Oversigt over alle publikationer fra DPU

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Bjerre, J. (2022). Der er en mening med galskaben på landets akademier. Berlingske Tidende. https://www.berlingske.dk/kommentarer/der-er-en-mening-med-galskaben-paa-landets-akademier

Holm, C. & Rosenkrantz-Theil, P. (2022). »Der er store og stigende forskelle mellem drenge og pigers faglige resultater«. Politiken, debatsektionen. https://politiken.dk/debat/debatindlaeg/art8834038/%C2%BBDer-er-store-og-stigende-forskelle-mellem-drenge-og-pigers-faglige-resultater%C2%AB

Haastrup, L. (2022). De "rigtige" grøntsager. I L. Holm & S. Tange Kristensen (red.), Mad, mennesker og måltider: samfundsvidenskabelige perspektiver (3 udg., s. 261-278). Munksgaard .

Frølund, S. (2022). Des études de laboratoire à l'anthropocène. Comment Bruno Latour a finalement presque accepté (un concept de) la nature. Diogenes, 275-276(3), 97-117. https://doi.org/10.3917/dio.275.0097

Bülow, M. W. (2022). Designing synchronous hybrid learning spaces: Challenges and opportunities. I I. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (red.), Hybrid Learning Spaces (1 udg., s. 135-163). Springer. https://doi.org/10.1007/978-3-030-88520-5_9

Holm, C. (2022). De tabte drenge. Billeder, Video- og Lydoptagelser (digital), DR LYD, Genstart. https://www.dr.dk/lyd/special-radio/genstart/genstart-2022-01-01-00-00-93

Larsen, S. N. (2022). Det gælder om ikke at forstå for hurtigt. Information, Sektion 3, 14-14.

Staunæs, D., Plauborg, H., Kaastrup, C. M., Mannov Olesen, R., Jartoft, V., Schirmer, M. M. & Brauner, M. N. (2022). Det lovende er kønsklogt og responsivt: En kortlægning af pædagogiske og didaktiske interventioner vedr. køn i naturfag, matematik og STEM-aktiviteter i grundskolen. DPU, Aarhus Universitet. https://dpu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Det_lovende_er_koensklogt_og_responsivt.pdf

Kjeldsen, T. H., Clark, K. & Jankvist, U. T. (2022). Developing historical awareness through the use of primary sources in the teaching and learning of mathematics. I C. Michelsen, A. Beckmann, V. Freiman, U. T. Jankvist & A. Savard (red.), Mathematics and Its Connections to the Arts and Sciences (MACAS) : 15 Years of Interdisciplinary Mathematics Education (s. 45-68). Springer. https://doi.org/10.1007/978-3-031-10518-0

Langager, S. (2022). Diagnoser i skolen - uden for normen. I J. Bjerre & P. F. Laursen (red.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2. udgave udg., s. 327-376). Hans Reitzels Forlag.

Højgaard, T. & Hansen, R. (2022). Didactical modelling – an outline of a research methodology. International Journal of Mathematical Education in Science and Technology, 53(7), 1770-1786. https://doi.org/10.1080/0020739X.2020.1844908

Broström, S. (2022). Didaktik in preschool: critical-democratic and play-oriented. Educare, 2022(5), 21-57. Artikel 2. https://doi.org/10.24834/educare.2022.5.2

Broström, S. (2022). Didaktik og/eller læreplan. Dansk Pædagogisk Tidsskrift, 2022(2), 7-21.

Dalsgaard, C. & Ryberg, T. (2022). Digitale læringsrum. Samfundslitteratur.

Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2022). Digital games, literacy and language learning in L1 and L2: A comparative review. L1-Educational Studies in Language and Literature, 22(2), 1-44. Artikel 363. https://doi.org/10.21248/l1esll.2022.22.2.363

Nørgård, R. T., Schreibman, S. & Huang, M. P. (2022). Digital Humanities and Hybrid Education: Higher education in, with and for the Public. I A. Schwan & T. Thomson (red.), The Palgrave Handbook of Digital and Public Humanities (s. 11-29). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-11886-9, https://doi.org/10.1007/978-3-031-11886-9_2

Fougt, S. (2022). Digital kommunikation. I B. Nielsen (red.), Danskdidaktisk opslagsbog (s. 85-92). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Lieberoth, A., Størup, J. O. & Winther-Lindqvist, D. A. (2022). Digital leg i danske børnehaver: – en national kortlægning af barrierer, holdninger og populære redskaber. BUKS - Tidsskrift for Børne- og Ungdomskultur, 38(66), 183-203.

Shumar, W., Robinson, S. & Thestrup, K. (2022). Digital Technology and the University: Promises and Pitfalls. 1-2. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Nielsen, A. M. (2022). Disponerer ungdomsliv med stress for arbejdsliv med udfordringer?. 1-10. Poster session præsenteret på Stresskonferencen 2022, Copenhagen, Danmark.

Jensen, N. R. (2022). Dissenting social work: Critical theory, resistance and pandemic. European Journal of Social Work, 25(5), 931-933. https://doi.org/10.1080/13691457.2022.2084923

MacKenzie, A., Bacalja, A., Annamali, D., Panaretou, A., Girme, P., Cutajar, M., Abegglen, S., Evens, M., Neuhaus, F., Wilson, K., Psarikidou, K., Koole, M., Hrastinski, S., Sturm, S., Adachi, C., Schnaider, K., Bozkurt, A., Rapanta, C., Themelis, C. ... Gourlay, L. (2022). Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 4(2), 271-329. https://doi.org/10.1007/s42438-021-00259-z

Li, S. C. & Petersen, K. B. (2022). Does ICT matter? Unfolding the complex multilevel structural relationship between technology use and academic achievements in PISA 2015. Educational Technology & Society, 25(4), 43-55. Artikel 4. https://www.j-ets.net/collection/published-issues/25_4

Smith, E. & Andersen, I. G. (2022). Do Same-Gender Peers in the Classroom Have Heterogeneous Impacts on Male and Female Students? Socius, 8. https://doi.org/10.1177/23780231221105378

Larsen, S. N. (2022). Drag ud og få indsigt: En Sophia dannelsessamtale med Albert Cornelius Nepper Winther. Billeder, Video- og Lydoptagelser (digital) .

Heiden, T. & Gissel, S. T. (2022). Drama. I B. Nielsen (red.), Danskdidaktisk opslagsbog Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Søndergaard, D. M. (2022). Drifting Boundaries and Gendered Negotiations – Young People Navigating Analogue-Digital Becoming. Afhandling præsenteret på Feminist Matterings, Oulu, Finland.

Andersen, R. S., Hoybye, M. T. & Bruun, M. H. (2022). Drømmen om murstensløse hospitaler. Dagens Medicin.

Wistoft, K. & Christensen, J. H. (2022). Du bliver ikke, hvad du måler! Skolemonitor. https://skolemonitor.dk/debat/art9022776/Du-bliver-ikke-hvad-du-m%C3%A5ler

Nielsen, G. B. & Mangor, I. G. (2022). Economies of Coworking: Sharing, Exchanging, and Buying as Acts of Commoning. Anthropology of Work Review, 43(1), 16-25. https://anthrosource-onlinelibrary-wiley-com.ez.statsbiblioteket.dk/doi/10.1111/awr.12232

Kettunen, J., Hertzberg, F., Einarsdottir, S., Thomsen, R. & Bårdsdatter Bakke, I. (2022). Editorial for the Second Volume of NJTCG. Nordic Journal of Transition, Career and Guidance, 2(1), 40-43. https://doi.org/10.16993/njtcg.46

Kettunen, J., Hertzberg, F., Thomsen, R., Einarsdottir, S. & Bårdsdatter Bakke, I. (2022). Editorial for the Third Volume of NJTCG. Nordic Journal of Transition, Career and Guidance, 3(1), 68-71. https://doi.org/10.16993/njtcg.59

