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Voigt, J. R. (2006). Sociale læreprocesser i en studieunit nogle karakteristika. Uddannelsesnyt, 17.årgang juni 2006(Nr.2.).

Voigt, J. & Drejer, E. (2009). Studieunit for sygeplejestuderende: nye muligheder for struktureret klinisk undervisning på et hospitalsafsnit. Klinisk Sygepleje, 23(1), 23-31.

Viuf, K. B., Gamborg, M. L., Jensen, R. D., Rölfing, J. D. & Høy, K. (2025). The more the merrier? Appropriateness of massed simulation training in surgical residency.. Abstract fra Danish Orthopedic Society Congress 2025, Copenhagen, Danmark.

Vittrup, B. (2013). Køn i standardiserede undersøgelser - og komplekse effekter. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 33(97), 28-40. Artikel 3.

Vittrup, B. (2014). At kommunikere køn - om, til og med drenge og piger i danskundervisningen. I Kommunikationskritisk kompetence (1. udg., s. 126-147). Gyldendal.

Vittrup, B. (2013). Kønskonstruktioner i komparative undersøgelser: og kønsdidaktiske interventioner. I H. Rørbech (red.), Didaktiske destinationer: 12 bidrag til danskfagets didaktik (s. 165-180). http://edu.au.dk/fileadmin/edu/Cursiv/Cursiv_12_FINAL_WWW.pdf

Virtanen, T. E., Moreira, P., Ulvseth, H., Andersson, H., Tetler, S. & Kuorelahti, M. (2018). Analyzing measurement invariance of the students’ engagement instrument brief version: the cases of Denmark, Finland, and Portugal. Canadian Journal of School Psychology, 33(4), 297-313. https://doi.org/10.1177/0829573517699333

Villumsen, A. M. & Petersen, K. E. (red.) (2020). Opsporing og underretning i dagtilbud. (1. udgave udg.) Hans Reitzels Forlag.

Villumsen, S., Elsberg, S., Løvgren, C., Vinther, K., Klarholt Busk, L., Vest Arler, S. & Rian, O. (2021). Capacity building in preparing the health workforce to deliver the digital future. I R. Marcilly, L. Dusseljee-Peute, C. E. Kuziemsky, X. Zhu, P. Elkin & C. Nohr (red.), Context Sensitive Health Informatics: The Role of Informatics in Global Pandemics (s. 43-47). IOS Press. https://doi.org/10.3233/SHTI210634

Viala, E. S. (2011). Contemporary family life: a joint venture with contradictions. Nordic Psychology, 63(2), 68-87.

Viala, E. S. (2013). 'Er det mig, der er noget galt med?' - et kontekstsensitivt blik på sammenhænge mellem børns individuelle forudsætninger og mobning. I J. Kofoed & D. M. Søndergaard (red.), Mobning gentænkt (s. 259-290). Hans Reitzels Forlag.

Viala, E. S. (2011). The strategic research positioning: researching ‘immigrant’ parents’ perspective of the home/school partnership . Afhandling præsenteret på Seven Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, USA.

Viala, E. S. (2011). Immigrant parents as ‘coaches’ for their children in the Danish school system. Afhandling præsenteret på Monitoring Parents, University of Kent, Storbritannien.

Viala, E. S. (2011). Guide til bedre skole-hjem samarbejde med nydanske forældre. http://www.navigent.dk/publikationer

Viala, E. S. (2015). The fighter, the punk and the clown – how to overcome the position of victim of bullying? Childhood, 22(2), 217-230. https://doi.org/10.1177/0907568214521845

Viala, E. S. (2014). 'Is something wrong with me?': a context-sensitive analysis of school bullying. I R. M. Schott & D. M. Søndergaard (red.), School bullying: new theories in context (s. 361-386). Cambridge University Press. https://doi.org/10.1017/CBO9781139226707.019

Vestergaard, A. L., Simonsen, B. & Brown, R. (2010). Handelsgymnasiet - hhx: kvaliteter og udfordringer. Erhvervsskolernes forlag.

Vestergaard, A. L. (2009). IKT i undervisningen på hhx: Pointer, dilemmaer og udfordringer. Ungdomsforskning, 8(3/4), 19-27.

