-service teachers’ professional vision of classroom management and feedback perceptions?. Abstract fra 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Danmark.

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

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

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.

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.

Prilop, C. N. (2024). Digital videobaseret feedback på læreruddannelsen. I B. Sortkær, K. Kofod Hyldahl & P. O. Kirkegaard (red.), Feedback i ny læreruddannelse (s. 133-148). Dafolo.

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.

Prilop, C. N., Hansen, R. R., Hoya, F., Mah, D., Jacobsen, L. & Weber, K. E. (2024). "Curious and Concerned" – A mixed-methods study of teacher educators’ AI literacy, usage experience, and perceptions. Abstract fra Udforsk AI 2024, Kristiansand, Norge. https://www.uia.no/english/about-uia/faculty/humanities-and-education/events/course-conference-seminar/abstracts_udforsk_ai_24.pdf

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.

Prilop, C. N., Rotsaert, T. & Vanderlinde, R. (2025). Fostering pre-service teachers’ classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers' feedback perceptions during online video analysis. Teaching and Teacher Education, 157, 1-12. Artikel 104949. https://doi.org/10.1016/j.tate.2025.104949

Prilop, C. N. (2020). Fostering and Assessing Pre-Service Teachers‘ Professional Competence with Digital Reflection and Feedback Environments. https://pub-data.leuphana.de/frontdoor/index/index/docId/1148

Prilop, C. N., Mah, D., Jacobsen, L., Hansen, R. R., Weber, K. E. & Hoya, F. (2025). Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Computers and Education: Artificial Intelligence, 9, 1-15. Artikel 100471. https://doi.org/10.1016/j.caeai.2025.100471

Pilgaard, M., Basballe, D. A., Buus, L., Nørgård, R. T., Kjeldsen, C. C., Madsen, S. R. & Hjorth, M. (2022). Educational makerspaces in Danish primary and lower-secondary schools: Preliminary insights from an ongoing evaluation of 17 municipalities makerspace initiatives. I Proceedings of 6th FabLearn Europe / MakeEd Conference 2022 Artikel 16 Association for Computing Machinery. https://doi.org/10.1145/3535227.3535243

Pettersson, M., Hansen, T. I., Kølsen, C. & Bundsgaard, J. (2015). Læreres praksis: data fra lærersurvey i AUUC-konsortiets demonstrationsskoleprojekter. Teknisk rapport. (1. udg.) Læremiddel.dk.

Pettersson, M., Hansen, T. I. & Bundsgaard, J. (2016). Elevpraksis: Data fra elevsurvey i AUUC-konsortiets demonstrationsskoleprojekter. Teknisk rapport. Læremiddel.dk. http://docplayer.dk/8721082-Elevpraksis-teknisk-rapport-data-fra-laerersurvey-i-auuc-konsortiets-demonstrationsskoleprojekter-elevpraksis-l-1.html

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

Petersen, K. B., Reimer, D. & Qvortrup, A. (red.) (2014). Evidence and evidence-based education: the current debate. Cursiv Nr. 14 http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_14_www.pdf

Petersen, K. B., Reimer, D. & Qvortrup, A. (red.) (2014). About this anthology. I Evidence and evidence-based education in Denmark: the current debate (s. 5). Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Petersen, K. B., Reimer, D. & Qvortrup, A. (2014). Introduction: Approaches to the notion of evidence and evidence-based education in Denmark: contributions and discussions. I K. B. Petersen, D. Reimer & A. Qvortrup (red.), Evidence and evidence-based education in Denmark: the current debate (s. 7-18). Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Petersen, M. R. & Dohn, N. B. (2017). Interest and emotions in science education. I A. Bellocchi, C. Quigley & K. Otrel-Cass (red.), Exploring emotions aesthetics and wellbeing in science education research (s. 187-202). Springer.

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

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Knud Holt Nielsen