Cole, M., Shankland, R., Nel, M., Knoop, H. H., Chen, S. & van Zyl, L. E. (2022). Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines. Frontiers in Psychology, 13, Artikel 1015064. https://doi.org/10.3389/fpsyg.2022.1015064

Löfström, J. & Wiberg, M. (2022). Editorial: Teaching and learning ethics in the Humanities and social Science school subjects. Nordidactica - Journal of Humanities and Social Science Education, 12(2), i-iv. https://journals.lub.lu.se/nordidactica/article/view/24298/21487

Sørensen, A. (2022). Educar a los ciudadanos a través de Bildung: Didáctica y pedagogía al servicio de la democracia. I J. Valdivielso (red.), Democracia en estado de alarma: Sujetos emergentes y esfera pública (s. 267-297). Plaza y Valdés.

Pilgaard, M., Basballe, D. A., Buus, L., Nørgård, R. T., Kjeldsen, C. C., Madsen, S. R. & Hjorth, M. (2022). Educational makerspaces in Danish primary and lower-secondary schools: Preliminary insights from an ongoing evaluation of 17 municipalities makerspace initiatives. I Proceedings of 6th FabLearn Europe / MakeEd Conference 2022 Artikel 16 Association for Computing Machinery. https://doi.org/10.1145/3535227.3535243

Jensen, B. & Walker, R. P. (2022). Educational Quality in Daycare (EQD): Supporting cultures of reflection within a Danish practice-based continuous professional development (CPD) initiative for 0-2 year olds. . Abstract fra EECERA 2022 Glasgow august 2022, Glasgow, Storbritannien.

Lysgaard, J. A. & Bengtsson, S. (2022). Education at the end of time: Ragnarök Now!. Afhandling præsenteret på BILDUNG, EDUCATION AND SUBJECT DIDACTICS IN THE ANTHROPOCENE EPOCH, Karlstad, Sverige.

Proyer, M. (red.), Veck, W. (red.), Dovigo, F. (red.) & Seitinger, E. (2022). Education in an Altered World. Bloomsbury Academic.

Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract fra EARLI SIG 11 conference, Oldenburg, Tyskland.

Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract fra EARLI SIG 1 und SIG 4 conference, Cadiz, Spanien.

Damsboe-Svendsen, M., Karpantschof, B. M., Stovgaard, M., Christensen, J. H. & Frøst, M. B. (2022). Effects on skills and knowledge of a sensory teaching program for culinary students. International Journal of Food Design, 7(2), 119-141. https://doi.org/10.1386/ijfd_00041_1

Prilop, C. N. & Weber, K. E. (2022). Effekte von personalisiertem vs. standardisiertem ExpertInnenfeedback auf die professionelle Wahrnehmung von Klassenführung und die Feedback-Wahrnehmung von Lehramtsstudierenden. Abstract fra GEBF conference, Bamberg, Tyskland.

Mathiassen, C., Jacobsen, B. J., Jacobsen, B. & Frydenlund, J. H. (2022). Eksistenstænkning i psykologien: En introduktion. Psyke & Logos, 43(1), 5- 10.

Larsen, P. (2022). Eksperter skal ikke være neutrale. Information, Sektion 2, 27.

Prilop, C. N. (2022). Elaborate vs. concise expert feedback: How do they affect pre-service teachers’ professional vision of classroom management and feedback perceptions?. Abstract fra 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Danmark.

Ravn, I. & Jensen-Dharmaratne, J. (2022). Elefanten i råderummet. Politiken, Sektion 2 (Kultur) , 6-6.

Heger, S. (2022). Emerging Themes in Field Work Amongst Children Who Write for Pleasure. Abstract fra ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cypern.

Nordentoft, H. M. & Møller, K. L. (2022). Emotionelt arbejde og læring i asynkron peer feedback. Dansk Universitetspædagogisk Tidsskrift, 17(33), 97-115. https://doi.org/10.7146/dut.v17i33.129425

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. I K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (red.), Overlevelsesguide for nye lærere (s. 9-11). Dafolo.

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Revideret 08.12.2022

Knud Holt Nielsen