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Kofoed, J., Owens, R., Ruch, G. & Thomson, R. (2025). Sanctuary/ing: a tender knowledge practice in toxic times. Journal of Psycho-Social Studies, 18(2), 174–188. https://doi.org/10.1332/14786737Y2025D000000051

Jensen, N. R. (2025). Schamdynamiken in der stationären Betreuung Jugendlicher: Eine Etnographie der Kinder- und Jugendhilfe sowie der Behindertenhilfe. European Journal of Social Work, 28(5), 1180-1181. https://doi.org/10.1080/13691457.2025.2507925

Mah, D.-K., Groß, N., Dalsgaard, C. & Prilop, C. N. (2025). School teachers in Germany and Denmark: a comparative study of self-efficacy and distinct profiles in using Artificial Intelligence for teaching and learning. Journal of Research on Technology in Education, 1-19. Advance online publication. https://doi.org/10.1080/15391523.2025.2577302

Dohn, N. B. (2025). Science on tap: using beer brewing to foster epistemic interest in upper secondary biology. Journal of Biological Education. Advance online publication. https://doi.org/10.1080/00219266.2025.2605033

Christensen, S. & Tan, J. (2025). Shadow Education Beyond Tutoring? New Forms of Private Supplementary Classes in Singapore. European Journal of Education, 60(4), Artikel e70274. https://doi.org/10.1111/ejed.70274

Sandager, J. (2025). Shaping Democratic Futures: Exploring Affective Barriers to Girls' Engagement in Civic Education. Abstract fra Education, Inequality and Democracy, London, Storbritannien.

Rokoguniwai, M. B. & Madsen, M. (2025). Situated data encounters: How teachers animate (and are animated by) data visualisations in literacy coaching work. Discourse: Studies in the Cultural Politics of Education, 46(3), 398-415. https://doi.org/10.1080/01596306.2025.2495686

Milana, M., Brandi, U., Hodge, S., Hoggan-Kloubert, T. & Morris, T. H. (2025). Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning. International Journal of Lifelong Education, 44(2), 127-130. https://doi.org/10.1080/02601370.2025.2472553

Sandager, J. (2025). Skin, Skygge og STEM: At tænke den "smarte" skole med glitter. Unge Pædagoger.

Juelskjær, M. (2025). Skitser til pædagogik, ude. Dansk Noter, juni 2025(2), 24-26. https://dansklf.dk/dansknoter-2-2025-analog

Andersen, F. Ø. (2025). Skoleforsker: Friskole har måske løsningen på to store pædagogiske spørgsmål. Skolemonitor.

Holm, C. (2025). Skolen skal skabe balance i samfundet. Asterisk (magasin), (112). https://dpu.au.dk/asterisk/leder-112

Gjessing, E. (2025). Skolens puls. Arkitekten, 127(09), 51-79.

Brodersen, M. E. (2025). Skolens tidsformer: En animationsfilm. Billeder, Video- og Lydoptagelser (digital) https://youtu.be/6B3__MBqYNI

Lieberoth, A. & Bjerre, E. (2025). Skoletid - skærmtidspunkter. (1. udgave udg.) DPU, Aarhus Universitet. https://dpu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Ebog_-_Skoletid-Skaermtid.pdf

Heger, S. (2025). Skrivelyst: Forfatterskoler for børn i retorisk og børnelitterært perspektiv. [Ph.d.-afhandling, Aarhus Universitet, DPU - Danmarks institut for Pædagogik og Uddannelse - Afdeling for Fagdidaktik, Generel pædagogik og Pædagogisk filosofi].

Bruun, M. H., Krause-Jensen, J. & Hasse, C. (2025). Skrivning, læsning, tekst og refleksiv tænkning med generativ AI på humanistiske videregående uddannelser. Læring og medier (LOM), 17(31). https://doi.org/10.7146/lom.v17i31.153309

Holflod, K., Hansen, E. A. & Nørgård, R. T. (2025). Slow Jam: A recap of the final Cultural Game Jam in Aarhus, Denmark. https://epic-we.eu/slow-jam-a-recap-of-the-final-cultural-game-jam-in-aarhus-denmark/

Gunnes, T., Kirkebøen, L. J., Lindenskov, L. B. & Rønning, M. (2025). Small- and large-group instruction and a didactic method in mathematics for low-performing adolescents: results from a randomized field experiment. The Scandinavian Journal of Economics, 127(3), 613-652. https://doi.org/10.1111/sjoe.12581

Gjessing, E. (red.) (2025). 'Smart smutvej': - en vej til ny skolearkitektur udenom det pædagogiske personale. Unge Pædagoger, 86(1), 28-43. Artikel 3.

