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Juelskjær, M. (2019). At tænke med agential realisme. Nyt fra Samfundsvidenskaberne.

Larsen, S. N. (2019). At tænke med Kant: Immanuel Kant: Oplysning, historie, fremskridt (Forlaget Slagmark) . Dansk Pædagogisk Tidsskrift, (1), 91-92.

Larsen, S. N. (2019). At tænke med Nietzsche: Friedrich Nietzsche: Vi frygtløse (Mindspace). Dansk Pædagogisk Tidsskrift, (1), 89-90.

Skovlund, H. (2019). Attention-deficit hyperactivity disorder and autism spectrum disorder diagnoses as ideal types: A reinterpretation of stigma within the context of mainstream education. Theory and Research in Education, 17(1), 82-99. https://doi.org/10.1177/1477878519833747

Nielsen, A. M. & Jensen, E. (2019). At vide, kunne, ville og turde – ”rela” i læreruddannelsen. I B. Christensen, C. Ferot & M. Hermansen (red.), Professionernes fundament: En kritik og vision (s. 93 - 115). Dafolo.

Nissen, M. & Christensen, T. F. (2019). At ville ville: Skitser af et motivlandskab. STUFF. http://www.stuffsite.org/katalog/at-ville-ville/

Ravn, I. (2019). A two-by-two model that finds shared features of need frustrations in Basic Psychological Needs Theory. Abstract fra 7th International Self-Determination Theory Conference, Egmond aan Zee, Holland.

Jensen, N. R. (2019). Austerity and the implementation of the Europe 2020 strategy in Spain. Re-shaping the European productive and social model: a reflexion from the south. European Journal of Social Work, 22(4), 727-728. https://doi.org/10.1080/13691457.2019.1576315

Larsen, P. (2019). Automatrifler, cannabisplanter og frisk kokain: Det tyske rapfænomen Gzuz er i virkeligheden et dannet bæst. Dagbladet Information.

Rømer, T. A. (2019). Bæredygtighedens indre konflikt. KVAN, 39(115), 93-107.

Skyggebjerg, A. K. (2019). Barndommens urørlighedszone: Forestillingen om børns sproglige afkodningsevne skifter – og det går hurtigt. Men hvorfor er Halfdans negerdukke så vigtig? Weekendavisen, Bøger, 22.

Kragh-Müller, G. (2019). Barneperspektiver på det gode liv i barnehagen. Barnehagefolk, 2019(1), 66-74. Artikel 11.

Hansen, O. H., Svinth, L. & Broström, S. (red.) (2019). Barnet i centrum 2: mod en 0-3-årspædagogik i vuggestue og dagpleje. Akademisk Forlag.

Broström, S., Hansen, O. H., Jensen, A. S. & Svinth, L. (2019). Barnet i sentrum: Pedagogikk og relasjoner for de mindste i barnehagen. Pedagogisk Forum.

Bjerre, J. (2019). Bateson and Durkheim on mind, learning and society.

Winther-Lindqvist, D. A. (2019). Becoming a school child: a positive developmental crisis. I M. Hedegaard & M. Fleer (red.), Children's Transitions in Everyday Life and Institutions Bloomsbury Academic.

Winther-Lindqvist, D. (2019). Becoming a Schoolchild: A Positive Developmental Crisis. I Children’s Transitions in Everyday Life and Institutions (s. 47-70). Bloomsbury Publishing plc.

Jørgensen, A. H. (2019). Becomings of School-Fathers: An Ethnographic Exploration of Migrant Fathers’ Experiences and Navigation of Home-School Cooperation Practices. Aarhus Universitet.

Broström, S. (2019). Bedre pædagoger. Politiken, 6.

Svinth, L. (2019). Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being. I J. Murray & I. Palaiologou (red.), Young Children's Emotional Experiences Routledge.

Hedegaard-Sørensen, L. & Grumløse, S. P. (2019). Betyder antallet af voksne noget i skolen? Politiken Skoleliv.

Bøttcher, L. (2019). Betydningen af leg i udviklingen af sprog. ISAAC nyt, 2019(1), 12-15. http://www.isaac.dk/wp-content/uploads/isaac2019-1.pdf

Holm, L. & Kousholt, K. (2019). Beyond washback effect: A multi-disciplinary approach exploring how testing becomes part of everyday school life focussed on the Construction of pupils´cleverness. Annual Review of Critical Psychology (Online), 16, 917-952. https://thediscourseunit.files.wordpress.com/2019/12/0917.pdf

Langager, S. (2019). Billedkunst og handicap. I T. Christensen, A. B. Nielsen, D. Sloth Folting, L. Lockenwiz & L. Bech Nielsen (red.), Kunstskolens 25 års jubilæum 1994-2019 (s. 8-14). Kunstskolen for voksne udviklingshæmmede.

Larsen, S. N. (2019). Blindness in Seeing: A Philosophical Critique of the Visible Learning Paradigm in Education. Education Sciences, 9(1), Artikel 47. https://www.mdpi.com/2227-7102/9/1/47

Christensen, J. H. (2019). Blind spots of the self-glorification in Home Economics. International Journal of Home Economics, 12(2), 76-80.

Bjerre, J. (2019). Bliv dit barns bedste bullshit-detektor. Berlingske Tidende.

