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Lindenskov, L. & Kirsted, K. (2017). Theoretical constructs for early intervention programs in mathematics: who cares? – A Danish example. I CERME 10 Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (s. 3857-3864). Dublin City University. https://hal.science/hal-01950518/

Petersen, K. B. (2017). The pedagogical approach of the Anholt projects: an innovative European perspective on learning-to-learn mobility projects? Reflections and discussions . I M. Devlin, S. Kristensen, K. Ewa & M. Nico (red.), Learning mobility, social inclusion and non-formal education: acces, processes and outcomes (s. 73-88). Council of Europe Publishing. https://pjp-eu.coe.int/documents/1017981/1667851/Learning-Mobility-2018+WEB.pdf/313c137e-d76c-241c-411c-7b3b7e9a4646

Søndergaard, D. M. (2017). The personal is political is theoretical: new materialist proposals for practices of care. Afhandling præsenteret på New Materialism: Networking European Scholarship on 'How matter comes to matter' COST Action IS1307, Paris, Frankrig.

Holford, J., Larson, A., Melo, S. & Tota, P. M. (2017). The policy trail methodology. Afhandling præsenteret på ESREA network on Policy Studies in Adult Education conference 2017, Verona, Italien.

Adriansen, H. K. (2017, sep. 28). The power and politics of knowledge: what African universities need to do.

Sørensen, A. (2017). The privilege of participation. Philosophy & Social Criticism, 43(3), 286-287. https://doi.org/10.1177/0191453716670239

Clausen, S. B. & Ringsmose, C. (2017). The professional identity of the Danish pedagogue: historical root in an education with focus on democracy, creativity, dannelse and a "childhood logic". I International Perspectives on Early Childhood Education and Development (s. 237-252). Springer. https://doi.org/10.1007/978-3-319-42557-3_14

Hammershøj, L. G. (2017, feb. 21). There’s no innovation without anger (think Lars von Trier and Steve Jobs). http://blogs.lse.ac.uk/businessreview/2017/02/21/theres-no-innovation-without-anger-think-lars-von-trier-and-steve-jobs/

Ehlers, S. (2017). The rise of a learning regime in Europe. I 6th ISCAE Conference at Julius-Maximillian University Wurzburg February 15-18, 2017: Conference Proceedings (s. 77-92). University Wurzburg.

Sørensen, A. (2017). The role of dialectics in Marcuse. I T. Maley (red.), One-dimensional man 50 years on: the struggle continues (s. 40-56). Fernwood Publishing.

Winther-Lindqvist, D. A. (2017). The role of play in Danish child care. I G. Kragh-Müller & C. Ringsmose (red.), International Perspectives on Early Childhood Education and Development (s. 95-114). Springer. https://doi.org/10.1007/978-3-319-42557-3_6

Elisasson, N., Karlsson, K.-G. & Sørensen, H. (2017). The Role of Questions in the Science Classroom - how girls and boys respond to teachers’ questions. International Journal of Science Education, 39(4), 433-452. https://doi.org/10.1080/09500693.2017.1289420

Torres, I. & Benn, J. (2017). The rural school meal as a site for learning about food. Appetite, 117, 29–39. https://doi.org/10.1016/j.appet.2017.05.055

Chapman, M. & Dammeyer, J. (2017). The significance of deaf identity for psychological well-being. Journal of Deaf Studies and Deaf Education, 22(2), 187-194. https://doi.org/10.1093/deafed/enw073

Gao, J. (2017). The Sino-Danish Center and the challenges of developing equal Sino-foreign partnerships in higher education. DPU, Aarhus Universitet.

Ledertoug, M. M. (2017). The strength compass: the results for differences in strength-profiles for age, gender, mother-tongue-language and possible childpsychiatric diagnosis in children 6-16 years old. Poster-session præsenteret på IPPA 5th World Congress on Positive Psychology, Montreal, Canada.