Brøndum, T. (2025, apr. 9). Social anerkendelse er afgørende for unges uddannelsesveje. https://dpu.au.dk/asterisk/kommentar-110

Tutenges, S., Wästerfors, D. & Hedlund, A. (2025). Social representations of the jihadist: A Study of an Emerging Identity in Street Culture. The British Journal of Criminology, 65(4), 917-933. https://doi.org/10.1093/bjc/azae096

Jankvist, U. T., Sánchez Aguilar, M., Koichu, B. & Misfeldt, M. (2025). "Solid Findings" in Mathematics Education: an Inspiration for Replication. Implementation and Replication Studies in Mathematics Education. https://doi.org/10.1163/26670127-00502001

Danneskiold-Samsøe, I. & Kjær, B. (2025). Special educators’ approaches to supporting autistic children in mainstream preschools: Ethical and social perspectives. European Early Childhood Education Research Journal (EECERJ). Advance online publication. https://doi.org/10.1080/1350293X.2025.2525877

Harsbo, R., Jafarova, Z. & Zangrandi, E. (2025). Special issue editorial: democratic decline and the changing state-university relationship in Europe. Discourse. Advance online publication. https://doi.org/10.1080/01596306.2025.2599746

Bach, J. S. & Rasmussen, J. D. (2025). Spektrale relationer: Om skrøbelige, følte og fraværende forbindelser mellem ældre mennesker med rusmiddelbrug og deres nærmeste familie. I K. S. Frederiksen, J. Bjønness, K. B. E. Skov & B. Bjerge (red.), Rusmidler i familier og på tværs af generationer (s. 159-179). Aarhus Universitetsforlag.

Jensen, N. R. (2025). Steno & Hauge: Stemmer fra socialpsykiatrien. Tidsskrift for Socialpædagogik, 28(1), 107-108.

Heiden, T. (2025). Stor drama med de små: Begivenheder med litteraturundervisning, indskolingselever og procesdrama i folkeskolens danskfag . [Ph.d.-afhandling, Aarhus Universitet].

Scuderi, G. (2025). Storytelling and creativities as research methods focusing youth analogue-digital becoming. 367. Abstract fra European Congress of Qualitative Inquiry 2025, Edinburgh, Storbritannien.

Nielsen, G. B. & Luescher, T. (2025). Student Activism, Translocality, and Social Justice: Introduction to the special issue . Globalisation, Societies and Education, 1-14. Advance online publication. https://doi.org/10.1080/14767724.2025.2601160

Wright, S., Lyngbye, E. L., Eltorp, V. E. K. & Bak, R. (2025). Students as Drivers of Education for Sustainable Transformation: Workshop on Turning Ideas into Reality. Center for Higher Education Futures, Aarhus University. https://dpu.au.dk/fileadmin/edu/Forskning/CHEF/Publications/CHEF-Working-Paper-44.pdf

Dalsgaard, C., Boie, M. A. K. & Prilop, C. N. (2025). Students’ hidden feedback literacy: distinct differences between formal and informal peer feedback situations. Scandinavian Journal of Educational Research, 1-16. Advance online publication. https://doi.org/10.1080/00313831.2025.2554726

Jensen, T. W. (2025). Student Writing Development and Educational Transitions: Navigating paradoxical Responses to Generative AI from High School to University. 64. Abstract fra EATAW 2025 Multilingual Academic Literacies: Challenges and Opportunities in the Age of AI, Braga, Spanien. https://www.eataw2025.com/_files/ugd/73ec3f_897735d700fe4fedb590f73069145b9c.pdf

Laursen, H. P. & Daugaard, L. M. (2025). Such tiny signs on a piece of paper. Engagement with language and literacy in a multilingual preschool class. Journal of Early Childhood Literacy, 25(2), 463-486. https://doi.org/10.1177/14687984231175341

Bøttcher, L., Winther-Lindqvist, D. A., Hedegaard, M. & Fleer, M. (red.) (2025). Sustainability, Care, Play and the Zone of Proximal Development: A developmental perspective on childhood. Springer. Perspectives in Cultural-Historical Research

