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Publikationer fra medlemmerne af forskningsprogrammet

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Jensen, N. R. & Kjeldsen, C. C. (2019). The Capability Approach and Education of Young Adults. Scuola democratica, 2019(2), 287-304. https://doi.org/10.12828/94813

Jensen, N. R. & Kjeldsen, C. C. (2020). Capability Approach and social justice - next stop? neue praxis, (7), 45-57.

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

Jensen, N. R., Kjeldsen, C. C. & Bjerre, J. (2019). Hvad hæmmer hhv. fremmer skolepædagogers samarbejde om stærke faglige fællesskaber for lavtpræsterende drenge i indskolingen? I N. R. Jensen (red.), Hvad fremmer hhv. hæmmer .... (1. udgave udg., s. 5-46). DPU - Danmarks Institut for Pædagogik og Uddannelse.

Jensen, S. S. (2021). Effects of school-wide positive behavior support in Denmark: Results from the Danish National Register data . School Effectiveness and School Improvement, 32(2), 260-278. https://doi.org/10.1080/09243453.2020.1840398

Jensen, S. S. & Reimer, D. (2021). The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data. https://dynamicsofinequality.org/wp-content/uploads/2021/06/DIAL_9_2021.pdf

Jensen, S. S. & Reimer, D. (2021). The effect of COVID-19-related school closures on students’ well-being: Evidence from Danish nationwide panel data. SSM - Population Health, 16, Artikel 100945. https://doi.org/10.1016/j.ssmph.2021.100945

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.

Jensen, S. S., Kühhirt, M. & Weiss, F. (2022). The effect of parental job-loss and unemployment on primary school children’s wellbeing in Denmark. Abstract fra Spring Meeting of the ISA RC28 2022 "Social Stratification and Social Policy for a Post-Covid19 World", London, Storbritannien.

Jensen, S. S. & Reimer, D. (2022). The Effect of Classroom Disciplinary Climate on Academic Achievement and Its Varying Effect across Socioeconomic Status. SocArXiv. https://doi.org/10.31235/osf.io/rngj9

Jensen, S. S., Kühhirt, M. & Weiss, F. (2025). Parental unemployment and children's well-being at school: The role of duration, reemployment, and socioeconomic status. Acta Sociologica, 68(2), 217-237. https://doi.org/10.1177/00016993241277038

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental Job-Loss, Intra-Generational Social Mobility and Children’s Schooling in Denmark. Afhandling præsenteret på European Conference on Educational Research, Yerevan, Armenien.

Jensen, S. S., Weiss, F. & Lindemann, K. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark. Afhandling præsenteret på Transition in Youth: Education and Institutional Quality, Napoli, Italien.

Jensen, S. S., Lindemann, K. & Weiss, F. (2024). Parental job loss and the role of unemployment duration and income changes for children's education. European Sociological Review, 40(6), 933-949. https://doi.org/10.1093/esr/jcad068

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark . Abstract fra 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Danmark.

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

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

Jensen, S. S. (2020). Reducing Inequality through Discipline. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.

Jacob, M. & Reimer, D. (2011). Differentiation in higher education and its consequences for social inequality. Equalsoc Policy Brief 9. http://www.equalsoc.org/uploaded_files/regular/EqualsocPolicybriefNo9.pdf

Jacob, M. & Weiss, F. (2011). Class origin and young adults' re-enrollment. Research in Social Stratification and Mobility, 29(4), 415-426. https://doi.org/10.1016/j.rssm.2011.02.004

Jacob, M. & Weiss, F. (2010). From higher education to work patterns of labor market entry in Germany and the US. Higher Education, 60(5), 529-542. https://doi.org/10.1007/s10734-010-9313-y

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.

Hoya, F., Mah, D., Prilop, C. N., Jacobsen, L. & Weber, K. E. (2025). Effekte der wahrgenommenen Nützlichkeit, subjektiven Norm und Selbstwirksamkeitsüberzeugungen auf die Nutzungsdauer von KI-Tools bei Lehramtsstudierenden. Abstract fra GEBF 2025 - Society for Empirical Educational Research, Mannheim, Tyskland. https://www.sowi.uni-mannheim.de/media/Einrichtungen/gebf2025/Programm_GEBF25_digital.pdf

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

Hansen, R. R., Hougaard, R. F., Møller, K. L., Lindberg, A. B., Nielsen, T. A. & Prilop, C. N. (2025). The effects of an AI feedback coach on students’ peer feedback quality, composition, and feedback experience. Læring og Medier, 17(31), 1-31. https://doi.org/10.7146/lom.v17i31.148831

Hansen, I. B., Hansen, R. R. & Prilop, C. N. (2025). Anthropomorphism of generative AI in higher education: A scoping review of empirical research. Poster-session præsenteret på JURE 2025, Graz, Østrig.

Hansen, I. B., Hansen, R. R. & Prilop, C. N. (2025). Generative AI for students' self-regulated learning practices - analysing process data from (voice-based) student-AI interactions.

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., Misfeldt, M., Bundsgaard, J. & Fougt, S. (2017). Hvad er scenariedidaktik? Aarhus Universitetsforlag. Didaktiske studier

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Revideret 08.05.2023

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Knud Holt Nielsen