Oversigt over alle publikationer fra DPU

Søg i forskningsdatabasen PURE

Sortér efter: Dato | Forfatter | Titel

Svinth, L. (2008). Women in physical science. I Draw the line: International Conference, Copenhagen 2008 Papers, proceedings and recommendations (1 udg., s. 19-44). Tartu University Press.

Wright, S. (2007). Women in academia: women’s career paths in the social sciences, in the context of Lund University and Swedish higher education. I A.-M. Sellerberg (red.), Den Obalanserade Hierarkin (s. 127-150). Bokbox Forlag.

Høg Utoft, E., Vertelyté, M. & Gao, G. (2024). Women academics’ ambivalent experiences of singlehood and international mobility. Manuskript afsendt til publicering.

Broström, S. (2009). Wolfgang Klafki. I Leksikon for det 21. århundrede: www.leksikon.org http://www.leksikon.org/art.php?n=5140

Dahl, K. K. B. (2017). With the best of intentions: becoming somebody in Kenyan teacher education. Roskilde Universitetsforlag.

Knoop, H. H. (2008). Wise Creativity and Creative Wisdom. I A. Craft, H. Gardner & G. Claxton (red.), Creativity, Wisdom and Trusteeship: Exploring the Role of Education (1 udg., s. 119-132). Corwin Press.

Knoop, H. H. (2010). Wise creativity and creative wisdom. I A. Craft, G. Claxton & H. Gardner (red.), Creativity, wisdom, and trusteeship: exploring the role of education: complex Chinese edition (s. 185-206). SAGE Publications.

Darsø, L. & Cowan, D. (2008). Wisdom: A Backdrop for Organizational Studies. I D. Barry & H. Hansen (red.), The SAGE Handbook of New Approaches in Management and Organization (s. 332-343). SAGE Publications.

Favell, A. & Reimer, D. (2013). Winners and Losers? Citizens and Sceptics? European Integration and the Spread of Cosmopolitanism: EUCROSS First Policy Brief (www.eucross.eu). eucross.eu. http://www.eucross.eu/cms/index.php?option=com_docman&task=doc_download&gid=74&Itemid=157

Torres, I. (2015). Windows in education and food policy for critical health education in Ecuador. Abstract fra EERA: ECER 2015, Budapest, Ungarn. http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/35244/

Martinsen, A. (2014). Will MOOCs change the very DNA of higher education? ASEMagazine, (5), 10. http://www.e-pages.dk/aarhusuniversitet/1024/10

Nissen, M. (2004). Wild Objectification: Social work as Object. Outlines, (6:1), 73-89.

Langager, S. (2004). Wild learning - social and pedagogical work with marginalized youth. http://www.socinc.net/default_pages.asp?menuIDX=264&parentFkey=47

Nissen, M. (2002). Wildes Lernen: Nachlese als Vorbereitung. Forum Kritische Psychologie - Neue Folge, (45), 97-122.

Regener, S. (2004). Wilde Grimassen in einer wilden Zeit: Arnulf Rainers fotografische Erkundungen im Fotoautomaten Ende der 1960er Jahre. I Reisen ? Erkunden ? Erzählen: Bilder aus der europäischen Ethnologie und Literatur

Schilhab, T. & Esbensen, G. L. (2025). Wild animals connect us with nature: About awe, eco-pedagogy and natureconnectedness. Frontiers in Psychology, 16, Artikel 1523831. https://doi.org/10.3389/fpsyg.2025.1523831

Jensen, N. R. (2010). Wie professionelle Sozialpädagogen mit behinderten Menschen umgehen. I S. Krönchen (red.), Vielfalt & Inklusion: Herausforderungen an die Praxis und die Ausbildung der Sozialen Arbeit und der Kulturpädagogik (s. 267-283). Hochschule Niederrhein, Fachbefreich Sozialwesen, Mönchengladbach.

