Oversigt over alle publikationer fra DPU

Søg i forskningsdatabasen PURE

Holm, C. (2016, maj). Vi skal genopfinde arbejdsdelingen mellem forskning og politik. http://edu.au.dk/aktuelt/nyhed/artikel/vi-skal-genopfinde-arbejdsdelingen-mellem-forskning-og-politik/

Hansen, B. B., Thykjær, S., Jøker Bjerre, H., Ugilt, R. & Porsgaard, K. (2016). Visse ytringer. Dagbladet Information.

Rasmussen, L. R., Grosvenor, I., Dussel, I., Kestere, I., Priem, K. & Van Gorp, A. (2016). "We seek revelation with our eyes": engaging with school cultures through montage. Encounters in Theory and History of Education, 17, 2-26. https://dx.doi.org/10.15572/ENCO2016.01

Ejersbo, L. R. & Leron, U. (2016). What is the opposite of cat? a gentle introduction to group theory. International Journal of Mathematical Education in Science and Technology, 47(1), 120-132. https://doi.org/10.1080/0020739X.2015.1049229

Ehlers, S. (2016). What kind of professionalism is relevant for adult educators of today. I S. Y. Shah & K. C. Choudhary (red.), International dimensions of adult and lifelong learning: James A. Draper & Roby Kidd memorial lectures (s. 32-39). International Institute of Adult and Lifelong Education.

Leer, J. (2016). What’s Cooking, Man? masculinity in European cooking shows after The Naked Chef. Feminist Review, 114(1), 72-90. https://doi.org/10.1057/s41305-016-0012-0

Jøker Bjerre, H., Hansen, B. B., Ugilt, R., Porsgaard, K. & Thykjær, S. (2016). Woohoo. Dagbladet Information.

Moutsios, S. (2016). Συγκριτική Παιδαγωγική: πολιτισμικές ρίζες και συγκρότηση ως πεδίο μελέτης. I K. Fasoulis, G. Rousakis, A. Samara, E. Firippis & G. Pasias (red.), Ανιχνεύοντας το Εκπαιδευτικό Τοπίο (s. 623-639). Papazisi.

Ugilt, R. (2016). Безмерность Гегеля. Stasis, 4(2), 210-231. http://stasisjournal.net/images/stasis_2016_2/stasis_2_2016_site.pdf

Darsø, L. & Justesen, S. (red.) (2015). 16 tales of innovation: methods, reflections and practice. (2. udg.) SPITZEN Publish.

Plant, P. (2015). 40+ års vägledning. Vägledaren, 2015(2), 32-33.

Fristrup, T., Tulinius, C. & Hølge-Hazelton, B. (2015). Academic strangeness as uncomfortable reflexivity and academic reflexivity as uncomfortable strangeness in higher education. I S. Nagbøl (red.), The stranger: on the understanding of, and socialising with, the stranger in a globalised and constantly changing world (s. 117-140). Danish School of Education, Aarhus University. http://edu.au.dk/fileadmin/edu/Cursiv/CURSIV_16_www.pdf

Boden, R., Greenwood, D., Hall, B., Levin, M., Marshall, J. & Wright, S. (2015). Action research in universities and higher education worldwide. I H. Bradbury (red.), The Sage handbook of action research (3. udg., s. 281-290). SAGE Publications.

Bruun, J. (2015). Active and passive students. I J. Bruun & J. Lieberkind (red.), Challenges of Citizenship Education: a Danish Case Study (1 udg., s. 73-91). U Press.

Hasse, C., Geeland, D. & Prain, V. (2015). A dialogue regarding ‘‘The material co-construction of hard science fiction and physics’’. Cultural Studies of Science Education , 10(2), 941–949. https://doi.org/10.1007/s11422-015-9717-1

Myong, L. (2015, jan. 26). Adoptionskritik og smertens politik. http://modkraft.dk/artikel/adoptionskritik-og-smertens-politik

Milana, M. & McBain, L. (2015). Adult and continuing education policy in the USA. I M. Milana & T. Nesbit (red.), Global perpectives on adult education and learning policy (1. udg., s. 44-59). Palgrave Macmillan.

Huggler, J. (red.) (2015). Æstetik og sprog: Studier i Pædagogisk Filosofi. Årg. 3. Nr. 2 (2014). Studier i Pædagogisk Filosofi, 3(2). http://ojs.statsbiblioteket.dk/index.php/spf/issue/view/2764

Nielsen, J., Hedegaard-Sørensen, L., Forsberg, H. & Langager, S. (2015). Afdækning af viden og forskning om særlige undervisningsmæssige behov: internationalt review. Undervisningsministeriet. http://www.emu.dk/sites/default/files/140508%20Saerlige%20undervisningsmaessige%20behov.pdf

Krause-Jensen, J. & Moeran, B. (2015). A few words from U No Hoo ... Editorial. Journal of Business Anthropology, 4(2), 174-177.

Jankvist, U. T. & Niss, M. (2015). A framework for designing a research-based “maths counsellor” teacher programme. Educational Studies in Mathematics, 90(3), 259-284.

Jakobsen, I. H. (2015). Aktionsforskningsmetodens styrker og udfordringer: erfaringer fra et sygeplejefagligt forskningsprojekt. Nordisk Sygeplejeforskning, 5(2), 106-120. https://www.idunn.no/file/pdf/66783844/aktionsforskningsmetodens_styrker_og_udfordringer_-_erfarin.pdf

Berthelsen, U. D., Hougaard, T. T., Borchmann, S. & Levisen, C. (red.) (2015). Aktivitetsbestemt Sprogbrug. Statsbiblioteket.dk. Skandinaviske Sprogstudier/Scandinavian Studies in Language Bind 6 Nr. 4 http://ojs.statsbiblioteket.dk/index.php/sss/issue/view/3350

Lysgaard, J. G., Neilson, A., Spannring, R., Kronlid, D., Sund, P. & Sund, L. (2015). "All Our Relations": Respecting People and Scholarship. Afhandling præsenteret på ‘European Conference on Educational Research, Budapest, Ungarn.

