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Lindenskov, L. B. & Søndergaard, B. D. (2024, feb. 25). Brøker på erhvervsskoler.

Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2024). Brug af digitale spil i dansk og engelsk: Resultater fra et systematisk review med implikation for praksis. Sprogforum, 30(1), 5-11. https://doi.org/10.7146/spr.v30i1.145743

Bengtsson, L., Brandi, U., Dahlstrand, Å. L. & Wadin, J. (2024). Building Innovation Ability: A continuous improvement of innovation capacity, capability, and external outlook. Abstract fra R&D Management 2024: Transforming industries through technology.

Brandt, A. & Bruun, M. H. (2024). Byen som etnografisk living lab: oversvømmelser og klimatilpasning i Vejle. I G. Silding (red.), Vand og Bosætning: potentiale eller trussel? (s. 39-52). Dansk Byplanlaboratorium. https://www.byplanlab.dk/sites/default/files/BHU_skrift_84_2024.pdf?0.6237771336142782

Wichmann-Hansen, G. & Nielsen, K.-J. S. (2024). Can hands-on supervision get out of hand? The correlation between directive supervision and doctoral student independence in a Danish study context. Scandinavian Journal of Educational Research, 68(6), 1121-1136. https://doi.org/10.1080/00313831.2023.2204113

Thomsen, R., Tybjerg, G. & Skovhus, R. B. (2024). Career Education in the final years of Compulsory School in Denmark. Nordic Journal of Transition, Career and Guidance, 5(1), 15-30. https://doi.org/10.16993/njtcg.84

Ghandchi, N. (2024). Caregiving and flying cars: interactionally mediated practices of care through language brokering within an Afghan migrant family in Denmark. Journal of Multilingual & Multicultural Development, 45(7), 2785-2800. https://doi.org/10.1080/01434632.2022.2071428

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

Holm, L. (2024). Challenges in language testing of multilingual individuals. I S. Ivanov, A. Andersson & A. Johansson (red.), 2024: Educational linguistics: Language(s) from childhood to adult age Linnæus University.

Ratnayake, I. G., Ahl, L. M., Prytz, J. & Jankvist, U. T. (2024). Changing mathematics education practice: a systematic review of mathematics education implementation research in the Nordic countries. Implementation and Replication Studies in Mathematics Education, 4(2), 215-242. https://doi.org/10.1163/26670127-bja10021

Bengtsen, S. S. E. (2024). Chaos in the university: Playing the dangerous game. I The Playful University: Philosophy, Pedagogy, Politics and Principles (1 udg., s. 48-64). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-4

Østergaard, M. K. (2024). Characterizing students’ beliefs about mathematics as a discipline. LUMAT, 12(1), 48-63. https://doi.org/10.31129/LUMAT.12.1.2113

Nordentoft, H. M. & Jensen, T. W. (2024). Chatbots som tredje part i vejledningsrummet: et eksplorativt studie af vejledningsstuderendes viden og holdninger til samt brug af generativ kunstig intelligens . Abstract fra De videregående uddannelser i en brydningstid, Vejle, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/DA136AFF-D6E2-EE11-84CC-00155D0B0940.pdf

Petersen, K. E. (2024). Children and young peoples active participation in research – perspectives on participatory research with children and young people. Afhandling præsenteret på Participatory research with children and young people: Empowering Voices, Upholding Rights, Fostering Growth, Sverige.

Læssøe, J., Anderson, S. D., Sierra-Jimenez, M. J. & Elze, S. (2024). Children and youth participation and learning in science and local governance related to nature-based solutions: REGREEN Deliverable D5.7. https://doi.org/10.5281/zenodo.10722383

Holm, L. & Ahrenkiel, A. (2024). Children´s language play as collaborative improvisations - rethinking paths to literacy. Journal of Early Childhood Literacy, 24(2), 298-317. https://doi.org/10.1177/14687984211067131

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

Holflod, K., Nørgård, R. T. & Eriksson, E. (2024). Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens. I Proceedings of the 18th European Conference on Games Based Learning (1 udg., Bind 18, s. 395-402). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/ecgbl.18.1.2812

Højgaard, T. (2024). Competencies and fighting syllabusism. Educational Studies in Mathematics, 115(3), 459-479. https://doi.org/10.1007/s10649-023-10285-2

Reffhaug, M. & Lysgaard, J. A. (2024). Conceptualisations of ‘critical thinking’ in environmental and sustainability education. Environmental Education Research, 30(9), 1519-1534. https://doi.org/10.1080/13504622.2024.2363848

Simovska, V. & Primdahl, N. L. (2024). Conceptualisations of Wellbeing in Schools: Insights from a Literature Review. Abstract fra ECER 2024, Nicosia, Cypern.

Groth, C. & Schilhab, T. (2024). Conclusions. I Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (s. 181-191). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-25

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).

Nordentoft, H. M., Cort, P. S. & Larson, A. (2024). Cornered by Corona while writing a master’s thesis: Juggling multiple and opposing roles in a confined time and space. Qualitative Studies, 9(3), 96-121. https://doi.org/10.7146/qs.v9i3.149708

Holflod, K. & Nørgård, R. T. (2024). Crafting Culture: Aarhus’ EPIC-WE Game Jam Connects Youth and Culture. https://epic-we.eu/crafting-culture-aarhus-epic-we-game-jam-connects-youth-and-culture/

Eriksson, E., Holflod, K. & Nørgård, R. T. (2024). Creative Toying with Cultural Heritage in Game Jams. I ICGJ 2024 - Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events: Proceedings of the 8th International Conference on Game Jams, Hackathons and Game Creation Events (s. 9–16). Association for Computing Machinery. https://doi.org/10.1145/3697789.3697795

Dahl, K. K. B. (2024). Cross-professional inequality in the classroom - situated in Danish classrooms. 1-9. Abstract fra European Conference of Educational Research, ECER, Cypern.

