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Leer, J. (2014). Caldeirada: Atlanterhavet i en gryde. Fagbladet C O-Soefart, 20-21.

Kjeldsen, C. C. (2014). Capabilities and Special Needs: An Educational Foundation. Verlag Dr. Kovač.

Daugaard, L. M. (2014). Caught on camera? photographs as empirical material and analytical resource in linguistic ethnography. Abstract fra EELC 5. Explorations in Ethnography, Language and Communication: Benefits and Challenges, Manchester, Storbritannien. http://eelc5.wordpress.com/

Coninck-Smith, N. D. (2014). Centralskolerne - en overset byningstype. By og Land, (104), 8-15.

Ejersbo, L. R. (red.) (2014). CERME 8: Proceedings of the Eighth Congress of The European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. http://www.mathematik.uni-dortmund.de/~erme/doc/CERME8/CERME8_2013_Proceedings.pdf

Valentin, K. (2014). Certificates for the future: geographical mobility and educational trajectories among Nepalese youth. I A. L. Dalsgaard, M. D. Frederiksen, S. Højlund & L. Meinert (red.), Ethnographies of youth and temporality: time objectified (s. 117-137). Temple University Press.

Juelskjær, M. (2014). Changing the Organization: Architecture and stories as Material- Discursive Practices of Producing “Schools for the Future”. Tamara: Journal for Critical Organization Inquiry, 12(2 ), 25-37. http://crow.kozminski.edu.pl/journal/index.php/tamara/article/view/375

Langager, S. (2014). Children and youth in behavioural and emotional difficulties, skyrocketing diagnosis and inclusion/exclusion processes in school – tendencies in Denmark. Emotional and Behavioural Difficulties, 19(3), 284-295. https://doi.org/10.1080/13632752.2014.883785

Ringsmose, C. (2014). Children's choices in Denmark: "What do you think?": a day in the life of a child. Childhood Explorer, 1(1), 16-19. http://acei.org/acei-publications/childhood-explorer

Wilken, L. & Ginnerskov Hansen, M. (2014). Coming of Age in an Integrating Europe: Hopes, Dreams, and Aspirations of Young Mobile Europeans. Abstract fra 2014 CES Conference, Washington, USA. https://ces.confex.com/ces/2014/webprogram/Paper6104.html

Wilken, L. & Ginnerskov Hansen, M. (2014). Coming to EUrope: The hopes, dreams and aspirations of Eastern European and African students at Danish universities. Abstract fra 17th Nordic migration Research Conference, København, Danmark. http://www.sfi.dk/abstract_book-12827.aspx

Jensen, B. (2014). Comparative Review of Professional Development Approaches based on Country-reports: Curriculum Quality Analysis and Impact Review of European ECEC CARE: Presentation at the EU CARE Meeting, Berlin, Germany November 29-December 1, 2014 . I EU Care, Berlin Meeting Berlin Germany November 29-December 1, 2014

Rasmussen, J. & Bayer, M. (2014). Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore. Journal of Curriculum Studies, 46(6), 798-818. https://doi.org/10.1080/00220272.2014.927530

Serder, Malmø University, M. & Sørensen, H. (2014). Comparing Danish and Swedish versions of PISA scientific literacy. Abstract fra Nordic Research Symposium on Science Education (NFSUN) 2014, Helsinki, Finland. http://www.helsinki.fi/luma/nfsun2014/papers-12a

Moos, L. & Paulsen, J. M. (2014). Comparing Educational Governance. I L. Moos & J. Merok Paulsen (red.), School Boards in the Governance Process (s. 1-12). Springer Science+Business Media.

Kelly, P., Dorf, H., Pratt, N. & Hohmann, U. (2014). Comparing teacher roles in Denmark and England. Compare: a journal of comparative and international education, 44(4), 566-586. https://doi.org/10.1080/03057925.2013.800786

Larsen, S. N. (2014). Compulsory creativity – a critique of cognitive capitalism. Culture Unbound: Journal of Current Cultural Research, 6, 159-177. Artikel 9. https://doi.org/10.3384/cu.2000.1525.146159

Milana, M. & Holford, J. (2014). Conclusion. I M. Milana & J. Holford (red.), Adult education policy and the European Union: theorethical and methodological perspectives (s. 163-166). Brill | Sense. https://www.sensepublishers.com/media/1971-adult-education-policy-and-the-european-union.pdf

Laursen, H. P. (2014). Constructing literacy identity through social interaction. https://congress.cc.jyu.fi/ss20/schedule/pdf/1218.pdf

Mohr, S. (2014). Containing sperm - managing legitimacy: lust, disgust, and hybridity at Danish sperm banks. Journal of Contemporary Ethnography, 45(3), 319-342. https://doi.org/10.1177/0891241614558517

Kristensen, S. T. & Køster, A. (2014). Contextualising eating problems in individual diet counselling. Health, 18(3), 319-331. https://doi.org/10.1177/1363459313516136

Höyer, H. C., Paulsen, J. M., Nihlfors, E., Kofod, K., Kanervio, P. & Pulkkinen, S. (2014). Control and Trust in Local School Governance. I L. Moos & J. M. Paulsen (red.), School Boards in the Governance Process (s. 101-115). Springer.

Martinsen, A. (2014). Cooperative learning in Confucian heritage cultures is a superficial success. ASEMagazine, (5), 24-27. http://www.e-pages.dk/aarhusuniversitet/1024/24

Hammershøj, L. G. (2014). Creativity in education as a question of cultivating sensuous forces. Thinking Skills and Creativity, 13, 168-182. https://doi.org/10.1016/j.tsc.2014.05.003

Kauffmann, L. T. (2014). Creativity in ethnographic interviews: reflexive participatory observation. Akademisk Kvarter, 9, 100-111. http://akademiskkvarter.hum.aau.dk/

Larsen, S. N. (2014). Critical notice: Michael Tomasello on the “prosocial” human animal. Journal of Sociology and Social Anthropology, 5(2), 257-269.