Liisberg, S. (2015). Alment boligbyggeri i Aarhus Kommune 2004-2014. Center for Byudvikling og Mobilitet, Aarhus Kommune.

Søndergaard, D. M. (2015). Among ironic avatars and robots in love: gender formations moving across humans and their technological imitations. Afhandling præsenteret på The Work of Gender in the Lives of Children and Young People, Tromsø, Norge.

Melo, S., Tota, P. M., Cort, P., Larson, A. & Holford, J. (2015, jan. 30). Analysing lifelong learning policy interactions in 6 European public policy trails (Part II). LLLight'in'Europe. http://www.lllightineurope.com/work-packages/wp-5-country-lll/

Jankvist, U. T., Mosvold, R., Fauskanger, J. & Jakobsen, A. (2015). Analysing the use of history of mathematics through MKT. International Journal of Mathematical Education in Science and Technology, 46(4), 495-507. https://doi.org/10.1080/0020739X.2014.990528

Hasse, C. (2015). An anthropology of learning: on nested frictions and cultural engagements in organisations. Springer. https://doi.org/10.1007/978-94-017-9606-4

Hasse, C. (2015). An Anthropology of Learning in Epistemic Cultures. I I. Langemeyer, M. Fischer & M. Pfadenhauer (red.), Epistemic and Learning Cultures: Wohin sich Universitäten entwickeln (s. 34-45). Juventa Verlag.

Schilhab, T. (2015, nov. 11). An Apple a day: om multitasking og læring. https://www.folkeskolen.dk/574568/an-apple-a-day--om-multitasking-og-laering

Bjerre, J. (2015). A new foundation for the social sciences? Searle’s misreading of Durkheim. Philosophy of the Social Sciences, 45(1), 53-82. https://doi.org/10.1177/0048393114525860

Dræby, A. (2015). Angst - når hverdagslivet bliver hjemløst. I I. G. Bo & M. H. Jacobsen (red.), Hverdagslivets følelser: tilstande, relationer, kulturer (s. 115-146). Hans Reitzels Forlag.

Moos, L. (2015). Anmeldelse af: Justine Grønbæk Pors: Støjende styring. Frederiksberg: Nyt fra Samfundsvidenskaberne, 2014. Unge Pædagoger, 76(1), 83-85.

Maslo, E. & Lunardon, K. (red.) (2015). Annotated bibliography: Working places as learning spaces: contextualising lifelong learning in Asia and Europe. ASEM. http://asemlllhub.org/fileadmin/www.asem.au.dk/publications/RN2_Annotated_Bibliography_first_edition_08-10-2015.pdf

Liisberg, S., Pedersen, E. O. & Dalsgård, A. L. (red.) (2015). Anthropology & Philosophy: Dialogues on Trust and Hope. Berghahn Books. Anthropology & ... Bind 4 http://www.berghahnbooks.com/title.php?rowtag=LiisbergAnthropology

Wright, S. (2015). Anthropology and the “imaginators” of future European universities. Focaal: Journal of Global and Historical Anthropology, (71), 6-17. https://doi.org/10.3167/fcl.2015.710102

Moos, L. (2015). Anvisninger på målstyring af folkeskolen - en teknologibog: Anmeldelse af: Rasmussen, J. Holm, C. & Rasch-Christensen, A.: (2015): Folkeskolen efter reformen. København, Hans Reitzel. Unge Pædagoger, 76(3), 64-66.

Moos, L., Wubbels, T., Holm, P. & Zgaga, P. (2015). A panel discussion: the European Educational Research Association's role in Europe: now and in the near future. European Educational Research Journal, 14(1), 35-43. https://doi.org/10.1177/1474904114565159

Mohr, S. (2015). Apolitisk feminisme er ligegyldig. Dagbladet Information, 12-13. http://www.information.dk/539155

Kousholt, K. & Fisker, T. B. (2015). Approaches to reduce bullying in schools: a critical analysis from the viewpoint of first- and second-order perspectives on bullying. Children & Society, 29(6), 593-603. https://doi.org/10.1111/chso.12094

Primdahl, N. L. (2015). Artefakt, modernitet - social acceleration. Semikolon (Aarhus C), 15(28), 38-46. http://www.semikolon.au.dk/pdf/semikolon28.pdf

Aarkrog, V. & Wahlgren, B. (2015). Assessment of prior learning in adult vocational education and training. International Journal for Research in Vocational Education and Training, 2(1), 39-57. https://doi.org/10.13152/IJRVET.2.1.3

Dyssegaard, C. B., de Hemmer Egeberg, J., Sommersel, H. B., Steenberg, K. T. & Vestergaard, S. (2015). A systematic review of the impact of multiple language training, prior language experience and acquisition order of students' language proficiency in primary and secondary school. (1 udg.) Dansk Clearinghouse for Uddannelsesforskning, Institut for Uddannelse og Pædagogik, Aarhus Universitet. Research Series Nr. 28 http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Impact_of_multiple_language_teaching_-_clearinghouse_2015_-_Final.pdf

Nielsen, J. C., Stilling Olesen, J. & Skrubbeltrang, L. S. (2015). At blive optaget som idrætselev: udvælgelse og korrektion. I Idrætstalenter i den danske folkeskole: forpligtiget på udvikling (s. 17-34). Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet. http://pure.au.dk/portal/files/85958138/Idr_tstalenter_i_den_danske_folkeskole_forpligtiget_p_udvikling_JCN_JEO_og_LSS_2015.pdf