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Holflod, K. & Berg, M. S. (2022). Materialitet, kropslighed og kommunikation i legeeksperimenter på tværs af uddannelser. Dansk Universitetspædagogisk Tidsskrift, 17(33). https://doi.org/10.7146/dut.v17i33.131907

Bach, C. C. (2022). Mathematical communication competency in settings involving a dynamic geometry environment - hope or hype? Aarhus Universitet.

Thomsen, M. & Jankvist, U. T. (2022). Mathematical thinking in the interplay between historical original sources and GeoGebra. I U. T. Jankvist, R. Elicer, A. Clark-Wilson, H-G. Weigand & M. Thomsen (red.), Proceedings of the 15th international conference on technology in mathematics teaching (ICTMT 15): Making and Strengthening “Connections and Connectivity” for Teaching Mathematics with Technology (s. 189–196). Danish School of Education, Aarhus University. https://doi.org/10.7146/aul.452

Larsen, B. R. (2022). Mellem decentralisering og centralisering: en statslig arbejdsplads flytter fra København til Nakskov . Dansk Sociologi, 33(2), 55-77.

Rasmussen, L. R. (2022). Melted Chocolate, Schoolbooks, and Factory Floors. Unravelling the Intertwining of Public Schools and Private Companies, Denmark 1945‐2022. Abstract fra International Standing Conference for the History of Education 43, Milano, Italien.

Khawaja, I. (2022). Memory Work as Engaged Critical Pedagogy: Creating Collaborative Spaces for Reflections on Racialisation, Privilege and Whiteness . Nordic Journal of Social Research, 13(1), 94-107. https://doi.org/10.18261/njsr.13.1.8

Laursen, H. P., Daugaard, L. M., Ladegaard, U., Østergaard, W., Orluf, B. & Wulff, L. (2022). Metalanguaging Matters: Multilingual Children Engaging with “The Meta”. I Research Anthology on Bilingual and Multilingual Education (s. 97-114). IGI global. https://doi.org/10.4018/978-1-6684-3690-5.ch006

Helding Vembye, M. (2022). Methodological Innovation in Systematic Reviewing and Statistical Meta-Analysis in Education and Beyond. Aarhus Universitet.

Østergaard, M. K. (2022). Middle school students' beliefs about mathematics as a discipline. Aarhus Universitet.

Hansen, H. R. & Kofoed, J. (2022). Mobning: tilhørstomhed og meningsfylde : midt i et vidensskifte. I J. Bjerre & P. Fibæk Laursen (red.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2. udg., s. 351-374). Hans Reitzels Forlag.

Anderson, S. D. (2022). Modul - Kulturelle produktion. I C. Markom & J. Tosic (red.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (s. 345-351). New Academic Press.

Anderson, S. D. (2022). Modul - Sozialität. I C. Markom & J. Tosic (red.), Einführung in die Bildungsanthropologie: Ein Lehrbuch (s. 351-356). New Academic Press.

Nissen, M. (Producent) & Blunden, A. (Producent). (2022). Morten Nissen, interviewed by Andy Blunden, on cultivating motivation, social work and addiction. Billeder, Video- og Lydoptagelser (digital) https://www.youtube.com/watch?v=P7y0OnXuZKc

Østergaard, M. K., Skyggebjerg, A. K. & Jankvist, U. T. (2022). Mr. Frog challenged by mathematical conjectures: Fermat’s last theorem and twin primes. I C. Michelsen, A. Beckmann, V. Freiman, U. T. Jankvist & A. Savard (red.), Mathematics and Its Connections to the Arts and Sciences (MACAS) : 15 Years of Interdisciplinary Mathematics Education (s. 561-577). Springer. Mathematics Education in the Digital Era Bind 19 https://doi.org/10.1007/978-3-031-10518-0

Ramsgaard, M. B., Lindahl Thomassen, M., Højlund, C., Brahe-Orlandi, R. & Østergaard, T. (red.) (2022). Mulighedernes didaktik. Frydenlund Academic.

