Publikationer fra medlemmerne af forskningsprogrammet

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Smith, E. & Gümüs, S. (2022). Socioeconomic achievement gaps and the role of school leadership: Addressing within- and between-school inequality in student achievement. International Journal of Educational Research, 112, Artikel 101951. https://doi.org/10.1016/j.ijer.2022.101951

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

Weiss, F. & Klein, M. (2011). Social Networks and Tertiary Graduates' Job Search: The Impact of Network Type on Monetary Returns and Job Adequacy. Zeitschrift für Soziologie, 40(3), 228-245.

Boone, K., Roose, R., Kjeldsen, C. C., Vandekinderen, C. & Roets, G. (2019). Social justice as parity of participation. I B. Greve (red.), Routledge international handbook of poverty (s. 107-116). Routledge. https://doi.org/10.4324/9780429058103-9

Reimer, D., Jensen, S. S. & Kjeldsen, C. C. (2018). Social inequality in student performance in the Nordic countries: a comparison of methodological approaches. I A. Wester (red.), Northern Ligths on TIMSS and PISA 2018 (s. 31-59). Nordic Council of Ministers.

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

Andersen, I. G. & Smith, E. (2022). Social contexts and gender disparities in students’ competence beliefs: The Role of Gender-Stereotypical Beliefs and Achievement Patterns in the Classroom for Students’ Self-Concept in Gender-Stereotypical Subjects. Frontiers in Education, 7, Artikel 840618. https://doi.org/10.3389/feduc.2022.840618

Christensen, J. H. (2020). Smag som meningsbærende element i faget madkundskab. Abstract fra Dansk sociologikongres.

Stovgaard, M., Christensen, J. H., Clark, A. & Wistoft, K. (2021). Smagsdidaktik i fag og formidling: Effektfuldhedsundersøgelser af undervisning og events med smag som omdrejningspunkt. Smag for Livets Forlag. Smag - skriftserie om smag Nr. 14

Bundsgaard, J. (2002). Slørede subjekter: En dialektisk metode til afklaring af tekstuelle & kontekstuelle subjekt-objekt-forhold. Synsvinkler, 11. årgang(27), 60-82. http://www.jeppe.bundsgaard.net/artikler/sprog/deixissloering.php4

Bundsgaard, J., Kabel, K. & Bremholm, J. (2022). Skriveudvikling i de tidlige skoleår. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 2022(3), 23-30.

Bundsgaard, J. (2011). Skrivelyst i autentiske situationer. I S. Madsbjerg & K. Friis (red.), Skrivelyst og læring (1 udg., s. 65-78). Dansk Psykologisk Forlag.

Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I. & Skott, C. K. (red.) (2018). Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I. Aarhus Universitetsforlag. Didaktiske studier Bind 3

Christensen, J. H. (2022). Skolen under coronapandemien. Billeder, Video- og Lydoptagelser (digital) https://soundcloud.com/user-86348032/skolen-under-coronapandemien

Christensen, J. H., Bundsgaard, J., Kjeldsen, C. C. & Pettersson, M. (2022). Skolen under corona-pandemien: Danske resultater fra REDS-undersøgelsen 2020-21 . Aarhus Universitetsforlag. https://unipress.dk/udgivelser/s/skolen-under-coronapandemien/

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, A. & Christensen, J. H. (2020, apr.). Skole-hjem-samarbejdet. National Center for Skoleforskning (NCS). https://ncs.au.dk/fileadmin/NCS/Projekter/Noedundervisning_under_corona-krisen/Skole-hjem-samarbejdet_final.pdf

Kjeldsen, C. C., Torre, A. & Langager, S. (2018). Skolefaglige kort- og langtidseffekter af intensive læringsforløb: Egmont Fondens signaturprojekt Lær for Livet. Fagligt notat fra den kvantitative del af følgeforskning af Lær for Livet Nr. 1 . DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Notat_-_Skolefaglige_kort-_og_langtidseffekter_af_intensive_laeringsforloeb_-_DPU_2018.pdf

Christensen, J. H. (2024). Skoleelever trives dårligere og står svagere fagligt efter corona. Videnskab.dk. https://videnskab.dk/kultur-samfund/skoleelever-trives-daarligere-og-staar-svagere-fagligt-efter-corona/

Bundsgaard, J. (2009). Skærmlæsning. I A. Mangen (red.), Lesing på skjerm (s. 35-41). Lesesenteret, Universitetet i Stavanger.

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

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. (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.