Lytje, M. (2017). The success of a planned bereavement response–a survey on teacher use of bereavement response plans when supporting grieving children in Danish schools. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development , 35(1), 28-38. https://doi.org/10.1080/02643944.2016.1256420

Juul, I. (2017). The twin aspiration of Danish craftsmen to maintain their traditional privileges and be accepted as respectable members of the emerging bourgeois society. I F. Marhuenda-Fluixá (red.), Vocational education beyond skill formation: vet between civic, industrial and market tensions (s. 85-108). Peter Lang. https://doi.org/10.3726/b11500

Søndergaard, D. M., Pedersen, C. H. & Phillips, L. J. (2017). The workings of norms and pursuit of inclusion in practices of peer reviewing: destabilizing ideas of quality. Afhandling præsenteret på ECQI 2017, Leuven, Belgien.

Qvortrup, L. (2017). This is not Madama Butterfly. Peripeti - tidsskrift for dramaturgiske studier, (Særnummer), 76-79.

Olesen, J. (2017). Tilblivelse: læring i aktør-netværk. I G. B. Nielsen, E. Gulløv & I. Wentzel Winther (red.), Pædagogisk antropologi: tilgange og begreber (s. 229-241). Hans Reitzels Forlag.

Dahl, K. K. B. (2017). Too much parental cooperation? Parent-teacher cooperation and how it influences professional responsibility among Danish schoolteachers. Power and Education, 9(3), 177-191. https://doi.org/10.1177/1757743817737562

Larsen, S. N. (2017). Tors gigantiske syntese byder sig til. Information, 21.

Kjeldsen, C. C. (2017). Towards a subjective capability quality of life scale (SCQL) in Europe. I H.-U. Otto, V. Egdell, J.-M. Bonvin & R. Atzmüller (red.), Empowering young people in disempowering times: fighting inequality through capability oriented policy (s. 72-97). Edward Elgar Publishing.

Wistoft, K. (2017). Tradition and innovation in Danish children's cookbooks. Abstract fra ARAHE, Tokyo, Japan.

Illeris, K. (2017). Transformative learning as change and development of identity. I A. Laros, T. Fuhr & E. W. Taylor (red.), Transformative learning meets Bildung: an international exchange (s. 179-190). Brill | Sense. https://doi.org/10.1007/978-94-6300-797-9

Nickelsen, N. C. M. (2017). Transitions in care for the disabled: assistive robotics, tasks and responsitbilities. Afhandling præsenteret på Researching Work and Learning Conference, Grahamstown, Sydafrika.

Degn, L. (2017). Translating integrity into policy and practice – HEIs leaders as political and academic mediators. Afhandling præsenteret på Consortium of higher education researchers (CHER), Jyväskyla, Finland.

Degn, L. (2017). Translating ‘research integrity’ into policy and practice: HEIs leaders as political and academic mediators. Danish School of Education, Aarhus University. http://edu.au.dk/fileadmin/edu/Forskning/Working_papers/Working_Paper_26_Translating_research_integrity.pdf

Valentin, K. (2017). Transnational belonging and relational practices: Nepali student migration to Denmark. I C. Gomes & L. T. Tran (red.), Cultural Studies and Transdisciplinarity in Education: transnational perspectives (s. 263-280). Springer. https://doi.org/10.1007/978-981-10-2601-0

Køster, A. (2017). Trauer als Pathologie: zu einer Kontroverse in Dänemark . Sozialpsychiatrische Information. Zeitschrift für kritische Psychiatrie. Psychiatrie Verlag, 47(3), 59-60.

Krause-Jensen, J. (2017). Trimming the social body: an analysis of Lean management among family counsellors in a Danish municipality. Journal of Organizational Ethnography, 6 (2), 68-86. Artikel 1. https://doi.org/10.1108/JOE-01-2017-0005

Winther, I. W. (2017). "Trivsel efter skilsmissen". Billeder, Video- og Lydoptagelser (digital), Center for Børneliv.