Kristjansdottir, B. (2022). Multikulturel litteratur om asyl: Litteraturpædagogisk læsning af ungdomsromanen I love you. I K. Risager (red.), Sproglig og kulturel mangfoldighed i læremidler til sprogundervisning i Norden (s. 166-200). Vigdís Finnbogadóttir Institute of Foreign Languages at the University of Iceland (VFI). https://vigdis.hi.is/wp-content/uploads/2022/11/sprogligt-rafr.pdf

Fougt, S. (2022). Multimodale tekster. I B. Nielsen (red.), Danskdidaktisk opslagsbog (s. 391-398). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#

Philipps, M. R. & Fougt, S. (2022). Myndiggørelse mellem teknologi og designkontekst. I Håndbog i scenariedidaktik (s. 475-488). Aarhus Universitetsforlag. Didaktiske studier

Elicer, R. & Tamborg, A. L. (2022). Nature of the relations between programming and computational thinking and mathematics in Danish teaching resources. I U. T. Jankvist, R. Elicer, A. Clark-Wilson, H-G. Weigand & M. Thomsen (red.), Proceedings of the 15th international conference on technology in mathematics teaching (ICTMT 15) (s. 45-52). Aarhus University. https://doi.org/10.7146/aul.452

Hyldgaard, K. (2022). Negativ pædagogik. Samfundslitteratur.

Hyldgaard, K. (2022). Negativ pædagogik. Filosofilærerforeningens Blad, 1, 47-50. [4].

Larsen, S. N. (2022). Neoliberalismens storhed og fald. Information, Sektion 2, 21-21.

Elicer, R. & Tamborg, A. L. (2022). Networking the theoretical constructs of computational thinking and techno-mathematical fluency through a geometrical task. I H-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medová, M. Tabach & M. Turgut (red.), Mathematics Education in the Digital Age (MEDA 3): Proceedings of the 13th ERME Topic Conference (ETC 13) Constantine the Philosopher University in Nitra. https://www.meda.fpvai.ukf.sk/index.html

Dahl, K. K. B. (2022). New teachers - challenges and possibilities. 1-7. Abstract fra Wats'up - What About Teacher Shortage, Hamburg, Nordrhein-Westfalen, Tyskland.

Fristrup, T. (2022). Nordic Figurations of Volunteering: Social divisions, dividing practices and diversity in volunteering. I T. Fristrup (red.), Nordic Figurations of Volunteering (s. 1-33). [1] Jamtli Forlag. Fornvårdaren Nr. 41

Heger, S. (2022). Ny forskning: Skrivelyst i fritid og skole. Dansk, (2), 12-14.

Mariager-Anderson, K. (2022, jun.). Når ungdom vakler i beslutningsprosesser. https://veilederforum.no/artikler/ulike-malgrupper/nar-ungdom-vakler-i-beslutningsprosesser

Staunæs, D. (2022). Nærmere en kønsklog skole. Kvan - et tidsskrift for læreruddannelsen og folkeskolen, (124), 29-45.

Schultz, C. (2022). Nødvendigheden af en teoretisk referenceramme for ungdomspædagogisk faglighed. Forskning i Pædagogers Profession og Uddannelse, 6(2), 18-28. https://doi.org/10.7146/fppu.v6i2.134272

Sørensen, A. (2022). Ohne Kapitalismuskritik keine Sozialdemokratie: Über kritische Theorie, Ideologiekritik und die Notwendigkeit von Kritik. Zeitschrift für kritische Theorie, 28(54/55), 245-257.

Wahlgren, B. (2022). Om at anvende det man har lært: transfer fra uddannelse til praksis. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 24(1), 18-27.

Hansen, C. S. (2022). Om at forstå den pædagogiske profession. I C. Aabro & J. Top-Nørgaard (red.), Tæt på pædagogik i dagtilbud (s. 185-205). Hans Reitzels Forlag.

Holm, C. (2022). Omsorg skal anerkendes på lige fod med læring. Information, Sektion 1, 16-17. https://www.information.dk/debat/2022/01/omsorg-anerkendes-paa-lige-fod-laering-forbedre-boernenes-forhold?utm_content=a-vagtens&utm_source=Dagbladet+Information&utm_campaign=16ea57ddb1-EMAIL_CAMPAIGN_2022_01_05_08_21&utm_medium=email&utm_term=0_b2b560927b-16ea57ddb1-417096498&mc_cid=16ea57ddb1&mc_eid=2f746ce6c6

