Publikationer fra medlemmerne af forskningsprogrammet

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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.

Bremholm, J., Kabel, K. & Bundsgaard, J. (2024). At skrive verden frem: Genrer og semantiske universer i børns tidlige skoleskrivning . Acta Didactica Norden, 18(3), 1-25. https://doi.org/10.5617/adno.11366

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

Dohn, N. B. & Dohn, N. B. (2024). Co-Creating Learning Designs with Upper Secondary School Teachers. I I.-M. F. Christensen, L. Markauskaite, N. B. Dohn, D. Ripley & R. Hachmann (red.), Creating Design Knowledge in Educational Innovation: Theory, Methods, and Practice (s. 206-218). Routledge. https://doi.org/10.4324/9781003391432-23

Kristensen, R. M. & Rolfe, V. (2024). Content Coverage: Development Over Time and Correlation with Achievement. I N. Teig, T. Nilsen & K. Yang Hansen (red.), Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (s. 57-153). Springer Nature. https://doi.org/10.1007/978-3-031-49580-9_4

Rožman, M., Fraillon, J., Dexter, S., Bundsgaard, J. & Schulz, W. (2024). Contextual framework. I J. Fraillon & M. Rožman (red.), International Computer and Information Literacy Study 2023 Assessment Framework (s. 53-66). The International Association for the Evaluation of Educational Achievement (IEA).

Prilop, C. N., Hansen, R. R., Hoya, F., Mah, D., Jacobsen, L. & Weber, K. E. (2024). "Curious and Concerned" – A mixed-methods study of teacher educators’ AI literacy, usage experience, and perceptions. Abstract fra Udforsk AI 2024, Kristiansand, Norge. https://www.uia.no/english/about-uia/faculty/humanities-and-education/events/course-conference-seminar/abstracts_udforsk_ai_24.pdf

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O. & Rasmussen, E. (2024). Danske elevers teknologiforståelse og skærmbrug: Resultater fra ICILS-undersøgelsen 2023. Aarhus Universitetsforlag. https://doi.org/10.2307/jj.22361577

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/

Dohn, N. B. & Dohn, N. B. (2024). Design Principles for Disciplinary Learning Designs with Unplugged Computational Thinking as Pedagogical Means. I R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Loori, D. T. Keifert & E. Suárez (red.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024. Buffalo, USA: International Society of the Learning Sciences. (s. 2115-2116).

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.

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.

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

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

Smith, E. (2024). Ekspertgruppen om køn tager næppe fejl. Skolemonitor. https://skolemonitor.dk/debat/art9904258/Ekspertgruppen-om-k%C3%B8n-tager-n%C3%A6ppe-fejl

Kjeldsen, C. C. (2024). Et nuanceret blik på PISA 2022. Matematik: tidsskrift for regne- og matematiklærere, 52(2), 12-15. https://dkmat.dk/tidsskriftet/

Reimer, D., Smith, E. & Dumont, H. (2024). Every Break You Take: Advancing Seasonal Comparison Research with Digital Trace Data. Abstract fra The 31st Nordic Sociological Association Conference, Linköping , Sverige. https://carlnordlund.net/nsa2024/?page=abstract&id=22

Kjeldsen, C. C. & Strietholt, R. (2024). Exclusions and non-response in contemporary international large-scale studies. Educational Assessment, Evaluation and Accountability, 36(3), 295-299. https://doi.org/10.1007/s11092-024-09441-w

Christensen, J. H. (2024). Gender and Socioeconomic Perspectives on Students' Emotional Well-Being during the COVID-19 Pandemic. Research in Comparative and International Education, 19(3), 301-320. https://doi.org/10.1177/17454999241265966

Andersen, I. G. & Smith, E. (2024). Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms. The Journal of Early Adolescence, 44(5), 545-578. https://doi.org/10.1177/02724316231188682

Christensen, A. A. (2024). Internationally Comparative Perspectives on Professional Learning Communities.

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).

Kjeldsen, C. C., Nilsen, T., Hiltunen, J. & Teig, N. (2024). Introduction: Student Achievement and Equity Over Time in the Nordic Countries. I N. Teig, T. Nilsen & K. Y. Hansen (red.), Effective and Equitable Teacher Practice in Mathematics and Science Education (Bind 14, s. 1-19). Springer. https://doi.org/10.1007/978-3-031-49580-9_1

Prilop, C. N., Weber, K. E., Rotsaert, T. & Keppens, K. (2024). Knowledge, self-efficacy and professional vision: How do they predict pre-service teachers’ peer feedback quality? I A. Gegenfurtner & R. Stahnke (red.), Teacher Professional Vision: Empirical Perspectives (s. 31-47). Routledge.

