Publikationer fra medlemmerne af forskningsprogrammet

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Keilow, M., Holm, A., Friis-Hansen, M. & Kristensen, R. M. (2019). Effects of a Classroom Management Intervention on Student Selective Attention: Results from a Randomized Controlled Trial. School Effectiveness and School Improvement, 30(2), 194-211. https://doi.org/10.1080/09243453.2018.1557701

Michel-Schertges, D., Kjeldsen, C. C. & Jensen, N. R. (2019). EducOpera: Project Implementation in Denmark: Opera and Rap-Music Education: Raising Awareness and Reducing Early School Leaving. I M. Bartolucci (red.), EducOpera: An Education to Opera as a Method of Reducing Early School Leaving (s. 73-85). Opéra de Massy.

Jensen, N. R., Michel-Schertges, D. & Kjeldsen, C. C. (2019). Education to Opera - An Opportunity to tackle Early School Leaving. I M. Bartolucci (red.), EducOpera: An Education to Opera as a Method of Reducing Early School Leaving (s. 29-35). Opéra de Massy.

Kjeldsen, C. C. (2018). Education for all? providing capabilities for young people with special needs. I H.-U. Otto, M. Walker & H. Ziegler (red.), Capability-promoting policies: enhancing individual and social development (s. 259-278). Policy Press.

Schindler, S., Bar-Haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-Munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Kleinert, C., Reimer, D., Traini, C., Triventi, M. & Vallet, L. A. (2024). Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison. International Journal of Comparative Sociology, 65(1), 39-62. https://doi.org/10.1177/00207152231151390

Schindler, S., Bar-haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Corinna, K., Reimer, D., Traini, C., Triventi, M. & Vallet, L.-A. (2021). Educational tracking and long-term outcomes by social origin: Seven countries in comparison. (s. 1-35). https://dynamicsofinequality.org/publication/educational-tracking-and-long-term-outcomes-by-social-origin-seven-countries-in-comparison/

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

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

Reimer, D. & Pollak, R. (2010). Educational expansion and its consequences for vertical and horizontal inequalities in access to higher education in West Germany. European Sociological Review, 26(4), 415-430. https://doi.org/10.1093/esr/jcp029

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

Larsen, M. S., Kornbeck, K. P., Kristensen, R., Larsen, M. R. & Sommersel, H. B. (2013). Dropout Phenomena at Universities: What is Dropout? Why does Dropout Occur? What Can be Done by the Universities to Prevent or Reduce it? Danish Clearinghouse for educational research. Clearinghouse-forskningsserien Nr. 15

Bundsgaard, J. & Kreiner, S. (2019). Drop de nationale tests - de virker ikke. Politiken, 5-6. https://politiken.dk/debat/kroniken/art7107931/De-nationale-tests-i-folkeskolen-virker-overhovedet-ikke

Smith, E. (2022). Drengene på bageste række. Weekendavisen. https://www.weekendavisen.dk/samfund/drengene-paa-bageste-raekke?gaa_at=eafs&gaa_n=ASWzDAjrrZQqJG9vNUnwboXfBYFyGgZRVtDxIU8gsPB2XApjniVXizWnzOvqAhVsrdY%3D&gaa_ts=68d50cf3&gaa_sig=bZHV61RKvgb4YG891FypAdxhTzzbydoVsLJb-kMA5vznxPq1D_lwfTwUgfs8LOuE33-7HbGo7bTq8H2vKk6wTA%3D%3D

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

Istencioglu, T., Lassesen, B., Lindberg, A. B., Boud, D., Bjælde, O. E., Dikilitas, K., Ershova, T., Gray, R. M., Kvernenes, M., Musaeus, P., Prilop, C. N., Raaheim, A., Sundset, M. A. & Svensen, C. (2025). Do well-regarded university teachers exhibit feedback literacy? Examining the validity of a competency framework. Assessment and Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2025.2553897

Smith, E. & Andersen, I. G. (2022). Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students? Socius, 8. https://doi.org/10.1177/23780231221105378

Caeli, E. N. & Bundsgaard, J. (2019, feb. 12). Does your ‘private’ data picture meet the beauty standards of society? Sciencenordic.com. https://sciencenordic.com/denmark-digital-education-forskerzonen/does-your-private-data-picture-meet-the-beauty-standards-of-society/1461580

Jensen, S. S. (2026). Does schooling increase or reduce inequality in achievement and conscientiousness in Denmark? Research in Social Stratification and Mobility, 102, Artikel 101129. https://doi.org/10.1016/j.rssm.2026.101129

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

Reimer, D., Weiss, F. & Skov, P. R. (2019). Does a bridge close the gap? The role of travel distance to university for inequality in higher education choices. Results from a natural experiment. Abstract fra ECSR Annual Meeting 2019: Inequality over the life course, Lausanne, Schweiz.

Reimer, D., Weiss, F. & Skov, P. R. (2018). Does a bridge close the gap? the role of travel distance to university for inequality in higher education choices. Results from a natural experiment. Abstract fra Rethinking Social Inequality in the Globalizing World., Seoul, Sydkorea.