Geraniou, E., Jankvist, U. T., Elicer, R., Tamborg, A. L. & Misfeldt, M. (2022). On mathematical digital competency for teaching: The case of an expert teacher. I H-G. Weigand, A. Donevska-Todorova, E. Faggiano, P. Iannone, J. Medová, M. Tabach & M. Turgut (red.), Mathematics Education in the Digital Age (MEDA 3): Proceedings of the 13th ERME Topic Conference (ETC 13) Constantine the Philosopher University in Nitra. https://www.meda.fpvai.ukf.sk/index.html

Sørensen, A. (2022). Otvorimo umove za snove i nadanja. I Z. Zarić & G. Pudar-Draško (red.), Angažovane reči (s. 195-205). Institute for Philosophy and Social Theory, Belgrade.

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). Overlevelsesguide for nye lærere. Dafolo.

Sattrup, L. & Knudsen, L. E. D. (2022). Overraskende positiv deltagelse i eksterne læringsmiljøer. Skoletjenesten - videnscenter for eksterne læringsmiljøer. https://skoletjenesten.dk/overraskende-positiv-deltagelse-i-eksterne-laeringsmiljoeer

Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi , E., Hartong, S., Hillman, T., Ideland, M., Landri , P., van de Oudeweetering, K., Player-Koro , C., Rensfeldt, A. B., Rönnberg, L., Taglietti, D. & Vanermen, L. (2022). Pandemic Acceleration: Covid-19 and the emergency digitalization of European education. European Educational Research Journal - EERJ, 21(5), 845-868. https://doi.org/10.1177/14749041211041793

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental Job-Loss, Intra-Generational Social Mobility and Children’s Schooling in Denmark. Paper præsenteret ved European Conference on Educational Research, Yerevan, Armenien.

Jensen, S. S., Weiss, F. & Lindemann, K. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark. Paper præsenteret ved Transition in Youth: Education and Institutional Quality, Napoli, Italien.

Jensen, S. S., Lindemann, K. & Weiss, F. (2022). Parental job-loss, intra-generational social mobility and children’s transitions after secondary school in Denmark . Abstract fra 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Danmark.

Nørgård, R. T. (2022). Pedagogical patterns as method for sustainable development. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/2FE27D3E-00B1-EC11-84B2-00155D0B0901.pdf

Anderson, S. D., Banzhaf, E., Grandin, G., Hardiman, R., Jensen, A., Jones, L. M., Knopp, J., Levin, G., Russel, D., Wu, W., Yang, J. & Zandersen, M. (2022). Peopleshed: A crucial element in urban-rural dependencies and opportunities to design NBS for resilience in Europe and China. Abstract fra IAPS - 27th International Association People-Environment Studies
, Lisbon, Portugal. https://iaps2022.mundiconvenius.pt/#/abstract/20819

Rørbech, H. & Höglund, H. (2022). Performative Spaces: Negotiations in the Literature Classroom. Abstract fra ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cypern.

Dahl, K. K. B. (2022). Person, profession og professionspsykologi: mod en ny forståelse af den professionelle. Kognition og Pædagogik, 37(126), 6-14.

Faddar, J. & Kjeldsen, C. C. (2022). Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue. Studies in Educational Evaluation (blind peer review), 75, [101218]. https://doi.org/10.1016/j.stueduc.2022.101218

Klomberg, B., Schilhab, T. & Burke, M. (2022). Picturing fiction through embodied cognition: Drawn representations and viewpoint in literary texts . Routledge.

Holm, L. & Ahrenkiel, A. (2022). Places of heteroglossia in everyday interaction. 1-12. Abstract fra RECE 2022 - Vancouver, Canada, Vancouver, Canada.

Hammershøj, L. G. (2022). Play attitude and moods of play: a design-based inquiry into the affective nature and importance of play. International Journal of Play, 11(3), 327-345. https://doi.org/10.1080/21594937.2022.2101276

Nørgård, R. T., Solheim, J. & Bukholt, K. J. (2022). Playful Higher Education: Voices, Activities and Co-creations from the PUP Community. Center for Higher Education Futures, Aarhus University. https://acrobat.adobe.com/link/track?uri=urn:aaid:scds:US:20b3ae83-7c77-353d-8973-d83db60b606e#pageNum=6

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Revideret 08.12.2022

Knud Holt Nielsen