Oversigt over alle publikationer fra DPU

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Bjerre, J. & Allesøe, B. (2018). Viden og kampen om det virkelige. Akademisk Kvarter, 17(Spring), 112-130. https://doi.org/10.5278/ojs.ak.v0i17.2514

Jensen, N. R. (2018). Viden om praksis. Dansk Pædagogisk Tidsskrift, 2018(1), 88-90.

Mørck, L. L., Rasmussen, M. S., Lyhne, M. & Hansen Lund, J. (2018). Viden på arbejde i skolen: med særligt fokus på læreres og skolepædagogers engagement i problematikker om inklusion . Pædagogisk Psykologisk Tidsskrift, (B35), 6-16.

Wahlgren, B., Jacobsen, B., Kauffmann, O., Madsen, M. B. & Schnack, K. (2018). Videnskabsteori: Om viden og forskning i praksis. I B. Wahlgren (red.), Videnskabsteori: Om viden og forskning i praksis (3 udg.). Hans Reitzels Forlag.

Wahlgren, B., Jacobsen, B., Kauffmann, O., Madsen, M. B. & Schnack, K. (2018). Videnskabsteori: om viden og forskning i praksis. (3. udg.) Hans Reitzels Forlag.

Høyen, M. & Brinkkjær, U. (2018). Videnskabsteori for de pædagogiske professioner. (2 udg.) Hans Reitzels Forlag.

Bjerre, J. (2018). Viden, virkelighed og curriculum: Michael Youngs pædagogiske sociologi. Akademisk Kvarter, 17(Forår), 97-111. https://doi.org/10.5278/ojs.ak.v0i17.2513

Danneskiold-Samsøe, I. (2018). Vi gør børn med autisme til outsidere. Dagbladet Information.

Larsen, S. N. (2018). Vi hylder fri bevægelighed for alt andet end mennesker. Information, 18-19.

Wahlgren, B. (2018). Voksenpædagogik. Akademisk Forlag.

Nielsen, J. C. & Hansen, H. R. (2018). Voksensamfundets pres forstærker skylden blandt unge. Politiken Skoleliv. https://skoleliv.dk/debat/art6593439/Voksensamfundets-pres-forst%C3%A6rker-skylden-blandt-unge

Rosendal Bang, L. (2018). Voksne kan også være bange: for bøger. Politiken, Sektion 2, 6.

Berliner, P. (2018). Vold på arbejdet: set i et samfundsmæssigt perspektiv. I B. Møller, B. Bækgaard Brasch & K. Pedersen (red.), Konflikter og vold: en faglig udfordring (2. rev. udg., s. 35-55). Vold som Udtryksform.

Krejsler, J. B. (2018). Vov at ville livet: også i skolen! Opfordring til glædes-strategier i et trist skolelandskab. I E. Taraldsen & E. Kanestrøm (red.), Marionetteskolen (s. 125-151). Cappelen Damm Akademisk.

Staunæs, D. (2018). Vovestykker, der flytter standarden for den modige leder. I K. Mellon (red.), Den modige leder (s. 7-12). Dafolo.

Jørgensen, N. J., Læssøe, J. & Madsen, K. D. (2018). Waste in education: the potential of materiality and practice. Environmental Education Research, 24(6), 807-817. https://doi.org/10.1080/13504622.2017.1357801

Wistoft, K. & Dyg, P. M. (2018). Wellbeing in school gardens: the case of the Gardens for Bellies food and environmental education program. Environmental Education Research, 24(8), 1177-1191. https://doi.org/10.1080/13504622.2018.1434869

Mohr, S. (2018). What does one wear to a sperm bank? negotiations of sexuality in sperm donation. I R. Ryan Flood & J. Gunnarsson Payne (red.), Transnationalising reproduction: third party conception in a globalised world (s. 60-70). Routledge.

Larsen, S. N. (2018). What is education: a critical essay - § 6-9. Critical Edges, 2018, 25-32.

Guerrero, K., Olsen, A. M. & Wistoft, K. (2018). What role does taste play in school meal studies? a narrative review of the literature. The Journal of Child Nutrition & Management, 42(1). https://schoolnutrition.org/uploadedFiles/5_News_and_Publications/4_The_Journal_of_Child_Nutrition_and_Management/Spring_2018/What-Role-Does-Taste-Play-in-School-Meal-Programs-Spring2018.pdf

Wistoft, K. & Qvortrup, L. (2018). When the kids conquered the kitchen: Danish taste education and the New Nordic Kitchen. Gastronomica: The Journal of Critical Food Studies, 18(4), 82-93. https://doi.org/10.1525/gfc.2018.18.4.82

Ghandchi, N. (2018). Who is the authority? the study of language registers and ideologies in two mother tongue classes in Copenhagen. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 37(6), 649-680. https://doi.org/10.1515/multi-2016-0011

Nielsen, C. F. & Hartz, E. (2018). Why be just? the problem of motivation in Hegel and Rawls. Ratio Juris, 31(3), 326-345. https://doi.org/10.1111/raju.12219

Poulsen, B. K., Skovhus, R. B. & Thomsen, R. (2018). Widening opportunities for career guidance: research circles and social justice. I T. Hooley, R. G. Sultana & R. Thomsen (red.), Career guidance for social justice: contesting neoliberalism (Bind 1, s. 211-225). Routledge.

