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Winther-Lindqvist, D. A. (2013). Playing with social identities: play in the everyday life of a peer group in day care. I Children's play and development: cultural-historical perspectives (s. 29-55). Springer Publishing Company.

Karoff, H. S. (2013). Play practices and play moods. International Journal of Play, 2(2), 76-86. https://doi.org/10.1080/21594937.2013.805650

Krejsler, J. B. (2013). Plug into 'the modernizing machine'! Danish university reform and its transformable academic subjectivities. International Journal of Qualitative Studies in Education, 26(9), 1153-1168. https://doi.org/10.1080/09518398.2013.816884

Larsen, S. N. (2013). Politikkens totale kortslutning. Information, 18-19.

Wilken, L. (2013). Politik og popmusik.

Kemp, P. (2013). Polla problemata den lynontai pleon entos synorón. Kathimerini.

Knoop, H. H. (2013). Positive education, or just education. I C. Proctor & P. A. Linley (red.), Research, applications, and interventions for children and adolescents: positive psychology perspective (1. udg., s. 199-210). Springer Science+Business Media. http://dx.doi.org/10.1007/978-94-007-6398-2

Knoop, H. H. & Delle Fave, A. (2013). Positive psychology and cross-cultural research. I H. H. Knoop & A. Delle Fave (red.), Well-being and cultures: perspectives from positive psychology (1. udg., s. 1-10). Springer Science+Business Media.

Knoop, H. H. (2013). Positiv psykologi. (1. udg.) Aarhus Universitetsforlag. Tænkepauser - viden til hverdagen Bind 12 http://www.dr.dk/Nyheder/Levnu/Ibalance/Artikler/2013/Positiv+psykologi+kan+aendre+dit+liv.htm

Andersen, F. Ø. & Lavendt, E. (2013). Positiv psykologi - en ny stor fortælling. Aarhus Stiftstidende, 21. http://dpf.dk/indhold/folkeuniversitetet-positive-psykologis-metoder-k%C3%B8benhavn

Moos, L. (2013). Postlude: Wrap up of the argument. I L. Moos (red.), Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? (s. 213-224). Springer Science+Business Media.

Elkjær, B. & Wiberg, M. (2013). Pragmatismens læringssyn og pragmatiske læringsteorier. I A. Qvortrup & M. Wiberg (red.), Læringsteori og didaktik (s. 124-143). Hans Reitzels Forlag.

Mørck, L. L., Elholm, N. & Jensen, S. (2013). Praksisutvikling og respektproduksjon: gjennom positiv interpellasjon og solidarisk kritikk. I F. Ø. Andersen & G. Christensen (red.), Den positive psykologiens metoder: forskning, kartlegging, testing, utviklingsarbeid og intervensjon (1. udg., s. 176-191). Gyldendal Akademisk.

Mørck, L. L., Hussain, K., Møller-Andersen, C., Özüpek, T., Palm, A.-M. & Hedegaard Vorbeck , I. (2013). Praxis development in relation to gang conflicts in Copenhagen, Denmark. Outlines, 14(2), 79-105. http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/9794

Moos, L. (2013). Prelude: tuning the instrument. I L. Moos (red.), Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model? (s. 1-18). Springer Science+Business Media.

Jankvist, U. T., Nielsen, J. A. & Michelsen, C. (2013). Preparing future teachers for interdisciplinarity: designing and implementing a course for pre-service upper secondary teachers. Nordisk Matematikkdidaktikk, 18(2), 71-92.

Wiberg, M. & Kjær-Rasmussen, L. K. (2013). Problemorienteret og projektorganiseret undervisning. I L. Rienicker, P. S. Jørgensen, G. H. Ingerslev & J. Dolin (red.), Universitetspædagogik (s. 215-228). Samfundslitteratur.