Kemp, P. (2014). Croissance et décroissance. Eco-ethica, (3), 11-22.

Jøker Bjerre, H., Porsgaard, K., Hansen, B. B., Ugilt, R. & Thykjær, S. (2014). Cut the balls. Dagbladet Information.

Kristensen, J. E. & Schmidt, L.-H. (2014). Da Humaniora ville være videnskab: ’Situeret kognition og læring’ humanioras historie indtil 1900. I F. Collin & S. Køppe (red.), Humanistisk Videnskabteori (3.udgave udg., s. 51-104). Lindhardt og Ringhof Forlag A/S.

Petersen, K. B. (2014). Danish language and citizenship tests: is what is measured what matters? I K. B. Petersen, D. Reimer & A. Qvortrup (red.), Evidence and evidence-based education in Denmark: the current debate (s. 123-145). Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Kjeldsen, C. C. & Jensen, N. R. (2014). Danish report on the socio-economic political context. I SocIEtY: Social Innovation - Empowering the Young for the common good : Socio-econemic political context. Deliverable 3.2: Report on the common framework: Youth policies in European countries and their potential for social innovation (Bind Work package 3, s. 298-323). University of Bielefeld. http://www.society-youth.eu/images/media/wp_3_2_final_report.pdf

Moos, L. (2014). Danish superintendents in a complex world. I The Educational Superintendent: Between Trust and Regulation An International Perspective (s. 105-115). Nova Science Publishers, Inc.

Moos, L. (2014). Danish Superinteneden in a Complex World. I A. E. Nir (red.), The Educational Superintendent: Between Trust and Regulation: An International Perspective (s. 105-116). Nova Science Publishers. https://www.novapublishers.com/catalog/product_info.php?products_id=47548

Ugilt, R., Jøker Bjerre, H., Hansen, B. B., Thykjær, S. & Porsgaard, K. (2014). Danmarks ubevidste. Dagbladet Information.

Larsen, S. N. (2014). Dannelse er afkaldet på at blive gjort dum og uværdig. Efterskolen, (7), 27-28. http://issuu.com/efterskoleforeningen/docs/efterskolen_7-2014

Jensen, A. S. (2014). Dannelse og didaktik i vuggestue og dagpleje: på vej mod situationsbevidsthed som didaktisk kategori. Kognition & Pædagogik, 24(94), 50-63. http://dpf.dk/produkt/tidsskrift/kognition-paedagogik-nr-94

Ravn, I. (2014). Danske Bank vildleder. Politiken, 9.

Coninck-Smith, N. D. & Appel, C. (2014). Dansk skolehistorie gennem 500 år: fra idé til projekt og bogværk. Årbok for norsk utdanningshistorie, 30 (2013/2014), 9-35.

Coninck-Smith, N. D. (2014). Da skolen blev alles interesse. Weekendavisen, (Ideer), 12-13.

Coninck-Smith, N. D. (red.), Gjerløff, A. K. & Jacobsen, A. F. (2014). Da skolen blev sat i system: Dansk skolehistorie 1850-1920. Aarhus Universitetsforlag.

Coninck-Smith, N. D. (red.), Nørgaard, E., Gjerløff, A. K., Jacobsen, A. F. & Ydesen, C. (2014). Da skolen blev sin egen: Dansk skolehistorie 1920-1970. Aarhus Universitetsforlag.

Holm, C. (2014). De dygtigste forskeres frihed udnyttes dårligst. Dagbladet Information, 20. http://www.information.dk/501232

Klewe, L. (2014). ´De funktionelle analfabeter´ og ungdomsuddannelserne. Voksenuddannelse, (109), 5-10. Artikel 109.

Quvang, C., Hedegaard-Sørensen, L. & Molbæk, M. (red.) (2014). Deltagelse og forskellighed: en grundbog om inklusion og specialpædagogik i lærerpraksis. (1. udg.) ViaSystime.

Korsgaard, O. (2014). Democratic Education and Citizenship Education in Danish Schools. I M. Sutrop (red.), Väartuspohine kool (s. 92-102). Eesti Keele Sihtasutus.

Larsen, S. N. (2014). Demokrati. I L. B. Brønsted, C. Jørgensen, M. M. & L. J. Muschinsky (red.), Ny pædagogisk opslagsbog (1. udg., s. 65-69). Hans Reitzels Forlag.

Larsen, S. N. (2014). Demokratiet skaber sine egne indre fjender. Information, 26-27.

Holm, L. (2014). De nationale test som redskab i folkeskolen. I J. Krejsler & L. Moos (red.), Klasseledelsens dilemmaer: fortsatte magtkampe i praksis, pædagogik og politik (1. udg., s. 340-358). Dafolo.

Dræby, A. (2014). Den filosofiske opdragelse: Nietzsche eksistentielle dannelsespædagogik :Friedrich Nietzsche: Shopenhauer som opdrager. Filosofi, 14(4), 95-99.

Larsen, S. N. (2014). Den ’gode’ gamle uoverskuelighed: Murens fald varslede Den Kolde Krigs ophør og fredeligere tiders komme. 25 år efter må vi sande, at krigene er kommet for at blive, og at kapitalismen ikke var løsningen på alle problemer, snarere tværtimod. Information, 16-17.

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