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Shore, C. & Wright, S. (2024). Audit Culture: How Indicators and Rankings are Reshaping the World. Pluto Press.

Ratner, H. F. (2024). Automation, Agencies and Aesthetics: The politics of data visualizations in configuring teachers’ expertise. Discourse: Studies in the Cultural Politics of Education, 45(4), 583-597. https://doi.org/10.1080/01596306.2024.2341765

Gilliam, L. (2024). Averting, stepping-up or shielding: School strategies and intensive minority parenting among second-generation minority Danish parents. Journal of Ethnic and Migration Studies, 50(4), 792-810. https://doi.org/10.1080/1369183X.2023.2199945

Kousholt, K. B. (2024). A writing parent: Danish boarding schools as caring alternative practices in a crisis of well-being. I B. Stanković, T. Zittoun & T. Nikitović (red.), 20th Coference of the international society for theoretical psychology - Theory as engagement: Book of Abstracts (s. 14-14). University of Belgrade.

Carlsson, M. S. & Lysgaard, J. A. (2024). Bæredygtighed i uddannelse og pædagogik. Aarhus Universitetsforlag. Pædagogisk Indblik Nr. 25 https://dpu.au.dk/viden/paedagogiskindblik/baeredygtighed-i-uddannelse-og-paedagogik

Læssøe, J. (2024). Bæredygtighed og historiefaget - nogle overvejelser. NOTER, 241, 6-13.

Brandi, U. (2024). Bæredygtig Livslang Læring. Kommagasinet, Maj.

Gulløv, E. (2024). Balanced emotional expressions. Learning to be an autonomous social being. I N. Marquis (red.), Education, Parenting and Mental Health Care in Europe. : The Contradictions of Building Autonomous Individuals (s. 95-109). Routledge. https://doi.org/10.4324/9781003377207-8

Bøttcher, L. & Dammeyer, J. H. (2024). Begreber til at vurdere testredskabers kvalitet. I L. Bøttcher & J. Dammeyer (red.), Pædagogisk psykologisk testning og udredning (s. 85-104). Samfundslitteratur.

Christensen, T. W., Clubb, G. (red.), Scrivens, R. (red.) & Islam, M. (red.) (2024). Being a former becoming a mentor and the value of using formers in exit work. I G. Clubb, R. Scrivens & M. Islam (red.), Former Extremists: Roles in Preventing and Countering Violence (s. 58-77). Oxford University Press. https://fdslive.oup.com/www.oup.com/academic/pdf/openaccess/9780197765074.pdf

Christensen, T. W., Lindekilde, L., Sivenbring, J., Bjørgo, T., Gjelsvik, I. M., Solhjell, R., Haugstvedt, H., Malmros, R. A., Kangasnniemi, M. & Kallio, H. (2024). “Being a Risk” or “Being at Risk”: Factors Shaping Negotiation of Concerns of Radicalization within Multiagency Collaboration in the Nordic Countries. Democracy and Security , 20(1), 1-24. https://doi.org/10.1080/17419166.2023.2220117

Frank, P., Henkel, G. & Lysgaard, J. A. (2024). Between evidence and delusion–a scoping review of cognitive biases in Environmental and Sustainability Education. Environmental Education Research, 30(9), 1477-1499. https://doi.org/10.1080/13504622.2024.2371507

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.

Korsgaard, M. T., Hilt, L., Wiberg, M. & Solberg, M. (2024). Bildung and the Significance of Place: An Overview. Journal of Philosophy of Education, 58(5), 599-605. https://doi.org/10.1093/jopedu/qhae072

Larsen, S. N. (2024). BILDUNG BUILDING. Den opdragende arkitekt. Et essay. Arkitekten, (10), 66-67.

Størup, J. O. & Lieberoth, A. (2024). BLICK ÜBER DIE GRENZEN: FRÜHE MEDIENERZIEHUNG IN DÄNEMARK. Merz: Medien + Erziehung, 68(1), 47-48. https://doi.org/10.21240/merz/2024.1.12

Winther-Lindqvist, D. A. (2024). Bliver børn glade af at lege? Og hvad betyder det for deres trivsel? Videnskab.dk [online].