Neugebauer, M. & Weiss, F. (2017). Does a bachelor’s degree pay off? labor market outcomes of academic versus vocational education after Bologna. Freie Universität Berlin, School of Business and Economics. http://edocs.fu-berlin.de/docs/receive/FUDOCS_document_000000026838

Møller, A. L., Smith, E. & Musaeus, P. (2025). Dissecting study groups: A focus group investigation of informal small group work in anatomy. Dansk Universitetspædagogisk Tidsskrift, 20(37), 251-269. https://doi.org/10.7146/dut.v20i37.145500

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

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. (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

Rohatgi, A., Bundsgaard, J. & Hatlevik, O. E. (2021). Digital Inclusion in Norwegian and Danish Schools: Analysing Variation in Teachers’ Collaboration, Attitudes, ICT Use and Students’ ICT Literacy. I T. S. Frønes, A. Pettersen, J. Radišić & N. Buchholtz (red.), Equity, Equality and Diversity in the Nordic Model of Education (s. 139-172). Springer. https://doi.org/10.1007/978-3-030-61648-9_6

Bundsgaard, J., Pettersson, M. & Puck, M. R. (2014). Digitale kompetencer: it i danske skoler i et internationalt perspektiv. Aarhus Universitetsforlag.

Bundsgaard, J. (2012). Digital dannelse. Dansk, 2012(4), 17.

Bundsgaard, J. (2017). Digital dannelse. Aarhus Universitetsforlag. Pædagogisk Rækkevidde

Pedersen, M. K., Svenningsen, A., Dohn, N. B., Lieberoth, A. & Sherson, J. (2016). DiffGame: Game-based mathematics learning for physics. Procedia - Social and Behavioral Sciences, 228, 316-322. https://doi.org/10.1016/j.sbspro.2016.07.047

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

Reimer, D. & Jacob, M. (2011). Differentiation in higher education and its consequences for social inequality: introduction to a special issue. Higher Education, 61(3), 223–227. https://doi.org/DOI 10.1007/s10734-010-9373-z

Schindler, S. & Reimer, D. (2011). Differentiation and social inequality in German higher education. Higher Education, 61(3), 261-275. https://doi.org/DOI 10.1007/s10734-010-9376-9

Bundsgaard, J. (2019). DIF as a pedagogical tool: analysis of item characteristics in ICILS to understand what students are struggling with. Large-Scale Assessments in Education, 7(9), 1-14. https://doi.org/10.1186/s40536-019-0077-2

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.

Jensen, N. R., Boding, J. & Kjeldsen, C. C. (2012). Didaktisk analyse af Rudolf Steiner skolers læringspraksis i 9. til 12 klasse. Institut for Uddannelse og Pædagogik, Aarhus Universitet.

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., 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.

Rusmann, A. & Bundsgaard, J. (2019). Developing a test to measure design thinking. I L. Elbaek, G. Majgaard, A. Valente & S. Khalid (red.), Proceedings of the European Conference on Games-based Learning (s. 587-595). Dechema e.V.. https://doi.org/10.34190/GBL.19.071

Bundsgaard, J. (2018). Det 21. århundredes kompetencer. I J. Bundsgaard, M. Georgsen, S. Graf, T. I. Hansen & C. K. Skott (red.), Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I (s. 143-165). Aarhus Universitetsforlag.

Bundsgaard, J. & Rusmann, A. (2021). Design Thinking Assessment Modules: Four performance assessment modules. Interaktiv produktion https://github.com/openPCI/DesignThinkingAssessment

Dohn, N. B. & Dohn, N. B. (2024). Design Principles for Disciplinary Learning Designs with Unplugged Computational Thinking as Pedagogical Means. I R. Lindgren, T. Asino, E. A. Kyza, C.-K. Looi, D. T. Keifert & E. Suarez (red.), ISLS Annual Meeting 2024: Learning as a Cornerstone of Healing, Resilience, and Community - 18th International Conference of the Learning Sciences, ICLS 2024 - Proceedings (s. 2115-2116). https://doi.org/10.22318/icls2024.309157

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

Jensen, N. R., Frørup, A. K. & Kjeldsen, C. C. (2015). DENMARK: Group Reflection. I EU SocIEtY project:Group Discussions reflecting Case Study Research Results: Deliverable 5.3 (s. 26-30). society-youth.eu.

Kristensen, R. M. (2020). Denmark. I D. L. Kelly, V. Centurino, M. O. Martin & I. V. S. Mullis (red.), TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science Boston College, Department of Economics, Chestnut Hill MA 02467. https://timssandpirls.bc.edu/timss2019/encyclopedia/denmark.html

Christensen, J. H., Kristensen, R. M. & Kjeldsen, C. C. (2024). Denmark. I K. A. Reynolds, C. E. A. Aldrich, A. Bookbinder, A. Gallo, M. von Davier & A. Kennedy (red.), TIMSS 2023 Encyclopedia: : Education Policy and Curriculum in Mathematics and Science Boston College, TIMSS & PIRLS International Study Center. https://timss2023.org/encyclopedia/denmark/

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

Bundsgaard, J. (2019). Den gode undervisningspraksis skal understøttes. I P. B. Christensen (red.), Lærerkommissionens forskerpublikation (s. 29-37). Danmarks lærerforening.

Bundsgaard, J. & Kjertmann, K. (2004). Den dynamiske lærebog: Forskningsrapport ifbm. ITMF-projekt 474. Jeppe Bundsgaard. http://www.jeppe.bundsgaard.net/phd/artikler/RapportITMF474.php

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Knud Holt Nielsen