Scholl, D., Völschow, Y., Anders, D., Küth, S., Warrelmann, J.-N., Kleinknecht, M., Prilop, C. N. & Weber, K. E. (2022). Wie kann die professionelle Refexion von angehenden Lehrer*innen digital gefördert werden? Chancen und Grenzen neuer Tools in der Lehrer*innenbildung. I Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung (s. 185-203). Julius Klinkhardt. https://doi.org/10.25656/01:25410

Schuller, T. & Desjardins, R. (2010). Wider benefits of adult education. I P. Peterson, E. Baker & B. McGaw (red.), International encyclopedia of education (3. udg., Bind 1, s. 229-233). Pergamon Press.

Waller, R., Holford, J., Jarvis, P., Milana, M. & Webb, S. (2014). Widening participation, social mobility and the role of universities in a globalized world. International Journal of Lifelong Education, 33(6), 701-704. https://doi.org/10.1080/02601370.2014.972082

Poulsen, B. K., Skovhus, R. B. & Thomsen, R. (2018). Widening opportunities for career guidance: research circles and social justice. I T. Hooley, R. G. Sultana & R. Thomsen (red.), Career guidance for social justice: contesting neoliberalism (Bind 1, s. 211-225). Routledge.

Adriansen, H. K., Madsen, L. M. & Jensen, S. (2015). Why study higher education and capacity building in Africa? an introduction. I H. K. Adriansen, L. M. Madsen & S. Jensen (red.), Higher education and capacity building in Africa: the geography and power of knowledge under changing conditions (1. udg., s. 1-11). Routledge.

Jankvist, U. T. & Iversen, S. M. (2014). 'Whys' and 'Hows' of using philosophy in mathematics education. Science & Education, 23(1), 205-222. https://doi.org/10.1007/s11191-013-9616-3

Brandi, U. & Hasse, C. (2010). Why innovation fails: the importance of bringing in a new concept of culture. Afhandling præsenteret på Organizational learning, knowledge, and capabilities, Boston, USA. http://www.cba.neu.edu/olkc2010/

Hasse, C. (2024). Why Imagination needs Socratic Ignorance. I G. Wellner, G. Dierckxsens & M. Arienti (red.), The Philosophy of Imagination: Technology, Art and Ethics (s. 175-187). Bloomsbury Academic. https://doi.org/10.5040/9781350277243.0019

Nørby, S. (2015). Why forget: on the adaptive value of memory loss. Perspectives on Psychological Science, 10(5), 551-578. https://doi.org/10.1177/1745691615596787

Schnack, K. (1998). Why focus on Conflicting Interests in Environmental Education? I M. Ahlberg & W. Filho (red.), Environmental Education for Sustainability: Good Environment, Good Life (s. 83-96). Peter Lang.

Grønhøj, E. O. & Andersen, I. G. (2022). Why do so few woman aspire for a technology career? Investigating the relationships between students’ attitudes, competence beliefs and career aspirations in eight countries. Afhandling præsenteret på American Education Research Association, California, USA.

Petersen, K. B. (2023). Why do (long-serving) teachers stay in high-risk schools? Abstract. Abstract fra ISfTE 2023 - Bhutan, Paro, Bhutan.

Jaffe-Walter, R. & Khawaja, I. (2022). “Why Do I Live Here?”: Using Identity Mapping to Explore Embodied Experiences of Racialization . I (Re)Mapping Migration and Education: Centering Methods and Methodologies (s. 112-133). Brill.

Khawaja, I. (2023). "Why do I live here?": Using identity mapping to explore embodied experiences of racialization. Afhandling præsenteret på CIES Comparative International Education Society , Washington, USA.

Petersen, K. B. (2022). Why do (experienced) teachers stay in their profession?. Abstract fra NERA Conference Reykjavik, 2022, Reykjavik, Island. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf

Petersen, K. B. (2024). Why does a teacher remain at a high-risk school? Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark. 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. 143-160). Routledge. https://doi.org/10.4324/9781003407775-12

Nielsen, C. F. & Hartz, E. (2018). Why be just? the problem of motivation in Hegel and Rawls. Ratio Juris, 31(3), 326-345. https://doi.org/10.1111/raju.12219