Vestergaard, A. L., Brown, R. & Simonsen, B. (2010). Læringsmiljø på hhx: resultater fra et forskningsprojekt om handelsgymnasiet. Erhvervsskolernes forlag.

Vestergaard, A. L. (2011). Teknologien forstyrrer undervisningen. Ungdomsskolen, 17(1), 14-15.

Vestergaard, A. L. & Brown, R. (2010). Strategiske drenge og flittige piger. Ungdomsforskning, 9(3-4), 79-85.

Vestergaard, A. L., Brown, R. & Katznelson, N. (2011). Ungdom på erhvervsuddannelserne: delrapport om valg, elever, læring og fællesskaber. (1 udg.) Erhvervsskolernes forlag.

Vestergaaard, M., Madsen, K. S., Baaré, W. F. C., Ejersbo, L. R., Gerlach, C., Skimminge, A., Ramsøe, T. Z., Åkeson, P., Paulson, O. B. & Jernigan, T. L. (2011). White matter microstructure in superior longitudinal fasciculus associated with spatial working memory performance in children. Journal of Cognitive Neuroscience, 23(9), 2135-2146. https://doi.org/10.1162/jocn.2010.21592

Vertelyté, M. & Staunæs, D. (2021). From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 126-135. https://doi.org/10.1080/20020317.2021.2003006

Vertelyté, M. (2022). 'Why are they not friends?': Unpacking Youth Racialization in Denmark. Nordic Journal of Social Research, 13(1), 10-22. https://doi.org/10.18261/njsr.13.1.2

Vertelyté, M. & Li, J. H. (2021). Nordic state education in between racialization and the possibilities of anti-racist strategy: introduction. Nordic Journal of Studies in Educational Policy - NordSTEP, 7(3), 107-112. https://doi.org/10.1080/20020317.2021.2017217

Vertelyté, M. (2023). "Have we lost our Sense of Humor?!”Affective Senses of Racial Joking in Danish Schools. Social Identities, 29(2), 205-219 . https://doi.org/10.1080/13504630.2023.2208067

Vertelyté, M. & Staunæs, D. (2023). Affektive investeringer i dansk antiracistisk pædagogik, Tidsskrift for Uddannelsesvidenskab, 2. https://doi.org/10.7146/djes.v2i.136517

Vertelyté, M. (2023). How does time come to matter? Diffractive Temporalities of Making it to STEM Academia. Abstract fra Not this time. Temporalities of ending, editing, and enduring, Copenhagen, Danmark.

Vertelyté, M. (2024). Who Are Friends with Whom? Performative Boundary Work of Friendship in a Diverse Danish School. I N. Hammarén, L. Stretmo & B. Ivemark (red.), Migrant youth, schooling and identity: Perspectives and Experiences from Northern Europe. Nils Hammarén; Live Stretmo; Biörn Ivemark. Springer, 2022. (Young People and Learning Processes in Everyday Life). Springer.

Vertelyté, M. & Dynesen, S. M. (2020, nov. 23). Minoritetselever skal have hvide venner. Folkeskolen.dk.

Vertelyté, M. (2023). Affective temporalities of making it to academia - Experiences of early career women scholars in STEM. Afhandling præsenteret på Gender, Work and Organization, Stellenbosch, Sydafrika.

Vertelyté, M. & Li, J. H. (2025). Friendship pedagogies as technologies of power: deploying friendship to foster participation of racially minoritized students in Danish education. Scandinavian Journal of Educational Research, 69(2), 436-449. https://doi.org/10.1080/00313831.2024.2317725

Vertelyté, M. (2024). Having time with the telescope: Gender and Time when making it within STEM academia. Manuskript afsendt til publicering.

Vertelyté, M. (2022). ‘Hopeful things’: Affective Interventions in Diversity Work in Education. Afhandling præsenteret på ECER conference 2022, Yerevan, Armenien.

Vertelyté, M. & Mengel, P. (2022). Affective Investments in Diversity Work in STEM. Abstract fra 11th European Feminist Research Conference , Milan, Italien.

Vertelyté, M. (2024). Putting data on the table: Doing diversity work as a minor gesture in STEM academia. Manuskript afsendt til publicering.

