Publikationer fra medlemmerne af forskningsprogrammet

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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.

Grønhøj, E. O., Wong, B. & Bundsgaard, J. (2025). Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education, 35(2), 267-291. https://doi.org/10.1080/08993408.2024.2385876

Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Artikel 152. https://doi.org/10.1007/s11218-025-10084-y

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, Volume 1 (Bind 1, 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

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

Fallesen, P., Passaretta, G. & Jensen, S. S. (2025). Union dissolution and children's educational achievement: Separating effects of school and non-school environments. European Sociological Review, 41(5), 737-754. https://doi.org/10.1093/esr/jcaf026

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.

Duru-Bellat, M., Kieffer, A. & Reimer, D. (2008). Patterns of Social Inequalities in Access to Higher Education in France and Germany. International Journal of Comparative Sociology, 49(4-5), 347-368. https://doi.org/doi:10.1177/0020715208093081

Duru-Bellat, M., Kieffer, A. & Reimer, D. (2011). Les inégalités d'accès à l'enseignement supérieur: Le rôle des filières et des specialties une comparaison entre l'allemagne de l'ouest et la France. Economie et Statistique, (433-434), 3-22.

Dorf, H. & Rasmussen, J. (2011). Teacher education in a national and trans-national perspective: competence and citizenship development as European Union educational aims and the special case of Denmark. Journal of Comparative Education (Taiwan), (70), 109-143.

Dorf, H. & Rasmussen, J. (2011). National and transnational teacher education : competence development and citizenship in a modern European context - and the special case of Denmark. Formazione & Insegnamento, (April), 15-34 .

Dorf, H., Reimer, D. & Rasmussen, J. (2012). Who becomes a teacher - and Why? Teacher recruitment in Denmark in a Nordic comparative perspective. I J. Madalinska-Michanak, H. Niemi & S. Chong (red.), Research, Policy, and Practice in Teacher Education in Europe (s. 119-140). University of Lodz.

Dorf, H. & Rasmussen, J. (2014). Indledning. I H. Dorf & J. Rasmussen (red.), Pædagogisk sociologi (1. udg., s. 11-28). Hans Reitzels Forlag.

Dorf, H. & Rasmussen, J. (red.) (2014). Pædagogisk sociologi. (1. udg.) Hans Reitzels Forlag. Sociologi Bind 4

Dohrn, S. W. & Dohn, N. B. (2018). The role of teacher questions in the chemistry classroom. Chemistry Education Research and Practice, 19(1), 352-363. https://doi.org/10.1039/C7RP00196G

Dohn, N. B. (2007). Biologiekskursion - og elevers interesse og læring. Nyhedsbrev, (17), 15-18.

Dohn, N. B. (2007). Elevers interesse i naturfag - et didaktisk perspektiv. MONA: Matematik og Naturfagsdidaktik, (3), 7-24.

Dohn, N. B. (2006). Situeret interesse i biologi. I L. Bering, J. Dolin, L. B. Krogh, J. Sølberg, H. Sørensen & R. Troelsen (red.), Naturfagsdidaktikkens mange facetter: Proceedings fra Det 8. nordiske Forskersymposium om undervisning i naturfag (s. 285-291). Danmarks Pædagogiske Universitetsforlag.

Dohn, N. B. & Bramsen, J. B. (2005). Isolering af humant genomisk DNA. Biofag, (4), 32-39.

Dohn, N. B. (2005). Situated interest in biology learning contexts. I C. Michelsen (red.), Proceedings of The First Nordic Network of Researchers in Science Communication (s. 5-8). Faculty of Science and Engineering, University of Southern Denmark.

Dohn, N. B. & Malte, H. (1998). Volume regulation in red blood cells. I J. M. Jørgensen, J. P. Lomholt, R. E. Weber & H. Malte (red.), The biology of hagfish (s. 300-306). Chapman /.

Dohn, N. B. (2008). A social constructivist perspective on situational interest in the biology classroom. Abstract fra Motivation in action - The 11th International Conference on Motivation, European Association for Research on Learning and Instruction, University of Turku, Finland.

Dohn, N. B., Madsen, P. T. & Malte, H. (2009). The situational interest of undergraduate students in zoophysiology. Advances in Physiology Education, 33, 196-201. https://doi.org/10.1152/advan.00038.2009

Dohn, N. B. (2011). Situational interest of high school students who visit an aquarium. Science Education, 95(2), 337-357.

Dohn, N. B. (2013). Upper secondary students’ situational interest: a case study of the role of a zoo visit in a biology class. International Journal of Science Education, 35(16), 2732–2751. https://doi.org/10.1080/09500693.2011.628712

Dohn, N. B. (2012). Om at måle elevers interesse: operationaliseringens svære kunst. MONA: Matematik og Naturfagsdidaktik, 2012(3), 71-73.

Dohn, N. B. (2013). Situational interest in engineering design activities. International Journal of Science Education, 35(12), 2057–2078. https://doi.org/10.1080/09500693.2012.757670

Dohn, N. B. & Dohn, N. B. (2013). Informal communicative practices in formal settings: Facebook as mediator between contexts. Ethicomp, 13, 128-134.

Dohn, N. B. (2014). Naturfagsmaraton: et (interesseskabende?) forløb i natur/teknik. MONA - Matematik- og Naturfagsdidaktik, 2014(2), 7-22.

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Knud Holt Nielsen