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Winther, I. W. (2023). ”Det er et scoretrick at sige, at jeg kommer herfra”: Om at føle sig hjemme og høre til . Jordens Folk, 58(2), 71-82. https://tidsskrift.dk/jf/article/view/141270/185138

Winther, M. (2024). Gravides unikke og komplekse rejse med diagnosen ADHD / ADHD-foreningens medlemsblad. ADHD, December 2024(4), 26-27. Artikel 4.

Wind, A. (2022). Han skal få drengene op på niveau med pigerne: ”Vi har en folkeskole, hvor kønsstereotyperne kan trives”. Altinget. https://www.altinget.dk/artikel/han-skal-faa-drengene-op-paa-niveau-med-pigerne-vi-har-en-folkeskole-hvor-koensstereotyperne-trives

Wilken, L. (2013). Navigating the global space of tertiary education: an exploration of the educational strategies of mobile students choosing to attend lesser known universities abroad. Afhandling præsenteret på ISA Annual Conference, San Francisco, San Francisco, USA.

Wilken, L. (2013). War and Suffering in the Eurovision Song Contest: Representation of the wars on Balkan in the Eurovision Song Contest during the 1990s. Abstract fra A Transnational Vision for EuropePerformances, Politics and Places of the Eurovision Song Contest, Malmø, Sverige. https://www.mah.se/gps/esc/programme

Wilken, L. (2013). Culture, practice, habit: why people don't just eat what experts tell them to eat. Afhandling præsenteret på Milk, Copenhagen, Danmark.

Wilken, L. (2013). Politik og popmusik.

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. (2014). Making Sense of Diversity: Differences that make a difference in international education. Abstract fra SRHE Annual Research Conference 2014, Newport, South Wales, Storbritannien. https://www.srhe.ac.uk/conference2014/abstracts/0258.pdf

Wilken, L. & Tange, H. (2014). Internationalisering og progression. Dansk Universitetspædagogisk Tidsskrift, årg. 9(17), 20-29. http://ojs.statsbiblioteket.dk/index.php/dut/article/view/16707

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

Wildemeersch, D., Læssøe, J. & Håkansson, M. (2022). Young sustainability activists as public educators: An Aesthetic Approach. European Educational Research Journal, 21(3), 419-434. https://doi.org/10.1177/1474904121990953

Wildemeersch, D., Håkansson, M. & Læssøe, J. (2023). No time to waste? Dealing with ‘urgency’ in environmental and sustainability education. Environmental Education Research, 29(10), 1417-1429. https://doi.org/10.1080/13504622.2023.2213412

Wildeman, C., Andersen, S. H., Lee, H. & Karlson, K. B. (2014). Parental incarceration and child mortality in Denmark. American Journal of Public Health, 104(3), 428-433. https://doi.org/10.2105/AJPH.2013.301590

Wieser, C. (2019). Teaching expertise in higher education: A case study on the development of teaching expertise at a public research-intense university. Afhandling præsenteret på Rethinking Educational Ethnography Conference, Graz, Østrig.

Wieser, C. (2019). What teachers do to develop expertise: A personal knowledge perspective. Afhandling præsenteret på The Danish School of Education Spring Symposium , Aarhus, Danmark.

Wieser, C. (2019). Reliable knowledge on teaching and the knowledge that reachers rely on: Some remarks on evidence as research knowledge and how it can support expertise development. Afhandling præsenteret på ECER 2019, Hamburg, Tyskland.

Wieser, C. (2019). Lehrkompetenz an Hochschulen entwickeln: Praxistheoretische Perspektiven und Möglichkeiten für die Weiterbildung. Weiterbildung: Zeitschrift für Grundlagen, Praxis und Trends, 28(5), 35-37.