Coninck-Smith, N. D. (2024). Da dansk design blev kolonialt: Jørgen Gammelgaard, FN og UNESCO, 1964-1974. Architectura, 46, 127-138.

Larsen, B. R. (2024). Da en statslig arbejdsplads flyttede fra København til Nakskov: Om skabelsen af mening og kollegaskab blandt nye og gamle medarbejdere i en ’udflyttet’ statsinstitution . Jordens Folk, 59(1), 13-27.

Larsen, S. N. (2024). Dagbog fra en opbrudstid. Information, Sektion 2 (Moderne Tider), 30-30.

Svinth, L. & Ringsmose, C. (2024). Daglige rutiner og børns deltagelse – den inspirerende praksis ifølge pædagogisk personale. Paideia: tidsskrift for professionel pædagogisk praksis, 28. https://tidsskrift.dk/Paideia/article/view/152162

Molbæk, M.-L., Gabrielsson, R. H., Neubert, K. & Fougt, S. (2024). Danish students’ interactions with PIRLS items. Nordic Journal of Literacy Research, 10(3), 150-167. https://doi.org/10.23865/njlr.v10.5289

Lund Pedersen, C. & Wieser, C. (2024). Danish Veteran Challenges and Support Structures: An Overview to Enable Transnational Analysis. Journal of Veterans Studies, 10(2), 15-32. https://doi.org/10.21061/jvs.v10i2.466

Wiberg, M. (2024). Dannelse gennem refleksion og selvvirksomhed. I O. Løw & E. Jensen (red.), Om dannelse: I skole og læreruddannelse (s. 65-80). Akademisk Forlag.

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

Gjørding, M. R., Hansen, N., Schultz, V. & Jefferson, A. (2024, feb. 21). Dansk leje af fængsel i Kosovo cementerer en diskriminerende straffepraksis. Eftertrykket.dk. https://www.eftertrykket.dk/2024/02/21/dansk-leje-af-faengsel-i-kosovo-cementerer-en-diskriminerende-straffepraksis/

Holm, C. (2024). Debat: Skolen har ikke brug for et nutidigt børnesyn, men for et elevsyn. Skolemonitor. https://skolemonitor.dk/debat/art10217706/Skolen-har-ikke-brug-for-et-nutidigt-b%C3%B8rnesyn-men-for-et-elevsyn

Bøttcher, L. & Dammeyer, J. (2024). De grundlæggende principper for pædagogisk psykologisk testning og udredning. I L. Bøttcher & J. Dammeyer (red.), Test og udredning i pædagogisk psykologisk praksis (s. 17-31). Samfundslitteratur.

Larsen, S. N. (2024). "De har en drøm ...". Politica - Tidsskrift for politisk videnskab, 56(2), 177-186. https://doi.org/10.7146/politica.v56i2.147333

Hammershøj, L. G. & Henriksen, M. (2024). Den gode pædagog: om pædagogens professionsdannelse. Samfundslitteratur.

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/

Larsen, S. N. (2024, jan. 31). Den omvendte verden: Tekst om Folkeskolereformen 2014 og skolens egenart skrevet på opfordring af Aarhus Teater til instruktør Christian Lollikes forestilling "Skolekomedien". Indgår i programmet til stykket, s.12-14.

Bøttcher, L. & Dammeyer, J. H. (2024). Den pædagogisk psykologiske udredning: tilrettelæggelse og gennemførelse. I L. Bøttcher & J. Dammeyer (red.), Pædagogisk psykologisk testning og udredning (s. 33-52). Samfundslitteratur.

Lieberoth, A. (2024). Den store skole-skærmkamp. Laesepaedagogen, 72(6), 23-27.

Dalsgaard, C., Thestrup, K. & Boie, M. A. K. (2024). Design af online læringsaktiviteter: En guide til nye muligheder med digitale teknologier i uddannelse. Fællestrykkeriet, University of Aarhus.

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

Heger, S. (2024). "Det bedste er at skrive sammen med andre”: Børns skriveoplevelser i forfatterskoler i fritiden – og hvorfor skolen bør interessere sig for dem. Afhandling præsenteret på Skriv! Les! 2024 , Stavanger, Norge.

Heger, S. (2024). ”Det bedste er at skrive sammen med andre”. Fællesskab og skrivelyst i forfatterskoler for børn. Acta Didactica Norden, 18(3), Artikel 2. https://doi.org/10.5617/adno.10907

Kousholt, D. (2024). Det nationale center for PPR-forskning retter fokus på samarbejde om udvikling af pædagogisk praksis i dagtilbud og skole. Audiologopædisk Tidsskrift, 2024(12). https://alf.dk/audiologopaedisk-tidsskrift/det-nationalt-center-for-ppr-forskning-retter-fokus-paa-samarbejde-om-udvikling-af-paedagogisk-praksis-i-dagtilbud-og-skole/

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Revideret 08.12.2022

Knud Holt Nielsen