Oversigt over alle publikationer fra DPU

Søg i forskningsdatabasen PURE

Plauborg, H. (2022). Teachers who stay in the profession. Afhandling præsenteret på European Educational Research Association - ECER 2022, Yerevan, Armenien.

Hansen, A.-M. S., Nilsson, E. M., Eriksson, E., Yoo, D. & Nørgård, R. T. (2022). Teaching for more-than-human perspectives in technology design – towards a pedagogical framework. Afhandling præsenteret på Cumulus, Detroit, Michigan, USA.

Wistoft, K., Qvortrup, L. & Christensen, J. H. (2022). Teaching Taste for Sustainable Development in Home Economics Education. Abstract fra IFHE XXIV WORLD CONGRESS, Georgia, USA.

Ratner, H. F. & Plotnikof, M. (2022). Technology and dis/organization: Digital data infrastructures as partial connections. Organization Studies, 43(7), 1049-1067. https://doi.org/10.1177/01708406211053200

Balling, G., Schilhab, T. & Esbensen, G. L. (2022). Technology, participation and bodily interactions in nature: The potential of mobile technology in situated learning. Conjunctions : transdisciplinary journal of cultural participation, 9(2), 1-14. https://doi.org/10.2478/tjcp-2022-0010

Rosendal Bang, L. (2022). Tekstæstetisk læsning: Det didaktiske potentiale i samtaler med elever om litterære teksters kunstneriske udtryk. Klods-Hans, 2022(2), 7-9.

Primdahl, N. L. (2022). Temporal Norms and the Question of Suspension: Rethinking the Educational Teleology of School-based Mindfulness. [Ph.d.-afhandling, Aarhus Universitet]. Århus Universitet.

Primdahl, N. L. (2022). Temporal Norms in Education and the Question of Suspension. Abstract fra International Conference on Mindfulness Asia-Pacific, Melbourne, Melbourne, Australien.

Wiberg, M. (2022). Teoretisk pædagogik: et laboratorium for forventninger og håb. Hans Reitzels Forlag.

Kousholt, K. & Stanek, A. (2022). Testing children from the Ghetto. Abstract fra Nordic-Baltic ISCAR 2022.

Hillesund, T., Schilhab, T. & Mangen, A. (2022). Text Materialities, Affordances, and the Embodied Turn in the Study of Reading. Reading Research Quarterly, 13, Artikel 827058. https://doi.org/10.3389/fpsyg.2022.827058

Nørgaard, C. (2022). The affective overflow of putting data to work: A study of school leaders and their affective appropriation of data instructed to promote quality in education. [Ph.d.-afhandling, Aarhus Universitet]. Århus Universitet.

Bruun, M. H. & Wahlberg, A. (2022). The Anthropology of Technology: The Formation of a Field. I The Palgrave Handbook of the Anthropology of Technology (s. 1-33). Palgrave Macmillan. https://doi.org/10.1007/978-981-16-7084-8_1

Skovlund, H., Mørck, L. L. & Celosse Andersen, M. (2022). The Art of Not Being Neutral in (some fields) of Qualitative Research. 1-15. Afhandling præsenteret på ISTP Conference 2022, Sacramento, California, USA.

Skrubbeltrang, L. S., Stilling Olesen, J. & Nielsen, J. C. (2022). The Coach as Gatekeeper, distributor of Resources and Partner for Sports Talents. Sports Coaching Review, 11(2), 233-251. https://doi.org/10.1080/21640629.2021.1978730

Wieser, C. (2022). The Development of Pedagogical Competence in Tacit Knowing: Towards a Polanyian Framework for the Empirical Analysis of Competence Development. Tradition and Discovery, 48(2), 22-35. https://doi.org/10.5840/traddisc202248210

Anderson, S. D. (2022). The Educated Person. I Einführung in die Bildungsanthropologie: Ein Lehrbuch (s. 299-303). new academic press.

Christensen, J. H., Stovgaard, M. & Wistoft, K. (2022). The effectiveness of taste as a catalyst for learning in primary school. International Journal on New Trends in Education and Their Implications, 13(1), 154-167. http://www.ijonte.org/FileUpload/ks63207/File/the_effectiveness_of_taste_as_a_catalyst_for_learning_in_primary_school.pdf

Jensen, S. S. & Reimer, D. (2022). The Effect of Classroom Disciplinary Climate on Academic Achievement and Its Varying Effect across Socioeconomic Status. SocArXiv. https://doi.org/10.31235/osf.io/rngj9

Jensen, S. S., Kühhirt, M. & Weiss, F. (2022). The effect of parental job-loss and unemployment on primary school children’s wellbeing in Denmark. Abstract fra Spring Meeting of the ISA RC28 2022 "Social Stratification and Social Policy for a Post-Covid19 World", London, Storbritannien.