Brøgger, K. (2013). "Production lining" higher education: shadow practices as the organisational effect of educational standardisation. Abstract fra ECER 2013. The European Conference on Educational Research 2013, Istanbul, Tyrkiet. http://www.eera-ecer.de/ecer-programmes/conference/8/contribution/21201/

Brøgger, K. (2013). Production-lining higher education: educational standardization as a ghostly matter. Afhandling præsenteret på Ethnographic Engagements Series, Santa Cruz, USA. http://anthro.ucsc.edu/news-events/events/ethnographic%20-engagements/index.html

Holgersen, S.-E., Georgii-Hemming, E. & Burnard, P. (red.) (2013). Professional knowledge in music teacher education. Ashgate. http://www.ashgate.com/isbn/9781409441113

Holst, F. (2013). Professionel musiklærerpraksis: professionsviden og lærerkompetence med særligt henblik på undervisning i grundskole og musikskole samt læreruddannelse hertil. Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Rømer, T. A. (2013). Professorens slørede tale. De sidste rester af nordisk dannelsestænkning fra læreruddannelsen skal væk. Kristeligt Dagblad. http://www.kristeligt-dagblad.dk/debat/professorens-sl%C3%B8rede-tale.-de-sidste-rester-af-nordisk-dannelsest%C3%A6nkning-fra-l%C3%A6reruddannelsen

Blossing, U., Imsen, G. & Moos, L. (2013). Progressive education and new governance in Denmark, Norway, and Sweden. I U. Blossing, G. Imsen & L. Moos (red.), The Nordic Education Model: 'A School for All' Encounters Neo-Liberal Policy (s. 133-154). Springer Nature. https://doi.org/10.1007/978-94-007-7125-3_8

Blomhøj, M. & Kjeldsen, T. H. (2013). Projektarbejde og modellering. Tangenten, 24(4), 29-35.

Christensen, G. (2013). Projekt Grupper: En undersøgelse af subjektiveringsmekanismer i gruppe- og projektarbejde på universitetsniveau. Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Hilton, A., Hilton, G., Dole, S. & Goos, M. (2013). Proportional reasoning as a key to numeracy across the curriculum: a collaboration between practitioners and researchers. Poster-session præsenteret på European Association for Practitioner Research on Improving Learning in Education and Professional Practice (EAPRIL), Biel, Schweiz. http://www.eapril.org/resources/EAPRIL2013/Awards%202013/EAPRIL%20poster%20BP&RR%20award%20Hilton%20et%20al..pdf

Hilton, A. & Hilton, G. (2013). Proportional reasoning as a key to numeracy across the curriculum: A collaborative practitioner-research based project. http://www.eapril.org/resources/EAPRIL2013/Book%20of%20abstracts_EAPRIL%202013.pdf

Petersen, K. E. (2013). Psykologiens betydning i socialpædagogisk arbejde. I T. Erlandsen, N. R. Jensen, S. Langager & K. E. Petersen (red.), Socialpædagogik - en grundbog (s. 133-146). Hans Reitzels Forlag.

Tønnesvang, J., Møhl, B. & Berliner, P. (2013). Psykologiens diversitet: Indledning. Psyke & Logos, 34(2), 307-311.

Andersson, P., Köpsén, S., Larson, A. & Milana, M. (2013). Qualification paths of adult educators in Sweden and Denmark. Studies in Continuing Education, 35(1), 102-118. https://doi.org/10.1080/0158037X.2012.712036

Sarauw, L. L. (2013). Qualifications Frameworks and their conflicting social imaginaries of globalisation. Learning and Teaching, 5(3), 22-39. Artikel 2.

Jacobsen, S., Bramming, P., Holt, H. & Larsen, H. H. (2013). Quality in modern Nordic working life: investigating three related research perspectives and their possible cross-fertilization. Nordic Journal of Working Life Studies, 3(3), 47–80. https://doi.org/10.19154/njwls.v3i3.3011

Kragh-Müller, G. & Ringsmose, C. (2013). Quality in preschool in a cultural context: how can quality in preschools be developed and measured. Abstract fra OMEP world congress, Shanghai, Kina.