Larsen, S. N. (2019). Bog anklager folkeskolens reformgrundlag for løse påstande og misinformation. Information, 26-27. https://www.information.dk/moti/anmeldelse/2019/02/bog-anklager-folkeskolens-reformgrundlag-loese-paastande-misinformation

Kristensen, S. B. (2019). Børn af efterkommeres egne perspektiver på intergenerationelle processer. Afhandling præsenteret på Migration og integration i et generationelt perspektiv.

Wistoft, K. (2019). Børnemad - når smag overhaler sundhed. Politiken, kroniken.

Bøttcher, L. (2019). Børn og unge med autismespektrumforstyrrelser eller ADHD og udsathed. I C. Mosbye-Jensen (red.), Diagnoser i myndighedsarbejde: børn og unge med autisme eller ADHD (s. 49-73). Samfundslitteratur.

Lund, H. R. (2019). Børns perspektiv på litteraturformidling. Nationalt Videncenter for Læsning. https://www.videnomlaesning.dk/media/2980/boerns-perspektiv-paa-litteraturformidling.pdf

Kabel, K., Bundsgaard, J., Bremholm, J. & Berthelsen, U. D. (2019). Børns skriveudvikling i skolens første år: En analysemodel til automatiseret scoring af elevtekster. Abstract fra NNMF 7: Morsmålsfaget som fag og forskningsfelt, Trondheim, Norge.

Bagga-Gupta, S., Laursen, H. P. & Golden, A. (2019). Bridging language, literacy and learning. I S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen & A. Pitkänen-Huhta (red.), Educational Linguistics (s. 15-32). Springer. https://doi.org/10.1007/978-3-030-26994-4_2

Adriansen, H. K. & Madsen, L. M. (2019). Capacity-building projects in African higher education: Issues of coloniality in international academic collaboration. Learning and Teaching, 12(2), 1-23. https://doi.org/10.3167/latiss.2019.120202

Sørensen, A. & Svanøe, L. R. (red.) (2019). Capitalism, alienation and critique: studies in economy and dialectics. Brill. Studies in Moral Philosophy Nr. 13Dialectics, deontology, and democracy Bind 1 https://www.statsbiblioteket.dk/au/#/search?query=recordID:"sb_6417797"

Nielsen, G. B. (2019). Capitalism, political participation and the student as revolutionary figure. I S. Wright, S. Carney, J. Krejsler, G. B. Nielsen & J. Ørberg (red.), Enacting the university: Danish university reform in an ethnographic perspective (s. 261-284). Springer.

Hooley, T., Sultana, R. & Thomsen, R. (red.) (2019). Career guidance for emancipation: reclaiming justice for the multitude . Routledge.

Savage, M., Cunningham, N., Reimer, D. & Favell, A. (2019). Cartographies of social transnationalism. I Everyday Europe: social transnationalism in an unsettled continent (s. 35-59). Policy Press.

Jankvist, U. T. & Misfeldt, M. (2019). CAS Assisted Proofs in Upper Secondary School Mathematics Textbooks. REDIMAT - Journal of Research in Mathematics Education, 8(3), 232-266. https://doi.org/10.17583/redimat.2019.3315

Dahl, K. K. B. (2019). Challenges of cross-professional cooperation: shaping motivation and professional identity among teachers and pedagogues in Danish schools. Afhandling præsenteret på International Society for Teacher Education, Niagara Falls, Ontario, Canada.

Krejsler, J. B. (2019). Changing university discourses, changing spaces for academics: reconfiguring external conditions for being an academic subject. I S. Wright, S. Carney, J. B. Krejsler, G. B. Nielsen & J. W. Ørberg (red.), Higher Education Dynamics: Danish university reform in an ethnographic perspective (s. 215-238). Springer. https://doi.org/10.1007/978-94-024-1921-4_8

Kousholt, D. (2019). Children's everyday transitions: children’s engagements across life contexts. I M. Hedegaard & M. Fleer (red.), Children's transitions in everyday life and institutions (s. 145-165). Bloomsbury Academic.

Broström, S. (2019). Children’s views on their learning in preschool and school: reflections and influence on practice. I S. Dockett, J. Einarsdottir & B. Perry (red.), Listening to children's advice about starting school and school care (s. 84-98). Routledge.

Bøttcher, L. (2019). Children with disabilities growing up and becoming adults: socio-cultural challenges around the transition to adulthood. I M. Hedegaard & A. Edwards (red.), Supporting difficult transitions: children, young people and their carers (s. 241-261). Bloomsbury Academic.

Andersen, F. Ø. (2019). Chris Madsen: 1876 - A Transformative Year. Wild West History Association Journal, 12(2), 38-49. Artikel 3.

Andersen, F. Ø. (2019). Chris Madsen: fynsk helt i USA - men uden spor på Fyn. I J. Eichler Lorenzen (red.), Fynbogen 2019 (s. 47-61). Mellemgaard.

Knudsen, H. (2019). Cloud of Worries, problems of second order.. Afhandling præsenteret på EGOS 2019: Enlightening the Future, Edinburgh, Storbritannien.

Stevenson, M. P., Dewhurst, R. C., Schilhab, T. & Bentsen, P. (2019). Cognitive Restoration in Children Following Exposure to Nature: Evidence From the Attention Network Task and Mobile Eye Tracking. Frontiers in Psychology, 10(FEB), Artikel 42. https://doi.org/10.3389/fpsyg.2019.00042

Berliner, P. & Enghoff, T. (2019). Collaboration, dialogue and trust: art and social resilience in Kalaallit Nunaat/Greenland. Siunissaq.

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Revideret 08.12.2022

Knud Holt Nielsen