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Wiberg, M. (2019). Dannelse af etisk myndighed i skolen. Religionslæreren, (4), 4-5.

Wiberg, M. (2020). Dannelsesidealer og undervisningskoncepter. I K. B. Braad & B. Jacobsen (red.), Undervisningskompetence: en grundbog til læreruddannelsen (s. 37-49). Samfundslitteratur.

Wiberg, M. (2019). Rethinking Problem and Project Based Learning. 166-168. Abstract fra Reclaiming Study Practices, Leuven , Belgien.

Wiberg, M. (2020). Dannelse. I P. Brodersen (red.), Didaktisk opslagsbog (s. 21-26). Hans Reitzels Forlag.

Wiberg, M. (2020). Eksemplarisk princip. I P. Brodersen (red.), Didaktisk opslagsbog (s. 73-77). Hans Reitzels Forlag.

Wiberg, M. (2020). Forståelse og forforståelse. I P. Brodersen (red.), Didaktisk opslagsbog (s. 121-126). Hans Reitzels Forlag.

Wiberg, M. (2020). Problemorientering. I P. Brodersen (red.), Didaktisk opslagsbog (s. 245-249). Hans Reitzels Forlag.

Wiberg, M. (2020). Solidarity in the Key of Life. An educational value that combines critique and hope. Afhandling præsenteret på INPE International Network of Philosophers of Education Conference 2020.

Wiberg, M. & Nielsen, C. F. (2021). Undervisning i etik i skolen. I M. S. Carlsson & M. Stovgaard (red.), Almendidaktik : udfordringer og åbninger (s. 71-83). U Press.

Wiberg, M. (2022). Bildung: Vom Konzept zum Phänomen. I B. Heidkamp-Kergel, D. Kergel & S.-N. August (red.), Handbuch Interdisciplinäre Bildungsforschung (s. 77-87). Beltz Juventa.

Wiberg, M. (2022). Teoretisk pædagogik: et laboratorium for forventninger og håb. Hans Reitzels Forlag.

Wiberg, M. (2022). Dannelsens værdifylde. Tidsskrift for professionsstudier, 18(34), 26-33. https://doi.org/10.7146/tfp.v18i35.134052

Wiberg, M. (2022). Åndsfrihed. I P. Brodersen (red.), Didaktisk opslagsbog (2 udg., s. 387-391). Hans Reitzels Forlag.

Wiberg, M. (2024). Bildung: A paradoxical concept. I J. Baldacchino & H. Saeverot (red.), The Bloomsbury Handbook of Continental Philosophy of Education (s. 81-93). Bloomsbury Academic.

Wiberg, M. (2023). Teoretisk Pædagogik. Det gode børneliv, 2023(2), 10-13. https://danskedaginstitutioner.dk/services-2/

Wiberg, M. & Knudsen, L. E. D. (2024). Introduction: A Scandinavian perspective on teacher and teaching quality and teacher ethics. I L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (red.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (s. 1-16). Routledge. https://doi.org/10.4324/9781003407775-1

Wiberg, M. (2024). Dannelse gennem refleksion og selvvirksomhed. I O. Løw & E. Jensen (red.), Om dannelse: I skole og læreruddannelse (s. 65-80). Akademisk Forlag.

Wiberg, M. (2023). Singing Together. The Clash between Nostalgic and Enlightenment Ideals. Afhandling præsenteret på ECER 2023.

Wiberg, M. (2024). Feeling at home: Bildung and the clash between nostalgic and universal values: Singing together in a plural world. Journal of Philosophy of Education, 58(5), 606-620. https://doi.org/10.1093/jopedu/qhae068

Whitton, N. & Nørgård, R. T. (2024). Introduction. I The Playful University: Philosophy, Pedagogy, Politics and Principles (s. 1-19). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-1

Westerling, A., Bach, D., Dannesboe, K. I., Ellegaard, T. & Kjær, B. (2020). Familiepraksis og forældreperspektiver. I A. Westerling, D. Bach, K. I. Dannesboe, T. Ellegaard, B. Kjær & N. Kryger (red.), Parate børn : forestillinger og praksis i mødet mellem familie og daginstitution (s. 160-184). Frydenlund Academic.