Sandager, J. & Plotnikof, M. (2024). Bliv STEM(t) af kønnede atmosfærer, materialer og drømme! Case om indsatser for at tiltrække flere piger til STEM. LEDERLIV – inspiration til livet som leder, 6. https://www.lederliv.dk/sites/default/files/Bliv%20STEMt%20af%20%28k%C3%B8nnede%29%20atmosf%C3%A6rer%2C%20materialer%20og%20dr%C3%B8mme.pdf

Ulrik Andreasen, L. (2024). Blodets siven gennem de lyserøde shorts: Menstruationsblod som sociomateriel ytring og aktivistisk potentiale. Tidsskriftet Antropologi, 89, 107-127. https://doi.org/10.7146/ta.vi89.148003

Hyldgaard, K. (2024). Blufærdighed – modstand i seksualundervisningen. Nogle indledende bemærkninger. Lamella – Tidsskrift for teoretisk psykoanalyse, 7(9), 87-105. Artikel 5. https://tidsskrift.dk/lamella/article/view/145803/188996

Jensen, N. R. (2024). Boganmeldelser. Tidsskrift for Socialpædagogik, 27(2), 98-100.

Rose, P. (2024, jul.). Børneinddragelse – børns veje til deltagelse.

Rose, P. (2024, jul.). Børneperspektiver i egen ret - et Grundsyn på barnet.

Rose, P. (2024). Børn og unges egne perspektiver på betydningen af deltagelse i fritids- og ungdomspædagogiske institutioner. I K. E. Petersen & C. Schultz (red.), Fritids- og ungdomspædagogik : en grundbog i fritids- og ungdomspædagogisk arbejde med større børn og unge (s. 164-188). Ungdomsringen.

Knage, F. S. & Hedegaard, M. L. L. (2024, aug.). Børn siger altid noget - også når de holder mund. https://dpu.au.dk/asterisk/kommentar-108

Holm, L. & Ahrenkiel, A. (2024). Børns sprogleg - en upåagtet dimension af børnesprog. Sprogforum, 30(1), 12-17. https://doi.org/10.7146/spr.v30i1.145749

Mogensen, N. D. (2024). Børns sprogsteder. Dansk Pædagogisk Tidsskrift, 2024(1). https://dpt.dk/temanumre/2024-1/boerns-sprogsteder/

Heger, S. (2024). Børn vil gerne skrive sammen med voksne forbilleder. Dansk: medlemsblad for Dansklærerforeningens folkeskolesektion, (2).

Staunæs, D. & Ryu, S. J. (2024). Breaking Hygge: How Race and Racism Keep Disappearing from Discourse. I S. J. Ryu & D. C. (red.), Building + Breaking: Eight Conversations about Spatial Justice (s. 78-96). Arkitektens Forlag.

Gilliam, L. & Gulløv, E. (2024). Bringing Norbert Elias to School: Education and the Civilizing Process. I N. Gabriel (red.), International Comparisons in Learning and Education: Eliasian Perspectives (s. 53-80). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-60958-9_4

Lindenskov, L. B. & Søndergaard, B. D. (2024, feb. 25). Brøker på erhvervsskoler.

Hanghøj, T., Kabel, K. & Hannibal Jensen, S. (2024). Brug af digitale spil i dansk og engelsk: Resultater fra et systematisk review med implikation for praksis. Sprogforum, 30(1), 5-11. https://doi.org/10.7146/spr.v30i1.145743

Bengtsson, L., Brandi, U., Dahlstrand, Å. L. & Wadin, J. (2024). Building Innovation Ability: A continuous improvement of innovation capacity, capability, and external outlook. Abstract fra R&D Management 2024: Transforming industries through technology.