Seibt, J., Borggreen, G. R., Fischer, K., Hasse, C., Liu, H.-Y. & Nørskov, M. (2018). Working with and Alongside Robots: Forms and Modes of Co-Working. I M. Coeckelbergh, J. Loh, M. Funk, J. Seibt & M. Nørskov (red.), Envisioning Robots in Society –Power, Politics, and Public Space, Proceedings of Robophilosophy 2018 / TRANSOR 2018, (s. 125-132). IOS Press. https://doi.org/10.3233/978-1-61499-931-7-125

Petersen, K. E. & Ladefoged, L. (2018). Youth in gangs: what do we know - and what don't we know? A research review of national and international knowledge about youth in gangs. DPU, Aarhus Universitet. https://doi.org/10.7146/aul.284.199

Broström, S. (2017). 17 børns syn på skolen i skoleåret 2016-2017. DPU, Aarhus Universitet.

Petersen, F. F. & Nielsen, A. M. (2017). Åben og rolig for unge: stressreduktion og psykisk sundhedsfremme på ungdomsuddannelser . Abstract fra Nordisk Folkesundhedskonference, Aalborg, Danmark.

Dræby, A., Deurzen, E. V. & Lodge, R. (2017). A comparison of learning outcomes in cognitive behavioural therapy (CBT) and existential therapy: An interpretative phenomenological analysis. International Journal of Psychotherapy (IJP), 21(3), Artikel 7.

Lim, M. A. & Ørberg, J. W. (2017). Active instruments: on the use of university rankings in developing national systems of higher education. Policy Reviews in Higher Education, 1(1), 91-108. https://doi.org/10.1080/23322969.2016.1236351

Schilhab, T. (2017). Adaptive smart technology use: the need for meta-self-regulation. Frontiers in Psychology, 8(MAR), Artikel 296. https://doi.org/10.3389/fpsyg.2017.00298

Jensen, N. H., Lieberoth, A. & Dalsgaard, T. (red.) (2017). Adfærdsdesign. Plurafutura Publishing.

Wistoft, K. & Qvortrup, L. (2017). A distinction of two discourses concerning wellbeing. MOJ Public health, 6(2). http://medcraveonline.com/MOJPH/MOJPH-06-00166.pdf

Rasmussen, P., Larson, A. & Cort, P. (2017). Adult education: from visible to invisible? Recent policy developments in Denmark. Afhandling præsenteret på ESREA network on Policy Studies in Adult Education conference 2017, Verona, Italien.

Broström, S. (2017). A dynamic learning concept in early years’ education: a possible way to prevent schoolification. International Journal of Early Childhood, 25(1), 3-15. https://doi.org/10.1080/09669760.2016.1270196

Michel-Schertges, D. (2017). Aesthetics as the precondition for revolution. I M. J. Thompson (red.), Political Philosophy and Public Purpose (s. 329-348). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-55801-5_16

Staunæs, D. (2017). Affective methodologies and experimenting with affirmative critiques of educational leadership. Abstract fra ECER. European Education Research Association Annual conference, Copenhagen, Danmark.

Kjær, B. (2017). Afvigelse: normalitetens grænser. I E. Gulløv, G. B. Nielsen & I. Wentzel Winther (red.), Pædagogisk antropologi: tilgange og begreber (s. 93-107). Hans Reitzels Forlag.

Petersen, K. B. (2017). A global perspective on supporting teachers’ instructional practice: an introduction to JISTE 21.2. Journal of the International Society for Teacher Education, 21(2), 6.

Kristensen, R. M. (2017). A growth analysis of teacher qualifications and students' global self-esteem. Journal for Educators, Teachers and Trainers, 8(1), 181-198. http://jett.labosfor.com/index.php/jett/article/download/278/317

Ratner, H. G. & Gad, C. (2017). Algorithms at the margins of infrastructure. Afhandling præsenteret på Approaching algorithms, Stockholm, Sverige.

Skyggebjerg, A. K. (2017). Alohomora! Weekendavisen, Bøger, 2.

Ejersbo, L. R. (2017, feb.). Alternative sandheder og statistiske hjerter. https://www.folkeskolen.dk/602723/alternative-sandheder-og-statistiske-hjerter

Holm, L., Hermansson, C. & Wedin, Å. (2017). Analyzing literacy education: the Scandinavian scene. Language and Education, 31(5), 395-399. https://doi.org/10.1080/09500782.2017.1305399

Rasmussen, P. (2017, jun. 1). Anbefaling om børn og unges digitale liv set med unges øjne. Red Barnet.

van Poeck, K., Læssøe, J. & Block, T. (2017). An exploration of sustainability change agents as facilitators of non-formal learning. mapping a moving and intertwined landscape. Ecology and Society, 22(2), Artikel 33. https://doi.org/10.5751/ES-09308-220233

Bøttcher, L., Dammeyer, J. & Andersen, E. R. (2017). An interview study of why parents conduct intensive ABA home training for their child with autism spectrum disorder: an analysis from the lens of the dialectical disability model. European Journal of Special Needs Education, 32(2), 270-286. https://doi.org/10.1080/08856257.2016.1223400

Helding Vembye, M. (2017). Anmeldelse af Tone Kvernbekks "Evidence-based Practice and Education". Studier i Pædagogisk Filosofi, 6(1), 98-100. https://tidsskrift.dk/spf/article/download/104311/153756/

Valentin, K. (2017). Anmeldelse Susanne Bregnbæk: "Fragile Elite: The Dilemmas of China's Top University Students". Tidsskriftet Antropologi, 76, 139-141.

Rasmussen, L. R. (2017). Anna Larsson, Björn norlin & Maria Rönnlund: Den svenska skolgårdens historia. Skolans utemiljö som pedagogiskt och socialt rum. Uddannelseshistorie: årbog fra Selskabet for dansk Skolehistorie, 51, 180-182.