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Adriansen, H. K. & Krohn, S. (2011). Brug af mindfulness til facilitering. Psyke og Logos, 32(1), 66-84.

Bundsgaard, J. (2011). Brug it til kommunikation - ikke krydsord. P.S. Praktisk sprog, 24(5), 4-6. http://www.pspraktisksprog.dk/

Søndergaard, D. M. (2011). Bullying as an effect of intra-active material-discursive forces, anxiety of social exclusion and strategies of soothing by contempt production. Afhandling præsenteret på Seventh International Congress of Qualitative Inquiry , Urbana-Champaign, Illinois, USA.

Juul, I. & Jørgensen, C. H. (2011). Challenges for the Dual system and the occupational self-governance in Denmark. Journal of Vocational Education and Training, 63(3), 289-303.

Clemensen, N. (2011). Children in ambiguous realms: Language, socialisation and schooling among children in a rural Zambian community. Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Kragh-Müller, G. & Isbell, R. (2011). Children's perspectives on their everyday lives in child care in two cultures: Denmark and the United States. Early Childhood Education Journal, 2011(39), 17-27.

Kemp, P. (2011). Citizen of the world: the cosmopolitan ideal for the twenty-first century. Humanity Books.

Anderson, S. (2011). Civil sociality and childhood education. I B. A. U. Levinson & M. Pollock (red.), Blackwell companions to antropology: A companion to the anthropology of education (s. 316-332). Wiley-Blackwell.

Hanghøj, T. (2011). Clashing and emerging genres: the interplay of knowledge forms in educational gaming. Designs for Learning, 4(1), 22. http://www.designsforlearning.nu/11/no1/DFL_01_11_hanghoj.pdf

Kristensen, J. E. (2011). Classical and new ideas of a university: in the light of recent university reforms and performance management. I J. E. Kristensen, H. Nørreklit & M. Raffnsøe-Møller (red.), University performance management: the silent revolution at Danish universities (1. udg., s. 19-47). Djøf Forlag.

Bøttcher, L. (2011). Cognitive impairments and cultural-historical practices for learning: children with cerebral palsy in school. I M. Hedegaard & H. Daniels (red.), Vygotsky and special needs education: rethinking support for children and schools (s. 11-29). Bloomsbury Academic.

Christensen, S. (2011). Cohesive Power and Competitive Power. Neo-Nationalism and Neo-Liberalism in Danish Globalization Strategies. I Mobilitäten: Europa in Bewegung als Herausforderung (s. 261-267). Waxmann Verlag.

Kohler, U., Karlson, K. B. & Holm, A. (2011). Comparing coefficients of nested nonlinear probability models. Stata Journal, 11(3), 420-438.

Gniadecki, R., Kragballe, K., Dam, T. N. & Skov, L. (2011). Comparison of drug survival rates for adalimumab, etanercept and infliximab in patients with psoriasis vulgaris. British Journal of Dermatology. https://doi.org/10.1111/j.1365-2133.2011.10213.x

Niss, M. & Højgaard, T. (red.) (2011). Competencies and mathematical learning: ideas and inspiration for the development of mathematics teaching and learning in Denmark. IMFUFA, Roskilde university. Tekster fra IMFUFA Nr. 485 http://nyfaglighed.emu.dk/kom/

Misfeldt, M. (2011). Computers as medium for mathematical writing. Semiotica, 186(1-4), 239-258. http://www.reference-global.com/toc/semi/2011/186

Wright, S. & Shore, C. (2011). Conceptualising policy: technologies of governance and the politics of visibility. I S. Wright, D. Peró & C. Short (red.), Policy worlds: anthropology and the anatomy of contemporary power (s. 1-26). Berghahn Books.

Medel-Anonuevo, C., Torres, C. A. & Desjardins, R. (red.) (2011). CONFINTEA VI follow-up: the challenges of moving from rhetoric to action. Springer Publishing Company. Internation review of education Bind 57 Nr. 1-2 https://doi.org/10.1007/s11159-011-9211-2

Viala, E. S. (2011). Contemporary family life: a joint venture with contradictions. Nordic Psychology, 63(2), 68-87.

Keiding, T. B. (2011). Content: an imperceptible category in higher education didactics. Abstract fra ecer, Berlin, Tyskland.

Kragelund, L. (2011). Counselling on a practice-based education used as competence development among mentors. Cursiv, (6), 41-64.

Jensen, B. (2011). Country experience - Denmark: enrichment of preschools: a Danish intervention program (VIDA) to promote children's wellbeing through special education and training of preschool teachers. http://www.dpu.dk/vida

Petersen, K. B. (2011). Cultural awareness or a national monocultural discourse? struggles and influences in DSOL curriculum. JISTE, 15(1), 20-26. http://isfte.org/jiste.aspx?p=8

Hasse, C. & Trentemøller, S. (2011). Cultural work place patterns in Academia. Science Studies, 24(1), 6-23. http://www.sciencestudies.fi/system/files/v24n1Hasse.pdf

Huggler, J. (2011). Culture and paradox in Kant's philosophy of education. I K. Roth & C. W. Surprenant (red.), Kant and Education: Interpretations and Commentary (1 udg., s. 94-106). Routledge/Taylor and Francis Group.

Coninck-Smith, N. D. (2011). Damernes Roklub 1901-1926. I 2900 Hellerup: set i bakspejlet (s. 22-41). Strandbergs forlag.