Lagermann, L. C. (2013). Racialized subjects in a colour blind school. The International Journal on School Disaffection, 10(1), 73-91.

Larsen, S. N. (2013). Radfahrer werden. I J. Ilundáin-Agurruza , M. W. Austin & P. Reichenbach (red.), Die Philosohie des Radfahrens (s. 45-58). Mairisch Verlag. http://www.mairisch.de/die-philosophie-des-radfahrens.htm

Sund, P. & Lysgaard, J. G. (2013). Reclaim “Education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616. https://doi.org/10.3390/su5041598

Wright, S. (2013). Reclaiming "Anthropology: the forgotten behavioral science in management history" - commentaries. Journal of Organizational Ethnography, 2(1), 92-116. http://www.emeraldinsight.com/journals.htm?articleid=17090345

Wadsholt, T. K. & Wilken, L. (2013). Recognizing knowledge in the international classroom: institutional frameworks and student perceptions of knowledge encounters in international education. Abstract fra Society for Research in Higher Education, Newport, Wales, Storbritannien.

Langager, S. (2013). Referencerammen: KvaliKomBo. I S. Langager, K. Kofod & L. Thomsen (red.), KvaliKombo : en håndbog til pædagogisk kompetenceudvikling i botilbud (1. udg., s. 10-18). Socialt Fagforlag.

Valgreen, H. (2013). Refleksion og fællesskab: Kollektiv Narrativ Praksis i karrierevejledningen. Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Christensen, S. (2013). Reserverede demokrater: ICCS om politisk dannelse, demokratisk deltagelse og skolerum i Norden og Østasien. I J. Bruun & J. Lieberkind (red.), Unge, globalisering og politisk dannelse (1. udg., s. 117-132). U Press.

Jensen, N. R. (2013). Residential child care: between home and family. European Journal of Social Work, 16(4), 574-576. https://doi.org/10.1080/13691457.2013.835517

Aarkrog, V. & Bang, S. W. (2013). Resultater af evalueringer af Kunnskapsløftet: en syntese. http://www.udir.no/Upload/Rapporter/2013/Aarkrog%20Endelig%20rapport%2025%2011%202012.pdf

Cort, P. (2013). Reviewed work(s): Europeanizing education: governing a new policy space by Martin Lawn and Sotiria Grek. Providence, RI: Symposium Books, 2012. Comparative Education Review, 57(2), 332-334 . https://doi.org/10.1086/670711

Palludan, C. (2013). Rhythmanalytical sketches: agencies, school journeys, temporalities. I R. Evans & L. Holt (red.), Diverse spaces of childhood and youth: gender and other sociocultural differences Routledge.

Neubert, K. (2013, nov. 16). Robotteknik i undervisningen – virker det? http://edu.au.dk/aktuelt/nyhed/artikel/robotteknik-i-undervisningen-virker-det/

Petersen, K. B. (2013). Room for a dedicated teacher? on teacher professionalism in a changed education policy setting – pressure or possibilities? Journal of the International Society for Teacher Education, 17(1), 101-113.

Huggler, J., Duchêne, N. & Strand, T. (red.) (2013). Rousseau: temaartikler . Studier i Pædagogisk Filosofi, 2(1), 1-84. https://ojs.statsbiblioteket.dk/index.php/spf/issue/view/1550

Huggler, J. (red.) (2013). Rousseau: Studier i Pædagogisk Filosofi, Årg. 2, nr. 1 (2013). Studier i Pædagogisk Filosofi, 2(1). http://ojs.statsbiblioteket.dk/index.php/spf

Hammershøj, L. G. (2013, mar. 5). Rytmisk musik, kreativitet og dannelse: til besvarelse af spørgsmålet: Hvorfor er musik vigtig? http://www.turbulens.net//files/783.pdf

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