Weng, P. & Jankvist, U. T. (2018). Communication competency as an indicator for mathematical giftedness. Philosophy of Mathematics Education Journal, (34), 1-12. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome34/Weng%20Jankivst%20%20%20Communication%20competency%20as%20an%20indicator.pdf

Weng, P. & Jankvist, U. T. (2018). More Gifted than Gifted - Mathematical Communication Competency as an Indicator for Giftedness. I C. Michelsen, A. Beckmann, V. Freiman & U. T. Jankvist (red.), Mathematics as a Bridge between the Disciplines. Proceedings of MACAS - 2017 Symposium (s. 183-194). Laboratorium for Sammenhængende Undervisnings og Læring (LSUL), Syddansk Universitet.

Wendt, R. E. (2016). Systematiske reviews og kvalitativ forskning: inddragelse af kvalitativ forskning i systematiske reviews på uddannelsesområdet. DPU, Aarhus Universitet.

Weiss, F. & Schindler, S. (2017). EMI in Germany: qualitative differentiation in a tracked education system. American Behavioral Scientist, 61(1), 74-93. https://doi.org/10.1177/0002764216682811

Weiss, F. & Köhler, E. (2017). The gender pay gap among higher education graduates: a closer look at quantile-specific inequalities by fields of study. Poster-session præsenteret på ECSR Conference, Milano, Italien.

Weiss, F. & Schuller, K. (2018). Schmerzerkrankungen immer noch stark von beruflicher Tätigkeit abhängig: Analysen zur gesundheitlichen Ungleichheit bei Erwerbstätigen. Informationsdienst Soziale Indikatoren, (59), 7-12.

Weiss, F. (2019). Returns to adult education and inequality: a life course perspective. I R. Becker (red.), Research handbook on the sociology of education (s. 408-426). Edward Elgar Publishing.

Weiss, F. (2019). Saving some inequality for young adulthood? Social origin differences in ‘re’-enrollment in postsecondary education in the United States, Sweden, and Germany. Comparative Sociology, 18(4), 522-565. https://doi.org/10.1163/15691330-12341506

Weiss, F. (2020). Analyse binärer abhängiger Variablen. I M. Tausendpfund (red.), Fortgeschrittene Analyseverfahren in den Sozialwissenschaften: Ein Überblick (s. 45-73). Springer VS. https://doi.org/10.1007/978-3-658-30237-5

Weiss, F. (2020). The labor market returns to on time vs. second chance postsecondary education in the US. I J. Schrader, A. Ioannidou & H.-P. Blossfeld (red.), Erträge von Weiterbildung : Monetäre und nicht monetäre Wirkungen (s. 27-49). Springer VS. https://www.springer.com/gp/book/9783658255121

Weiss, F., Reimer, D. & Skov, P. R. (2023). Does a bridge close the gap? The role of travel distance to university for inequality in higher education choices using the construction of the Great Belt Link in Denmark as a test case. Abstract fra Tagung der DGS-Sektion „Soziale Ungleichheit und Sozialstrukturanalyse", Mannheim, Tyskland. https://www.gesis.org/fileadmin/user_upload/Weiss_Reimer_Skov_DGS_2023.pdf

Weirsøe, M. (2018). Når arbejdet indtager legen. Asterisk (magasin), (86), 22-25. http://edu.au.dk/fileadmin/edu/Asterisk/86/Asterisk86-s22-25.pdf

Weirsøe, M. & Hedegaard-Sørensen, L. (2021, dec. 1). Inklusion: Giv eleverne indflydelse på undervisningen? https://dpu.au.dk/om-dpu/nyheder/nyhed/artikel/inklusion-giv-eleverne-indflydelse-paa-undervisningen

Weibel, M., Nielsen, M. K. F., Topperzer, M. K., Hammer, N. M., Moller, S. W., Schmiegelow, K. & Larsen, H. B. (2020). Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment. Nursing Open, 7(4), 988-997. https://doi.org/10.1002/nop2.471

Wegener, C. & Aakjær, M. K. (2014). Smidt ud og brændt af: to historier om sammenbrudsdrevet arbejdslivsforskning. Tidsskrift for Arbejdsliv, 16(3), 85-99.