Kabel, K., Christensen, M. V., Tannert, M., Olsen, L. & Bendixen, S. F. (2024). Manual for analyse af metasprogligt repertoire. https://projekter.au.dk/fileadmin/projekter/WE-projektet/Ebog_-_Manual_for_analyse_af_metasprogligt_repertoire.pdf

Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J. & Misfeldt, M. (2024). Maskinlæring i folkeskolen: Fra tekniske til teknologikritiske kompetencer. MONA - Matematik- og Naturfagsdidaktik, 24(4), 54-69. https://tidsskrift.dk/mona/article/view/151936

Kjeldsen, C. C., Kristensen, R. M., Christensen, J. H. & de la Villa Gonzalez, C. (2024). Matematik og natur/teknologi i 4. klasse: Resultater af TIMSS-undersøgelsen 2023. Aarhus Universitetsforlag. IEA-studier https://unipress.dk/media/21013/matemarik-og-natur-teknologi-i-4-klasse_timss-rapporten-2023.pdf

Christensen, J. H. & Kristensen, R. M. (2024). Natur/teknologi og nordiske elevers miljø- og klimabevidsthed. MONA - Matematik- og Naturfagsdidaktik, 2024(2), 45-64. https://tidsskrift.dk/mona/article/view/146452/189717

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

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

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

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

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/

Prilop, C. N. & Weber, K. E. (2024). The effect of expert feedback on pre-service teachers’ peer feedback quality and beliefs. I Instructional Design and Technology Enhanced Learning: Current States and Future Perspectives: Book of Abstract (s. 19-19). Tübingen University.

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

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

Olsen, A. (2024). The Role of Career Guidance in Reducing Inequality in Access to Higher Education.

Christensen, J. H. & Kjeldsen, C. C. (2024). TIMSS-måling af mobning er langt mere alvorlig end harmløs drilleri. Skolemonitor. https://skolemonitor.dk/debat/art10207130/TIMSS-m%C3%A5ling-af-mobning-er-langt-mere-alvorlig-end-harml%C3%B8s-drilleri?utm_campaign=Ny%20bog%3A%20S%C3%A5dan%20kan%20man%20forebygge%20og%20h%C3%A5ndtere%20kriser&utm_content=17-12-2024&utm_medium=skoleliv&utm_source=newsletter_redaktionel

Prilop, C. N. & Weber, K. E. (2024). Training pre-service teachers’ peer feedback expertise: The effect of expert feedback. Abstract fra EARLI SIG 1 Conference 2024, Barcelona, Spanien.

Smith, E. & Reimer, D. (2024). Understanding gender inequality in children's reading behavior: New insights from digital behavioral data. Child Development, 95(2), 625-635. https://doi.org/10.1111/cdev.14001

Petersen, M. R., Dohn, N. B., Villumsen, N. & Schrøder, T. B. (2024). Værktøjer til måling af elevers interesse og motivation i naturfagsundervisningen. NAFA. https://nafa.nu/wp-content/uploads/sites/46/2024/07/vaerktoejer-til-maaling-af-elevers-interesse-og-motivation-i-naturfags-undervisningen.pdf

Müller, M., Gold, B., Weber, K. E. & Prilop, C. N. (2024). Zusammenhänge zwischen analytischer und holistischer Erfassung situationsspezifischer Fähigkeiten in Bezug auf Klassenführung und Klassenführungsqualität von Lehramtsstudierenden. Abstract fra 11. GEBF-Tagung
BILDUNG VERSTEHEN - PARTIZIPATION ERREICHEN -
TRANSFER GESTALTEN, Potsdam, Tyskland.

Riis Andersen, M., Kabel, K., Bremholm, J., Bundsgaard, J. & Hansen, L. K. (2023). Automatic proficiency scoring for early-stage writing. Computers and Education: Artificial Intelligence, 5, Artikel 100168. https://doi.org/10.1016/j.caeai.2023.100168

Bundsgaard, J. (2023). Bliver søgningen intelligent? ChatGPT – statistik, der skriver poesi. Nationalt Videncenter for Læsnings forskerklummer. https://videnomlaesning.dk/viden-og-vaerktoejer/forskerklummen/2023/bliver-soegningen-intelligent/

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

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