Thomsen, R., Hooley, T. & Sultana, R. (2020, mar.). Why a social justice informed approach to career guidance matters in the time of coronavirus? https://careerguidancesocialjustice.wordpress.com/2020/03/23/why-a-social-justice-informed-approach-to-career-guidance-matters-in-the-time-of-coronavirus/

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

Schilhab, T. (2015). Why animals are not robots. Phenomenology and the Cognitive Sciences, 14(3), 599-611. https://doi.org/10.1007/s11097-013-9342-y

Ørberg, J. W. (2007). Who Speaks for the University? Legislative frameworks for Danish university leadership 1970-2003. http://www.dpu.dk/Everest/Publications/Om%20DPU/Institutter/Pædagogisk%20Antropologi/New%20managementx2C%20new%20identities/Working%20Papers/20070611113532/CurrentVersion/Working%20Paper%205.%20Who%20

Kowal, M., Coll-Martín, T., Ikizer, G., Rasmussen, J., Eichel, K., Studzińska, A., Koszałkowska, K., Karwowski, M., Najmussaqib, A., Pankowski, D., Lieberoth, A. & Ahmed, O. (2020). Who is the Most Stressed During the COVID-19 Pandemic? Data From 26 Countries and Areas. Applied Psychology: Health and Well-Being, 12(4), 946-966. https://doi.org/10.1111/aphw.12234

Ghandchi, N. (2018). Who is the authority? the study of language registers and ideologies in two mother tongue classes in Copenhagen. Multilingua - Journal of Cross-Cultural and Interlanguage Communication, 37(6), 649-680. https://doi.org/10.1515/multi-2016-0011

Gibson, A. & Smedegaard Ernst Bengtsen, S. (2025). Who is ‘society’ in the societal impact debate? A critical discussion of policies of closure. Educational Philosophy and Theory, 57(2), 98-111. https://doi.org/10.1080/00131857.2024.2409742

Staunæs, D. & Nørgaard, C. (2024). Who is Afraid of Gender? Conversation with Judith Butler on Anxieties, Alliances across Differences and Hope for the Futures. Kvinder, Køn & Forskning, (1), 30-38. https://tidsskrift.dk/KKF/article/view/149702/193410

Meidell Sigsgaard, A.-V. (2012). Who Has the Knowledge if not the Primary Knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History. Afhandling præsenteret på International Systemic Functional Congress 39, Sydney, Australien. http://www.isfla.org/Systemics/Conferences/ISFC39_2012_proceedings.pdf

Lieberoth, A. (2021). WHO expert meeting contribution: Using gamification for behavior change - a critical overview of limits and opportunities. Abstract fra Video games and noncommunicable diseases - WHO expert meeting 2021, Moscow, Rusland.

Holm, L. (2009). Who evaluates the evaluation? an analysis of computer-adaptive testing using literacy as an example. Nordisk Pedagogik, 29(1), 137-148.

Holm, L. (2008). Who evaluates the evaluation? an analysis of the Danish folkschools national it-based tests using Danish/reading as an example. I NERA 2008 (s. 1-14). Nordisk Förening för pedagogisk forskning. http://www.cmscongress.com/nera2008/pdf/162.pdf

Reimer, D. & Dorf, H. (2011). Who chooses to become a teacher and why? differences between Danish and Finnish first year primary school teacher students. (s. 1-33). Center for Strategisk Uddannelsesforskning. http://www.cser.dk/fileadmin/www.cser.dk/wp_007_drhd.pdf

Dorf, H., Reimer, D. & Rasmussen, J. (2012). Who becomes a teacher - and Why? Teacher recruitment in Denmark in a Nordic comparative perspective. I J. Madalinska-Michanak, H. Niemi & S. Chong (red.), Research, Policy, and Practice in Teacher Education in Europe (s. 119-140). University of Lodz.

Staunæs, D. & Søndergaard, D. M. (2008). Who are ready for results? Reflections on the Multivoicedness of Useful Research. International Journal of Qualitative Studies in Education, 21(1), 3-18.

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.

Viser resultater 101 til 150 ud af 17662

Forrige

Næste

Revideret 08.12.2022

Knud Holt Nielsen