Wieser, C., Besic, E., Findenig, I., Kukovetz, B., Paleczek, L., Pernsteiner-Koller , C., Reisenbauer, S. & Sprung, A. (2019). Service Learning im Bereich Flucht und Migration: ein Beitrag zur gesellschaftlichen Verantwortung und zur Entwicklung von pädagogischem Wissen im Studium. I E. Hillebrand-Augustin, G. Salmhofer & L. Scheer (red.), Responsible university: Verantwortung in Studium und Lehre (s. 115-130). Leykam Buchverlag.

Wieser, C. (2020). Data Analysis in Ethnography: Challenges and Insights on the Way to Ethnographic Knowledge. Abstract fra ECER 2020 - European Conference of Educational Research 2020.

Wieser, C. (2020). Analytical stages in Ethnographic Fieldwork and Data Analysis: An Attempt to illustrate Links between Involved Fieldwork and Retrospective Data Analysis. Abstract fra ECER 2020 - European Conference of Educational Research 2020.

Wieser, C. (2020). How an experienced teacher establishes constructive alignment in course coordination and teaching. Abstract fra DUN 2020 - Denmarks Universitetspædagogisk Netværk Konference 2020.

Wieser, C. (2020). Links between involved fieldwork and detached data analysis. Abstract fra Oxford Ethnography and Education Conference, Oxford, Storbritannien.

Wieser, C. & Pilch Ortega, A. (red.) (2020). Ethnography in higher education. Springer. Doing Higher Education

Wieser, C. & Pilch Ortega, A. (2020). Ethnography in higher education: an introduction. I C. Wieser & A. Pilch Ortega (red.), Ethnography in higher education (s. 1-10). Springer.

Wieser, C. (2020). Teaching expertise in higher education: constructive alignment and how an experienced university teacher maintained constructive alignment in practice. I C. Wieser & A. Pilch Ortega (red.), Ethnography in higher education (s. 33-52). Springer.

Wieser, C. (2021). Empirisk analyse af undervisningspraksis og didaktiske situationer. I Almendidaktik : udfordringer og åbninger (s. 57-70). U Press.

Wieser, C. & Klinger, S. (2020). Professionalisierung mit der Dokumentarischen Methode erforschen: Perspektiven für die Analyse von Wissenstransformation. I Jahrbuch Dokumentarische Methode (s. 215-238). Centrum für qualitative evaluations- und sozialforschung. https://doi.org/10.21241/ssoar.70909

Wieser, C. (2021). Video diaries as a narrative resource in ethnographic research. Afhandling præsenteret på Communication, Culture and Diversity International Seminar, Jönköping, Sverige.

Wieser, C. & Maeder, C. (2021). Challenges and Insights on the Way to Ethnographic Knowledge: Data Analysis in Ethnography. Abstract fra European Conference on Educational Research (ECER), Geneva (online), 2021.

Wieser, C. (2021). Analytical stages in Ethnographic Fieldwork and Data Analysis: Links between Involved Fieldwork and Retrospective Data Analysis. Abstract fra European Conference on Educational Research (ECER), Geneva (online), 2021.

Wieser, C. (2022). Innovation and Transformation in Educational Ethnographic Research: A commentary on the production of knowledge in ethnographic research. Afhandling præsenteret på 7. International Ethnography Conference: What’s new? Innovation and Transformation in Educational Ethnographic Research, Flensburg, Tyskland.

Wieser, C. (2022). The Development of Pedagogical Competence in Tacit Knowing: Towards a Polanyian Framework for the Empirical Analysis of Competence Development. Tradition and Discovery, 48(2), 22-35. https://doi.org/10.5840/traddisc202248210

Wieser, C. (2022). Video diaries as spaces of self-care: A post-critical exploration of the pedagogical self. Afhandling præsenteret på NERA Conference Reykjavik, 2022, Reykjavik, Island.

Wieser, C. & Unterweger, G. (2022). Field relations in educational ethnographies: innovative approaches and new strategies in fieldwork. Afhandling præsenteret på European Educational Research Association - ECER 2022, Yerevan, Armenien.

Wieser, C. (2022). Video diaries as a resource for building relationships of trust in educational ethnography.