Wegener, C., Meier, N. & Maslo, E. (red.) (2018). Cultivating creativity in methodology and research: in praise of detours. Palgrave Macmillan. Palgrave Studies in Creativity and Culture

Wegener, C., Meier, N. & Maslo, E. (2018). Editors’ introduction: the power of ‘showing how it happened’. I C. Wegener, N. Meier & E. Maslo (red.), Cultivating creativity in methodology and research: in praise of detours (s. 1-7). Palgrave Macmillan.

Wegener, F., Glaser, V. L. & Elkjaer, B. (2023). (Re-)designing family business routines. 1-10. Afhandling præsenteret på 39th EGOS Colloquium, Cagliari, Italien.

Weber, P. C., Katsarov, J., Cohen-Scali, V., Mulvey, R., Nota, L., Rossier, J. & Thomsen, R. (2018). European research agenda for career guidance and counselling. I V. Cohen-Scali, J. Rossier & L. Nota (red.), New perspectives on career counseling and guidance in Europe: building careers in changing and diverse societies (s. 219-250). Springer. https://doi.org/10.1007/978-3-319-61476-2_14

Weber, K. E. & Prilop, C. N. (2023). Videobasiertes Training kollegialen Feedbacks in der Lehrkräftebildung. I Spezifische Aspekte von Trainings pädagogischer Kompetenzen in Abgrenzung zu anderen Lehr-Lern-Situationen in der Lehrkräftebildung (s. 132-139). Digitale Bibliothek Universität Rostock. https://doi.org/10.18453/rosdok_id00003771

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2022). Strukturierte Video Circles im ersten Unterrichtspraktikum. Fokus: Übergangsmanagement. Journal für Lehrerinnenbildung, 2022(4), 102-113. https://doi.org/10.35468/jlb-04-2022-06

Weber, K. E., Prilop, C. N. & Kleinknecht, M. (2023). Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning. Studies in Educational Evaluation, 77, 1-9. Artikel 101256. https://doi.org/10.1016/j.stueduc.2023.101256

Webb, S., Holford, J., Jarvis, P., Milana, M. & Waller, R. (2014). Lifelong education and transnational migration. International Journal of Lifelong Education, 33(4), 435-439. https://doi.org/10.1080/02601370.2014.918769

Web, M. E., Prasse, D., Phillips, M., Kadijevich, D. M., Angeli, C., Strijker, A., Carvalho, A. A., Andresen, B. B., Dobozy, E. & Laugesen, H. (2018). Challenges for IT-enabled formative assessment of complex 21st century skills. Technology, Knowledge and Learning, 23(3), 441-456. https://doi.org/10.1007/s10758-018-9379-7

Wattar, L., Fanous, S. & Berliner, P. (2012). Challenges of youth participation in participatory action research. methodological considerations of the Paamiut Youth Voice research project. International Journal of Action Research, 8(2), 185 - 211.

Waters, J., Saarinen, T., Adriansen, H. K., Spangler, V., Madsen, L. M. & Juul-Wiese, T. (2021). Problematising English as Lingua Franca in Higher Education Internationalisation. Afhandling præsenteret på Society for Research into Higher Education Annual Conference.

Waters, J. L., Adriansen, H. K., Madsen, L. M. & Saarinen, T. (2024). (Un)wanted bodies and the internationalisation of higher education. Progress in Human Geography, 48(6), 879-897. https://doi.org/10.1177/03091325241257538

Wang, A. I. & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! I T. Connolly & L. Boyle (red.), Proceedings of the 10th European Conference on Games Based Learning, ECGBL 2016 (s. 737-748). Academic Conferences and Publishing International Limited.

Waltorp, K. & Bruun, M. H. (2022). Flying drones as a gendered matter of concern. I D. Lanzeni, K. Waltorp, S. Pink & R. C. Smith (red.), An Anthropology of Futures and Technologies (s. 122-137). Routledge. https://doi.org/10.4324/9781003084471-9

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Revideret 08.12.2022

Knud Holt Nielsen