Brandt, A. & Bruun, M. H. (2024). Byen som etnografisk living lab: oversvømmelser og klimatilpasning i Vejle. I G. Silding (red.), Vand og Bosætning: potentiale eller trussel? (s. 39-52). Dansk Byplanlaboratorium. https://www.byplanlab.dk/sites/default/files/BHU_skrift_84_2024.pdf?0.6237771336142782

Wichmann-Hansen, G. & Nielsen, K.-J. S. (2024). Can hands-on supervision get out of hand? The correlation between directive supervision and doctoral student independence in a Danish study context. Scandinavian Journal of Educational Research, 68(6), 1121-1136. https://doi.org/10.1080/00313831.2023.2204113

Thomsen, R., Tybjerg, G. & Skovhus, R. B. (2024). Career Education in the final years of Compulsory School in Denmark. Nordic Journal of Transition, Career and Guidance, 5(1), 15-30. https://doi.org/10.16993/njtcg.84

Ghandchi, N. (2024). Caregiving and flying cars: interactionally mediated practices of care through language brokering within an Afghan migrant family in Denmark. Journal of Multilingual & Multicultural Development, 45(7), 2785-2800. https://doi.org/10.1080/01434632.2022.2071428

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

Holm, L. (2024). Challenges in language testing of multilingual individuals. I S. Ivanov, A. Andersson & A. Johansson (red.), 2024: Educational linguistics: Language(s) from childhood to adult age Linnæus University.

Ratnayake, I. G., Ahl, L. M., Prytz, J. & Jankvist, U. T. (2024). Changing mathematics education practice: a systematic review of mathematics education implementation research in the Nordic countries. Implementation and Replication Studies in Mathematics Education, 4(2), 215-242. https://doi.org/10.1163/26670127-bja10021

Bengtsen, S. S. E. (2024). Chaos in the university: Playing the dangerous game. I The Playful University: Philosophy, Pedagogy, Politics and Principles (1 udg., s. 48-64). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-4

Østergaard, M. K. (2024). Characterizing students’ beliefs about mathematics as a discipline. LUMAT, 12(1), 48-63. https://doi.org/10.31129/LUMAT.12.1.2113

Nordentoft, H. M. & Jensen, T. W. (2024). Chatbots som tredje part i vejledningsrummet: et eksplorativt studie af vejledningsstuderendes viden og holdninger til samt brug af generativ kunstig intelligens . Abstract fra De videregående uddannelser i en brydningstid, Vejle, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/DA136AFF-D6E2-EE11-84CC-00155D0B0940.pdf

Petersen, K. E. (2024). Children and young peoples active participation in research – perspectives on participatory research with children and young people. Afhandling præsenteret på Participatory research with children and young people: Empowering Voices, Upholding Rights, Fostering Growth, Sverige.

Læssøe, J., Anderson, S. D., Sierra-Jimenez, M. J. & Elze, S. (2024). Children and youth participation and learning in science and local governance related to nature-based solutions: REGREEN Deliverable D5.7. https://doi.org/10.5281/zenodo.10722383

Holm, L. & Ahrenkiel, A. (2024). Children´s language play as collaborative improvisations - rethinking paths to literacy. Journal of Early Childhood Literacy, 24(2), 298-317. https://doi.org/10.1177/14687984211067131

Gulløv, E. (2024). Choosing School, Choosing Friends: Parents’ Reflections on Choice of School . Afhandling præsenteret på European Sociological Association, Porto, Portugal.

Dohn, N. B. & Dohn, N. B. (2024). Co-Creating Learning Designs with Upper Secondary School Teachers. I I.-M. F. Christensen, L. Markauskaite, N. B. Dohn, D. Ripley & R. Hachmann (red.), Creating Design Knowledge in Educational Innovation: Theory, Methods, and Practice (s. 206-218). Routledge. https://doi.org/10.4324/9781003391432-23

Holflod, K., Nørgård, R. T. & Eriksson, E. (2024). Community, Socialisation, and Empowerment in Cultural Game Jams with Youth Citizens. I Proceedings of the 18th European Conference on Games Based Learning (1 udg., Bind 18, s. 395-402). Academic Conferences and Publishing International Limited. https://doi.org/10.34190/ecgbl.18.1.2812

Højgaard, T. (2024). Competencies and fighting syllabusism. Educational Studies in Mathematics, 115(3), 459-479. https://doi.org/10.1007/s10649-023-10285-2

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Knud Holt Nielsen