Bektaş, F., Kılınç, A. Ç. & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602-624. https://doi.org/10.1080/03055698.2020.1793301

Ratner, H. F. & Schrøder, I. (2022). The emerging ethical plateau of predictive algorithms in the public administration of Danish child protective services. 1-25. Afhandling præsenteret på Democracy & Digital Citizenship Conference Series, Roskilde, Danmark.

Nickelsen, N. C. M. & Simonsen Abildgaard, J. (2022). The entwinement of policy, design and care scripts: providing alternative choice-dependency situations with care robots. Sociology of Health and Illness, 44(2), 451-468. https://doi.org/10.1111/1467-9566.13434

Nielsen, G. B. (2022). The ethics of radical student activism: Social justice, democracy and engagement across difference. I A. Sevelsted & J. Toubøl (red.), The Power of Morality in Movements: Civic Engagement in Climate Justice, Human Rights, and Democracy (s. 193–210). Springer. https://doi.org/10.1007/978-3-030-98798-5_9

Thestrup, K. (2022). The Experimenting Community and Trans-Glocal Play Culture: Det eksperimenterende fællesskab og trans-glokal legekultur. Media Education Research Journal, 11(1), 1-16. Artikel 6. https://doi.org/10.5281/zenodo.6773054

Elkjaer, B. (2022). The Future is in the Present. Learning and Organizing in the Field of Organizational Learning. I M. Malloch, L. Cairns, K. Evans & B. N. O'Connor (red.), The Sage Handbook of Learning and Work (s. 208-222). SAGE Publications. https://doi.org/10.4135/9781529757217.n14

Wagner, J., Broström, S. & Pramling Samuelsson, I. (2022). The good childhood in the Nordic countries: Insider nd outsider perspectives. I S. Garvis & A. Hellman (red.), Local Childhoods in Global Times (s. 76-85). Intellect.

Thomsen, M., Jankvist, U. T. & Clark, K. (2022). The interplay between history of mathematics and digital technologies: a review. ZDM, 54(7), 1631-1642. https://doi.org/10.1007/s11858-022-01368-0

Jensen, N. R. (2022). The Making of Place and People in the Danish Metropolis: A Sociohistory of Copenhagen North West. Uddannelseshistorie: årbog fra Selskabet for dansk Skolehistorie, 56, 274-277.

Jensen, N. R. (2022). The Milltown Boys at Sixty: The Origins and Destinations of Young Men from a Poor Neighbourhood: by Howard Williamson. London and New York, Routledge, 2021, 210 pp., incl. index. ISBN 978-0-367-72514-3 (hbk), 978-0-367-72522-8 (pbk), 978-1-003-15510-2(ebk). European Journal of Social Work, 25(3), 559-560. https://doi.org/10.1080/13691457.2022.2035898

Schultz, C. (2022). The necessity of a theoretical frame of reference for youth pedagogical professionalism. Abstract fra NERA Conference, Reykjavik, Island.

Plotnikof, M. & Høg Utoft, E. (2022). The “new normal” of academia in pandemic times: Resisting toxicity through care. Gender, Work and Organization, 29(4), 1259-1271. https://doi.org/10.1111/gwao.12778

Bruun, M. H., Wahlberg, A., Douglas-Jones, R., Hasse, C., Høyer, K. L., Kristensen, D. B. & Winthereik, B. R. (red.) (2022). The Palgrave Handbook of the Anthropology of Technology. Palgrave Macmillan.

Ademi, E., Hauch, M. & Hansen, C. S. (2022). The Point of View of Stigmatised Young Girls: Managing Class, “Race” and Place in Polarising Copenhagen. Social Work and Society, 20(2). https://ejournals.bib.uni-wuppertal.de/index.php/sws/article/view/802/1382

Ulrik Andreasen, L. (2022). The Possibilities of Leaky Bodies: A feminist materialist ethnography of menstruating youth. [Ph.d.-afhandling, Aarhus Universitet]. Århus Universitet.