Ejersbo, L. R. & Misfeldt, M. (2011). Danish number names and number concepts. Afhandling præsenteret på cerme 7 the european conference on mathematics education, Rzeszów, Polen. http://www.cerme7.univ.rzeszow.pl/WG/2/CERME7_WG2_Ejersbo_Misfeldt.pdf

Jensen, N. R. (2011). Danish social pedagogy as a model for Europe? I N. R. Jensen & J. Kornbeck (red.), Social pedagogy for the entire lifespan (Bind XV, s. 66-87). Europäischer Hochschulverlag.

Moos, L. & Kofod, K. K. (2011). Danish successful school leadership: revisited. I L. Moos, O. Johansson & C. Day (red.), How School Principals Sustain Success over Time (s. 39-54). Springer Science+Business Media.

Moos, L. & Kofod, K. (2011). Danish Successful School Leadership - Revisited. I L. Moos, O. Johansson & C. Day (red.), How School Principals Sustain Success over Time: International Perspectives (s. 39-54). Springer.

Dorf, H. (2011). Danish teacher education, its challenges and conflicts in a Nordic and European context. I P. Anastasiades et al. (red.), Teacher Education in Modern Era: Current Trends and Issues (s. 134-150). Ministry of Education, Liefelong Learning and Religious Affairs, Paedagogical Institute.

Holm, C. (2011). Danmark har ikke brug for, at intellektuelle klapper i: Aldrig har vi haft så få intellektuelle, som efter forskere begyndte at opføre sig som eksperter. Men har vi brug for intellektuelle til at give os klare og kontante udmeldinger, når nu politikerne ikke gør det mere. . Politiken, 15.

Schnack, K. (2011). Dannelsesbegrebet i skolen. I H. J. Kristensen & P. F. Laursen (red.), Gyldendals pædagogikhåndbog (s. 28-43). Gyldendal.

Appel, C. (2011). Danske skolebøger fra 1500-, 1600- og 1700-tallet: problemer og perspektiver fra krydsfeltet mellem bog- og skolehistorisk forskning. Lychnos, 2010, 111-136.

Knoop, H. H. (2011). Dansk forord. I At lykkes: en perspektivrig positiv psykologi om lykke og trivsel (s. 9-12). Mindspace.

Broström, S. (2011). Dansk forord. I S. Soneff Ellegaard (red.), Lærerig leg: børns læring gennem samspil (Bind 1, s. 7-12). Dafolo.

Rømer, T. A. (2011). Dansk pædagogik i fald og bund. I Uren pædagogik (s. 130-159). Klim.

Andersen, F. Ø. (2011). Dansk specialpædagogik i et komparativt perspektiv. I J. Christiansen, B. D. Mårtensson & P. Torben (red.), Specialpædagogik : en grundbog (1. udg., s. 94-112). Hans Reitzels Forlag. http://www.lærerassistent.dk

Holm, A. & Jæger, M. M. (2011). Dealing with selection bias in educational transition models: the bivariate probit model. Research in Social Stratification and Mobility, 29(3), 311-322.

Duus Henriksen, T. (2011). Deconstructing learning games as fun, educative and realistic. I Y. Cai (red.), Interactive and digital media for education in virtual learning environments (s. 35-50). Nova Science Publishers.

Thykjær, S., Ugilt, R., Bjerre, H. J., Porsgaard, K. & Hansen, B. B. (2011). De grå mænd. Information, 30.

Læssøe, J. (2011). Deltagelse og miljøpædagogik. I K. K. B. Dahl, J. Læssøe & V. Simovska (red.), Essays om dannelse, didaktik og handlekompetence: inspireret af Karsten Schnack (s. 59-72). Forskningsprogram for Miljø- og Sundhedspædagogik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Fink-Jensen, K. W. (2011). Deltagerobservation i et nærhedsetisk perspektiv. I M. Lindgren, A. Frisk, I. Henningsson & J. Öberg (red.), Musik och Kunskapsbildning en festskrift till Bengt Olsson: En festskrift till Bengt Olsson (s. 63 - 73). Göteborgs Universitet. Konstnärliga fakultetskansliet..

Ylinaki, R. M., Gurr, D., Moos, L., Kofod, K. & Drysdale, L. (2011). Democratic instructional leadership in Australia, Denmark, and the United States. I US and Cross-National policies, practices, and preparation (s. 51-74). Springer Science+Business Media.

Haas, C. (2011). Demokratikanonen som kulturarv og erindringspolitik. I C. Haas, A. Holmen, C. Horst & B. Kristjánsdóttir (red.), Ret til dansk: uddannelse, sprog og kulturarv (1. udg., s. 221-299). Aarhus Universitetsforlag.

Hansbøl, G. (2011, jun. 14). Demokrati og aktivt medborgerskab på sprogskoler: didaktiske overvejelser og forslag til undervisningsforløb. http://www.nyidanmark.dk/demokratikursus.

Madsen, K. D., Rørbech, H., Meyer, B. T. & Haas, C. (2011). Demokratisk dannelse til aktivt interkulturelt medborgerskab. Sprogforum, 16 (2010)(49-50), 104-112.

Haas, C. (2011). Demokrati som kulturarv og erindringsfællesskab. I C. Haas, A. Holmen, C. Horst & B. Kristjansdottir (red.), Ret til dansk: Uddannelse, sprog og kulturarv (s. 221-299). Aarhus Universitetsforlag.

Juul, I. (2011, dec. 12). Den erhvervspædagogiske læreruddannelse. http://www.leksikon.org/art.php?n=5211

Andersen, F. Ø. (2011). Den finske folkeskole er med PISA 2009 fortsat blandt verdens bedste: hvad er det, der virker? Politik, 14(2), 19-28. http://www.lærerassistent.dk

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