Carlsson, M. S. (2017). Trivselsmålinger: et led i evaluering og kvalitetssikring i skolen. I A. Schulz & J. von Seelen (red.), En skole i bevægelse: læring, trivsel og sundhed (s. 287-305). Akademisk Forlag.

Krause-Jensen, J. & Martin, K. (2017). Trump: transacting trickster. Anthropology Today, 33(3), 5-8. https://doi.org/10.1111/1467-8322.12347

Nielsen, G. B. & Sarauw, L. L. (2017). Tuning up and tuning in: how the European Bologna process is influencing students’ time of study. I S. Wright & C. Shore (red.), Death of the public university? : uncertain futures for higher education in the knowledge economy (s. 156-172). Berghahn Books.

Andersen, F. Ø. (2017, mar. 21). Turboforløb kræver opfølgning. https://www.folkeskolen.dk/604937/turboforloeb-kraever-opfoelgning

Hedegaard-Sørensen, L. (2017). Tværprofessionelt samarbejde om specialdidaktiske problemstillinger. I H. Borgbjerg Hansen & B. Degn Mårtensson (red.), Specialdidaktik i teori og praksis: undervisning på specialskoler og i specialklasser (s. 311-324). Hans Reitzels Forlag.

Larsen, S. N. (2017). Tvangen til trivselsfremme og lykken som middel. Dansk Pædagogisk Tidsskrift, 65(4), 85-87.

Clausen, T. (2017). Tvangslånene i Sønderjylland under Treårskrigen. Soenderjysk Maanedsskrift, (2), 51-59.

Jepsen, P. (2017). Über die Regression sinnlicher Wahrnehmung: die Theorie der Kulturindustrie als negative Ästhetik. I G. Schweppenhäuser & M. Niederauer (red.), Kulturindustrie: theoretische und empirische Annäherungen an einen populären Begriff (s. 105-122). Springer VS.

Mathiassen, C. & Bentsen, D. S. (2017). Uddannelse i danske fængsler: aktuelle og historiske nedslag. I KRIM: 50 års kriminalpolitik: resultater og visioner (s. 179-204). Landsforeningen Krim.

Schilhab, T. (2017, mar. 28). Uddannelse og dannelse ude. https://www.folkeskolen.dk/605509/uddannelse-og-dannelse-ude

Skou Grindsted, T., Læssøe, J., Blincoe, K. & Matikainen, O. (2017, jun. 20). Uddannelser skal drive FN's 17 bæredygtighedsmål frem. http://www.altinget.dk/forskning/artikel/debat-uddannelser-skal-drive-fns-17-baeredygtighedsmaal-frem

Brøgger, K. & Clausen, T. (2017). Uddannelsesstyring- og forvaltning. I A. K. Ljungdalh, J. A. Lysgaard & O. A. Tafdrup (red.), Uddannelsesvidenskab: en kritisk introduktion (s. 155-174). Samfundslitteratur.

Andersen, B. L. & Tafdrup, O. A. (2017). Uddannelsesteknologi. I A. K. Ljungdalh, J. A. Lysgaard & O. Tafdrup (red.), Uddannelsesvidenskab: en kritisk introduktion (s. 69-86). Samfundslitteratur.

Ljungdalh, A. K., Lysgaard, J. A. & Tafdrup, O. A. (red.) (2017). Uddannelsesvidenskab: en kritisk introduktion. Samfundslitteratur.

Plant, P. (2017, jan. 5). Uddannelse til alle? om uddannelsesloft og bankerot. http://www.vejlederforum.dk/AFVEJE.1435/Uddannelse-til-alle--Om-uddannelsesloft-og-bankerot.39.aspx

Hedegaard-Sørensen, L. & Grumløse, S. P. (2017). Udsatte børn og unge i den inkluderende skole. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 37(109), 84-94. Artikel 8.

Holst, F. (2017). Udvikling af læringsarenaer og undervisningsformer i det tredje felt. Unge Pædagoger, 4(2017), 57-65.

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