Gerster Johansen, S. & Jankvist, U. T. (2022). The potential role of digital tools in students’ development of Bildung: An illustrative case of statistical distributions. I H.-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medová, M. Tabach & M. Turgut (red.), MEDA3 Mathematics Education in Digital Age 3. Proceedings of the 13th ERME Topic Conference (ETC13) (s. 188-195). European Society for Research in Mathematics Education.

Wahlgren, B. & Puge, K. (2022). The process of implementing an internal formative evaluation. Cepra-Striben, (31), 52-61. https://journals.ucn.dk/index.php/cepra/article/view/507/426

Van Poeck, K., Læssøe, J. & Deleye, M. (2022). The relation between education and the pursuit of societal transformation. I Challenges for environmental and sustainability education research in times of climate crisis (s. 62-66). Ghent University. file:///C:/Users/mbbr/Downloads/Online_Book_invitational_seminar%20(4).pdf

Hald, C. L., Weiss, F. & Jensen, S. S. (2022). The Role of Ethnic Minority Status and Social Origins in the Assessment of Students by Teachers. Afhandling præsenteret på European Conference on Educational Research, Yerevan, Armenien.

Prilop, C. N., Anders, D., Weber, K. E. & Kleinknecht, M. (2022). The role of peer feedback mode for pre-service teachers’ feedback perception and quality. Abstract fra EARLI SIG 1 und SIG 4 conference, Cadiz, Spanien.

Aarkrog, V. (2022). The Significance of Learning Environment and Decision-Making for Enrolment in and Completion of VET: A Danish Case. I The Standing of Vocational Education and the Occupations It Serves: Current Concerns and Strategies For Enhancing That Standing (s. 265-285). Springer. https://doi.org/10.1007/978-3-030-96237-1_13

Billett, S., Stalder, B., Aarkrog, V., Choy, S., Hodge, S. & Le, A. (red.) (2022). The Standing of Vocational Education and the Occupations It Serves: Current Concerns and Strategies For Enhancing That Standing. Springer. Professional and Practice-based Learning Bind 32

Khawaja, I. (2022). "The Surprise Element": Narratives from high achieving racialized female researchers. Afhandling præsenteret på Dansk kønsforsknings indre og ydre rammer, København, Danmark.

Pedersen, M. K. (2022). The use of digital technologies for mathematical thinking competency. I U. T. Jankvist, E. Raimundo, A. Clark-Wilson, H.-G. Weigand & M. Thomsen (red.), Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT 15): Making and Strengthening "Connections and Connectivity" for Teaching Mathematics with Technology (s. 171-178). Aarhus University. https://doi.org/10.7146/aul.452

Nørgård, R. T., Eriksson, E., Nilsson, E. M. & Yoo, D. (2022). The VASE Pedagogical Framework: Teaching for Values in Design in Higher Education. I R. Rocco, A. Thomas & M. Novas-Ferradás (red.), Teaching Design For Values: Concepts, Tools & Practices (s. 194-217). TU Delft Open. https://doi.org/10.34641/mg.54

Gilliam, L. (2022). "This society has taken me": Intensive parenting and fragile belonging among second-generation minority Danish parents. Genealogy, 6(3), Artikel 63. https://doi.org/10.3390/genealogy6030063

Hansen, N. F. (2022). Thomas Ziehe. I M. Borregaard Hansen , M. Jørgensen , L. Madsen & D. Tofteng (red.), Fritidspædagogiske tænkere (s. 165-180). Akademisk Forlag.

Jahnke, H.-N., Jankvist, U. T. & Kjeldsen, T. H. (2022). Three past mathematicians’ views on history in mathematics teaching and learning: Poincaré, Klein, and Freudenthal. ZDM, 54(7), 1421-1433. https://doi.org/10.1007/s11858-022-01376-0

Kaas, T. (2022). Tidlig algebra i grundskolens matematikundervisning. [Ph.d.-afhandling, Aarhus Universitet]. Århus Universitet.

Petersen, K. E. (2022). Tidlige forebyggende indsatser, opsporing og underretning i dagtilbud: rettet mod børn i risiko for mistrivsel. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 20 https://dpu.au.dk/fileadmin/edu/Paedagogisk_Indblik/Tidlige_forebyggende_indsatser_dagtilbud/20_Tidlige-forebyggende-indsatser-opsporing-og-underretning-i-dagtilbud_-_17-11-2022.pdf

Viser resultater 2201 til 2250 ud af 17841

Forrige

Næste

Revideret 08.12.2022

Knud Holt Nielsen