Wieser, C. (2023). Die poetische Pädagogik von Grundtvig: Spuren einer dänischen Konzeption von Bildung. Pädagogische Rundschau, 77(2), 205-222. https://doi.org/10.3726/PR022023.0016

Wieser, C. (2024). Teacher qualities that make teachers stay in the profession: Addressing teacher shortage in Nordic countries with ethics of care. I L. E. Damgaard Knudsen, K. Bjerg Petersen, M. Wiberg, H. Plauborg & L. Haastrup (red.), Teacher Ethics and Teaching Quality in Scandinavian Schools New Reflections, Future Challenges, and Global Impacts (s. 51-65). Routledge. https://doi.org/10.4324/9781003407775-5

Wieser, C. (2023). Polanyi’s personal knowledge: A paradigmatic framework for the empirical analysis of tacit knowing. Afhandling præsenteret på The Polanyi Society Zoom Sessions.

Wieser, C. (2023). Developing trust in educational ethnography: Video diaries as a resource for becoming familiar and enabling truth-telling. Afhandling præsenteret på ECER 2023- European Conference on Educational Research, Glasgow, Storbritannien.

Wieser, C. (2024). Rethinking educational policy through meta-ethnography: Translating ethnographic research on teacher challenges into educational policy. Afhandling præsenteret på Rethinking Educational Ethnography Conference 2024, Zaragoza, Spanien.

Wieser, C., Unterweger, G., Bagley, C. & Vigo, B. (2024). Experiences and benefits from collaborating in the international ethnography network. European Educational Research Association. https://blog.eera-ecer.de/educational-ethnography/

Wieser, C. (2024). Using video diaries in educational ethnography: what being alone with a camera does for self-representation, trust, and affording a participant perspective. Ethnography and Education, 19(4), 333-352. https://doi.org/10.1080/17457823.2024.2401965

Wiegman, I.-M., Nielsen, T. W., Sørensen, O. H., Bramming, P., Møller, N. & Pedersen, F. (2010). Benchmark og videndeling i netværk som metode til at skabe bedre arbejdsmiljø i kundecentre: en rapport om AMICA-projektet. Det Nationale Forskningscenter for Arbejdsmiljø. http://www.arbejdsmiljoforskning.dk/da/nyheder/arkiv/2010/~/media/Boeger-og-rapporter/amica-rapport.pdf

Wied, K. (2015). Valgfrihedens og læringens orkestrering af skolen: når en kakofoni af rytmer gør det svært at holde takten . I H. Bjerg & N. Vaaben (red.), At lede efter læring (s. 187-210). Samfundslitteratur.

Wied, K. (2019). Skoleledelse som motivationsarbejde: en dobbelt bevægelsesfortælling om elevers og ledelses bevægelser i udskolingen fortalt gennem rytmeanalysens begreber. Århus Universitet.

Widell, P., Borchmann, S. & Berthelsen, U. D. (2015). Fordord. Skandinaviske Sprogstudier, 3, i-ii.

Wichmann-Hansen, G., Thomsen, R. & Nordentoft, H. M. (2015). Challenges in Collective Academic Supervision: supervisors' experiences from a Master Programme in Guidance and Counselling. Higher Education, 70(1), 19-33. https://doi.org/10.1007/s10734-014-9821-2

Wichmann-Hansen, G., Nielsen, K.-J. S. & Christensen, M. K. (2023). Er integration i det daglige forskningsmiljø vigtigere end vejledningsrelationen for ph.d.-studerendes tilfredshed?. Abstract fra DUN konference 2023, Kolding, Danmark.

Wichmann-Hansen, G. (2023). Vejledning af bachelorprojekter, kandidatspecialer og forskningsår. I M. Krogh Christensen & L. Binow Kjær (red.), Medicinsk Didaktik: En guide til lægen som underviser (s. 262-275). FADL's Forlag.

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Revideret 08.12.2022

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Knud Holt Nielsen