Publikationer fra medlemmerne af forskningsprogrammet

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Jacob, M., Gerth, M. & Weiss, F. (2018). Student employment: social differentials and field-specific developments in higher education. Journal of Education and Work, 31(1), 87-108. https://doi.org/10.1080/13639080.2017.1395513

Jacob, M., Gerth, M. & Weiss, F. (2020). Social Inequalities in Student Employment and the Local Labour Market. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 72(01), 55-80. https://doi.org/10.1007/s11577-020-00661-8

Hoya, F., Weber, K. E., Prilop, C. N. & Mah, D.-K. (2024). Die Einstellung von Primarschulstudierenden gegenüber Künstlicher Intelligenz in Deutschland und Österreich. Abstract fra TAGUNG DER DGFE-KOMMISSION
GRUNDSCHULFORSCHUNG UND PÄDAGOGIK
DER PRIMARSTUFE IN SAARBRÜCKEN, Saarbruecken, Saarland, Tyskland.

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.

Holstein, A., Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2021). The promise and pitfalls of a blended, video- and coaching-based professional development program in Germany. I Proceedings of Society for Information Technology & Teacher Education International Conference (s. 953). Association for the Advancement of Computing in Education.

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

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.

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.

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

Holm, C., Rasmussen, J. & Kruse, S. (2007). Viden om uddannelse: Uddannelsesforskning, pædagogik og pædagogisk praksis. (1 udg.) Hans Reitzels Forlag.

Holm, A., Jæger, M. M., Karlson, K. B. & Reimer, D. (2013). Incomplete equalization: the effect of tracking in secondary education on educational inequality. Social Science Research, 42(6), 1431-1442. https://doi.org/10.1016/j.ssresearch.2013.06.001

Holm, C. & Rasmussen, J. (2015). Skolereformen kræver mindst ti års fokuseret indsats. Folkeskolen, 132(10), 20-21. https://www.folkeskolen.dk/563899/skolereformen-kraever-mindst-ti-aars-fokuseret-indsats

Holm, C. & Kjeldsen, C. C. (2024). DPU-leder og lektor bag TIMSS: Matematikangst spænder ben for mange pigers uddannelsesvalg. Skolemonitor. https://skolemonitor.dk/debat/art10193102/Matematikangst-sp%C3%A6nder-ben-for-mange-pigers-uddannelsesvalg

Højgaard, T., Bundsgaard, J., Sølberg, J. & Elmose, S. (2010). Kompetencemål i praksis: foranalysen bag projektet KOMPIS. MONA: Matematik og Naturfagsdidaktik, (3), 7-29.

Helding Vembye, M. & Weiss, F. (2021). The Effects of Co-teaching on Student Achievement: a Meta-Analysis and Systematic Review. Abstract fra Meeting on Quantitative Educational Research in Denmark, Stouby, Danmark.

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

Hansen, T. I. & Bundsgaard, J. (2013). Kvaliteter ved digitale læremidler og ved pædagogiske praksisser med digitale læremidler: forskningsbaseret bidrag til anbefalinger, pejlermærker og kriterier i forbindelse med udmøntning af midler til indkøb af digitale læremidler . Ministeriet for Børn og Undervisning. http://uvm.dk/Uddannelser-og-dagtilbud/Folkeskolen/I-fokus/Oeget-anvendelse-af-it-i-folkeskolen/Evaluering-af-effekten-af-digitale-laeremidler

Hansen, T. I. & Bundsgaard, J. (2013). Design for baseline & evalueringer samt teoretisk framework & forandringsteori for demonstrationsskoleforsøg. http://auuc.demonstrationsskoler.dk/

Hansen, T. I. & Bundsgaard, J. (2016). Effektmåling af demonstrationsskoleforsøg: afrapportering af kvantitative undersøgelser på tværs af de tre demonstrationsskoleprojekter i AUUC-konsortiet. Læremiddel.dk.

Hansen, T. I., Bundsgaard, J. & Kølsen Petersen, C. (2018). Holistisk forskningsdesign for demonstrationsskoleforsøg. I J. Bundsgaard, M. Georgsen, T. I. Hansen, C. K. Skott & S. Ting Graf (red.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (s. 50-74). Aarhus Universitetsforlag.

Hansen, T. I., Bundsgaard, J., Georgsen, M., Graf, S. T. & Skott, C. K. (2018). Holistisk interventionsdesign for demonstrationsskoleforsøg. I J. Bundsgaard, M. Georgsen, S. T. Graf, T. I. Hansen & C. K. Skott (red.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (s. 17-49). Aarhus Universitetsforlag.

Hansen, R. R., Prilop, C. N. & Nielsen, T. A. (2024). AI-prompted peer feedback: Can an AI feedback coach enhance peer feedback quality?. Poster session præsenteret på JURE 2024, Sevilla, Spanien.

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

Hanghøj, T., Misfeldt, M., Bundsgaard, J. & Fougt, S. S. (2018). Unpacking the domains and practices of game-oriented learning. I H. C. Arnseth, T. Hanghøj, T. Duus Henriksen, M. Misfeldt, R. Ramberg & S. Selander (red.), Games and education: designs in and for learning (s. 29-46). Brill | Sense. https://doi.org/10.1163/9789004388826_003

Hanghøj, T., Fougt, S., Bundsgaard, J., Bundsgaard, J., Lorentzen, R. F., Brahe-Orlandi, R., Molbæk, L. & Rørbech, H. (2022). Scenariedidaktik i dansk: et overblik. I Håndbog i scenariedidaktik (s. 63-80). Aarhus Universitetsforlag.

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.