Kardyb, D., Lysgaard, J. A. & Bengtsson, S. (2025). Sustainability Education in Nordic Countries. I Oxford Research Encyclopedia of Education Oxford Research Encyclopedia of Education, Oxford University Press. Advance online publication. https://doi.org/10.1093/acrefore/9780190264093.013.1806

Brøgger, K., Piattoeva, N. & Harsbo, R. (2025). Symposium: Geopolitical Shifts, Freedom and Rising Nationalisms: the University in a new Spatio-temporal Era.. Abstract fra European Educational Research Association. Annual Conference 2025. The University of Belgrade, Belgrade, Serbien.

Højgaard, T. (2025, mar. 5). Tænk i tid frem for antal. Alinea.

Østergaard, M. K., Jankvist, U. T., Misfeldt, M. & Pedersen, M. K. (2025). Teachers’ beliefs on scientific models and the role of mathematisation. LUMAT, 10(3), Artikel 1. https://journals.helsinki.fi/lumatb/article/view/2758

Maoz, L. B. U., Lavy, S. & Berkovich-Ohana, A. (2025). Teachers' Dispositional Mindfulness and Well-Being and Their Connection to Decentering and Teacher–Student Relationships. Psychology in the Schools, 62(9), 3351-3360. https://doi.org/10.1002/pits.23546

Brandi, U., Hodge, S., Hoggan-Kloubert, T., Milana, M. & Morris, T. H. (2025). Temporality and lifelong education and learning. International Journal of Lifelong Education, 44(1), 1-5. https://doi.org/10.1080/02601370.2025.2445435

Krawczyk, S., Holflod, K., Nørgård, R. T. & Hansen, E. A. (2025). “That’s Not Fair!”: Cultural Heritage, European Values, and Youth’s Societal Engagement at a Cultural Game Jam. Abstract fra Central and Eastern Europe Game Studies conference 2025, Wrocław, Polen.

Laage-Thomsen, J., Ratner, H. F. & Schrøder, I. (2025). The beginning of AI-driven welfare? An inquiry into how public sector AI experiments shape the Danish welfare state. I Digitalization, Data and Welfare: Sociotechnical Approaches to Service Delivery (s. 38-56). Edward Elgar Publishing. https://doi.org/10.4337/9781035338153.00010

Lieberkind, J. (2025). The culturalisation of everyday life–young democratic citizens’ paradoxical attitudes. Journal of Youth Studies. Advance online publication. https://doi.org/10.1080/13676261.2025.2518948

Ahl, L. M., Helenius, O., Færch, J. V., Koichu, B., Misfeldt, M., Aguilar, M. S. & Jankvist, U. T. (2025). The Current State of Implementation Research in Mathematics Education. Implementation and Replication Studies in Mathematics Education, 5(1), 1-17. https://doi.org/10.1163/26670127-00501001

Nielsen, A. (2025). The Eccentric and Inter-corporeal Dynamic of Pedagogy Student’s Pedagogical Experiences: A Social Theoretical-Empirical Search for Professional Bildung Among Pedagogy Student’s During Practicum in Danish Daycare Centers. [Ph.d.-afhandling, Aarhus Universitet].

Harsbo, R. & Brøgger, K. (2025). The illiberal, neo-liberal and collegial university in contemporary Polish higher education. Temporal entanglements and ontological co-existence amidst geopolitical shifts. Discourse: Studies in the Cultural Politics of Education. Advance online publication. https://doi.org/10.1080/01596306.2025.2567655

Petersen, K. E., Morin, A., Vik, S. E. & Tah, J. (red.) (2025). The importance of pedagogy for children and young people's well-being and decline in well-being. Nordisk tidsskrift for pedagogikk og kritikk, 11(2). https://doi.org/10.23865/ntpk.v11.7191

Nielsen, J. B. (2025). The influence aesthetic processes can have on daycare children’s play. International Journal of Art & Design Education, 44(1), 272-285. https://doi.org/10.1111/jade.12561

Bjerre, J. (2025). The inner stage: resituating Hochschild’s surface/deep binary from action to interaction. Theory and Society, 1-21. Advance online publication. https://doi.org/10.1007/s11186-025-09656-w

Viser resultater 351 til 400 ud af 18485

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Revideret 08.12.2022

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Knud Holt Nielsen