Vertelyté, M., Gjørding, M. R., Khawaja, I., Plotnikof, M., Staunæs, D. & Sandager, J. (2024). Caring about the elephants in feminist classrooms: Affective pedagogies in an intersectional gender studies program. Tijdschrift voor Genderstudies, 27(2/3), 265-285. https://doi.org/10.5117/TVGN2024.2-3.011.VERT

Ventura, T., Delle Fave, A. & Knoop, H. H. (2014, okt.). PositivitiES - positive psychology in education On-Line Course: Module 7: Sharing experiences. http://www.positivities.eu

Vejleskov, H., Huggler, J. & Kauffmann, O. (2020). Mindeord om Thyge Winther-Jensen. Studier i Pædagogisk Filosofi, 8(2), 95-96. https://doi.org/10.7146/spf.v8i2.121091

Vegeberg, E. L., Willard, M. W., Andersen, M. L., Bertel, L. B. & Larsen, H. B. (2025). Educational robotics: Parental views of telepresence robots as social and academic support for children undergoing cancer treatment in Denmark. Computers in Human Behavior: Artificial Humans, 5, Artikel 100164. https://doi.org/10.1016/j.chbah.2025.100164

Vedersø, B., Andersen, H. L., Andreasen, M., Aslak, M., Bo Augustinus, I., Damsgaard, J., Jensen, T. W., Størup Lauridsen, P. & Meier Sørensen, B. (2024). Ekspertgruppen om ChatGPT og andre digitale hjælpemidler. https://www.uvm.dk/-/media/filer/uvm/aktuelt/pdf24/april/240423-ekspertgruppen-om-chatgpt-og-andre-digitale-hjaelpemidlers-rapport.pdf

Vedersø, B., Andersen, H. L., Andreasen, M., Aslak, M., Bo Augustinus, I., Damsgaard, J., Jensen, T. W., Størup Lauridsen, P. & Meier Sørensen, B. (2024). Medlemmer af ekspertgruppe: Her er de anbefalinger, vi ikke blev bedt om. Altinget.dk. https://www.altinget.dk/uddannelse/artikel/medlemmer-af-ekspertgruppe-her-er-de-anbefalinger-vi-ikke-blev-bedt-om

Vedel, P. V., Lund, K., Egerod, L. & Harrit, O. (2005). Den teamorganiserede skole: Danskuddannelse til voksne udlændinge. Ministeriet for Flygtininge, Indvandrere og Integration.

Veck, W., Dovigo, F. & Proyer, M. (2021). Editorial: refugees and inclusive education. International Journal of Inclusive Education, 25(2), 109-115. https://doi.org/10.1080/13603116.2019.1707297

Varge-Atkins, T. & Nørgård, R. T. (2022). Sustaining habits of the heart in small disciplines. Afhandling præsenteret på ICED 2022 - International Consortium for Educational Development, Aarhus, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/C6E17D3E-00B1-EC11-84B2-00155D0B0901.pdf

van Velzen, B., Seashore Louis, K., Devos, G., Ekholm, M., Kofod, K., Moos, L. & Schratz, M. (2012). Wer Vorwärts Kommen Will, Muss Auch Mal Rückwarts Denken: Reflections on the Case Studies. I K. Seashore Louis & B. van Velzen (red.), Educational Policy in an International Context (s. 193-212). Palgrave Macmillan.

van Rooij, A. J., Ferguson, C. J., Colder Carras, M., Kardefelt-Winther, D., Shi, J., Aarseth, E., Bean, A. M., Bergmark, K. H., Brus, A., Coulson, M., Deleuze, J., Dullur, P., Dunkels, E., Edman, J., Elson, M., Etchells, P. J., Fiskaali, A., Granic, I., Jansz, J. ... Przybylski, A. K. (2018). A weak scientific basis for gaming disorder: let us err on the side of caution. Journal of Behavioral Addictions, 7(1), 1-9. https://doi.org/10.1556/2006.7.2018.19

Van Poeck, K., Læssøe, J. & Deleye, M. (2022). The relation between education and the pursuit of societal transformation. I Challenges for environmental and sustainability education research in times of climate crisis (s. 62-66). Ghent University. file:///C:/Users/mbbr/Downloads/Online_Book_invitational_seminar%20(4).pdf

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

Viser resultater 751 til 800 ud af 18091

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Revideret 08.12.2022

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Knud Holt Nielsen