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.

Grønhøj, E. O. & Andersen, I. G. (2022). Why do so few woman aspire for a technology career? Investigating the relationships between students’ attitudes, competence beliefs and career aspirations in eight countries. Afhandling præsenteret på American Education Research Association, California, USA.

Gold, B., Müller, M., Weber, K. E. & Prilop, C. N. (2024). Characteristics and Validation of Video-Based Standardized Instruments Measuring Professional Vision: A Closer Look at the Predictive Validity of Different Task Formats. I A. Gegenfurtner & R. Stahnke (red.), Teacher Professional Vision: Theoretical and Methodological Advances (s. 89-108). Routledge. https://doi.org/10.4324/9781003370901-10

Gerick, J., Tulowitzki, P., Eickelmann, B., Bundsgaard, J., Annemann, C. & Menge, C. (2024). School Management Activities in a Digital Age: An International Comparison Based on ICILS 2018. Research in Educational Administration and Leadership, 9(4), 659-695. https://doi.org/10.30828/real.1485901

Frørup, A. K., Hald, C. H. L. & Langager, S. (2020). Lær for livet: learning camp modellen, mentorordningen og brobygningsindsatserne. DPU, Aarhus Universitet. Publikationer fra følgeforskning af læringsprogrammet Lær for livet Nr. 5 https://projekter.au.dk/fileadmin/projekter/Laer_for_livet/Laer_for_Livet_-_rapport_5_2020.pdf

Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. I J. Fraillon & M. Rožman (red.), Assessment Framework: International Computer and Information Literacy Study 2023 (s. 1-24). The International Association for the Evaluation of Educational Achievement (IEA).

Fougt, S. S., Novovic, T. & Bundsgaard, J. (2014). Subvision: kompetenceudvikling i praksisfællesskaber. I B. Bro, V. Boelt & M. Jørgensen (red.), Vejledning: teori og praksis (Bind Aarhus, s. 211-229). Kvan. http://www.kvan.dk/index.php?id=106&categories_id%5B0%5D=2&products_id=87&tx_multishop_pi1%5Bpage_section%5D=products_detail

Fougt, S. S. & Bundsgaard, J. (2015). Interaktive assistenter i praksis. Læremiddeldidaktik, 2015(7), 61-85. http://laeremiddel.dk/wp-content/uploads/2015/03/Tidsskrift_071.pdf

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (red.) (2022). Håndbog i scenariedidaktik. Aarhus Universitetsforlag. Didaktiske studier

Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik på tværs af roller, ting, tid og rum. I Håndbog i scenariedidaktik (s. 43-62). Aarhus Universitetsforlag.

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

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). DIAL Working Paper Series Nr. 10 http://dynamicsofinequality.org/wp-content/uploads/2019/07/LIFETRACK-country-report_DK.pdf

Felby, L. C., Olsen, A., Christensen, M. M. & Thomsen, R. (2020). Karrierevejledning og karrierelæring for social retfærdighed. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 8 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Karrierevejledning/Forskningsoversigt_08_Karrierevejledning_og_karrierelaering_for_social_retfaerdighed.pdf

Favell, A. & Reimer, D. (2013). Winners and Losers? Citizens and Sceptics? European Integration and the Spread of Cosmopolitanism: EUCROSS First Policy Brief (www.eucross.eu). eucross.eu. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=74&Itemid=157

Favell, A., Reimer, D. & Solgaard Jensen, J. M. (2014). Transnationalism and cosmopolitanism: Europe and the global in everyday European lives. I The Europeanisation of everyday life: Cross-border practices and transnational identifications among EU and third-country citizens: final report (s. 138-168). Università ‘G. d’Annunzio’ di Chieti-Pescara, Italy. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=87&Itemid=157

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.

Favell, A. & Reimer, D. (2021). European Outliers? Rethinking Europeanisation and Euroscepticism in Britain and Denmark. European Societies, 23(2), 285-307. https://doi.org/10.1080/14616696.2021.1894587

Fago, A., Malte, H. & Dohn, N. B. (1999). Bicarbonate binding to hemoglobin links oxygen and carbon dioxide transport in hagfish. Respiratory Physiology & Neurobiology, 115(3), 309-15.

Faddar, J. & Kjeldsen, C. C. (2022). Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue. Studies in Educational Evaluation, 75, Artikel 101218. https://doi.org/10.1016/j.stueduc.2022.101218

Erola, J., Reimer, D., Räsänen, P. & Kropp, K. (2015). No crisis but methodological separatism: a comparative study of Finnish and Danish methodological trends between 1990 and 2009. Sociology, 49(2), 374-394. https://doi.org/10.1177/0038038514542495

Eriksen, J., Thomsen, R. & Reimer, D. (2021). Udsyn i Udskolingen – Kvantitativ evaluering af læringsorienteret uddannelsesvejledning. https://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Kvantitativ_evaluering_af_Udsyn_i_udskolingen.pdf

Elman, C. & Weiss, F. (2014). Adult educational participation and implications for employment in the US context. I H.-P. Blossfeld, E. Kilpi-Jakonen, D. Vono de Vilhena & S. Buchholz (red.), Adult learning in modern societies: an international comparison from a life-course perspective (s. 79-97). Edward Elgar Publishing.

Duru-Bellat, M., Kieffer, A. & Reimer, D. (2010). Les inégalités d'accès à l'enseignement supérieur: le rôle des filières et des spécialités: une comparaison entre l'Allemagne de l'ouest et la France. France. Institut National de la Statistique et des Etudes Economiques. Economie et Statistique, 433-434, 3-22.

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Knud Holt Nielsen