Kjeldsen, C. C. (2018). Se me ne vado, ci saranno problemi…: la mancanza di adesione alle offerte formative in Danimarca, in una prospettiva di capabilities. I I. D. M. Scierri, M. Bartolucci & R. Salvato (red.), Lettura e dispersione (s. 155-178). Edizioni FrancoAngeli. https://www.researchgate.net/profile/Irene_Scierri/publication/325083434_Dispersione_scolastica_visioni_a_confronto_Indagine_sulla_percezione_della_dispersione_tra_studenti_insegnanti_e_genitori_delle_scuole_secondarie_umbre/links/5af576934585157136cae848/Dispersione-scolastica-visioni-a-confronto-Indagine-sulla-percezione-della-dispersione-tra-studenti-insegnanti-e-genitori-delle-scuole-secondarie-umbre.pdf

Bundsgaard, J. (2006). Searching the Internet is reading: Investigation of an Unnoticed Aspect of Information Literacy. http://www.jeppe.bundsgaard.net/artikler/artikler/ECER2006.Searchingisreading.php

Dohn, N. B. (2025). Science on tap: using beer brewing to foster epistemic interest in upper secondary biology. Journal of Biological Education. Advance online publication. https://doi.org/10.1080/00219266.2025.2605033

Mah, D.-K., Groß, N., Dalsgaard, C. & Prilop, C. N. (2025). School teachers in Germany and Denmark: a comparative study of self-efficacy and distinct profiles in using Artificial Intelligence for teaching and learning. Journal of Research on Technology in Education, 1-19. Advance online publication. https://doi.org/10.1080/15391523.2025.2577302

Christensen, J. H. (2019). School subject competitions as an educational form. International Journal on New Trends in Education and Their Implications, 10(3), 30-46.

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

Smith, E., Gümüs, S. & Reimer, D. (2024). School leadership and students’ decisions about further education: exploring the roles of goal setting and school socioeconomic composition. School Effectiveness and School Improvement, 35(4), 457-485. https://doi.org/10.1080/09243453.2024.2395259

Weiss, F. & Schuller, K. (2018). Schmerzerkrankungen immer noch stark von beruflicher Tätigkeit abhängig: Analysen zur gesundheitlichen Ungleichheit bei Erwerbstätigen. Informationsdienst Soziale Indikatoren, (59), 7-12.

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.

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.

Bundsgaard, J., Fougt, S., Hanghøj, T. & Misfelt, M. (2022). Scenariedidaktik: en introduktion. I Håndbog i scenariedidaktik (s. 16-42). Aarhus Universitetsforlag.

Weiss, F. (2019). Saving some inequality for young adulthood? Social origin differences in ‘re’-enrollment in postsecondary education in the United States, Sweden, and Germany. Comparative Sociology, 18(4), 522-565. https://doi.org/10.1163/15691330-12341506

Bundsgaard, J. (2016, mar. 7). Så upræcise er nationale test. http://www.folkeskolen.dk/583103/saa-upraecise-er-nationale-test

Andersen, I. G. & Reimer, D. (2019). Same-gender teacher assignment, instructional strategies, and student achievement: New evidence on the mechanisms generating same-gender teacher effects. Research in Social Stratification and Mobility, 62, Artikel 100406. https://doi.org/10.1016/j.rssm.2019.05.001

Bundsgaard, J., Bremholm, J. & Kabel, K. (2022). Sådan udvikler børn sig skriftsprogligt. Sprog & Samfund, 40(2), 18-19. https://www.modersmaalselskabet.dk/udgivelser/sprog-samfund/

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

Weiss, F. (2019). Returns to adult education and inequality: a life course perspective. I R. Becker (red.), Research handbook on the sociology of education (s. 408-426). Edward Elgar Publishing.

Christensen, J. H. (2021). Restrictive vs. non-restrictive parenting styles regarding food and meals – what works best?. Abstract fra The Eleventh International Conference on Food Studies.

Kristensen, R. M., Dadaczynski, K., Okan, O. & Simovska, V. (2024). Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Education Journal, 83(1), 14-28. https://doi.org/10.1177/00178969231211853

Rasmussen, J., Dorf, H., Reimer, D., Petersen, D. S., Vinter-Jørgensen, T., Silleborg, E. & Hansen, K. F. (2010). Rekrutteringsproblematikken på de nordiske læreruddannelser. Nordic Council of Ministers. TemaNord Bind 2010:533

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

Bundsgaard, J. & Kreiner, S. (2021). RDigram: R functions for item analysis. Softwareprogram https://github.com/jeppebundsgaard/RDigram

Bundsgaard, J. (2016). Rapport om kompetencetest i Hitte På-projektet. Nationalt Videncenter for Læsning.

Labuz, N., Bundsgaard, J., Kjertmann, K. & Jensen, A. S. (2012). Rapport fra projektet ”At skrive sig til læsning”. Institut for Uddannelse og Pædagogik, Aarhus Universitet.

Weber, K. E., Gold, B., Prilop, C. N. & Kleinknecht, M. (2018). Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention. Teaching and Teacher Education, 76, 39-49.

Larsen, M. S., Jensen, B., Holm, A., Berliner, P., Ploug, N., Olsen, A. B., Sommersel, H. B., Grosen Pedersen, A., Müller Kristensen, R. & Tiftikci, N. (2011). Programmer for 0-6 årige med forældreinvolvering i dagtilbud: en forskningskortlægning. Clearinghouse-forskningsserien, 2011(8), 1-144. http://www.dpu.dk/fileadmin/www.dpu.dk/danskclearinghouseforuddannelsesforskning/udgivelser/Programmer_for_0-6aarige_med_foraeldreinvolvering_i_dagtilbud.pdf

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Revideret 08.05.2023

Knud Holt Nielsen