Videnskabelige publikationer fra forskere tilknyttet NCS

Lieberkind, J. (2026). At ændre for at være – dannelse, følelser og symboler i unge politiske aktivisme. Økonomi og Politik, 99(2), 15-29. https://tidsskrift.dk/okonomi-og-politik/article/view/168113/209040

Christensen, A. A., Lavy, S. & Christensen, J. H. (2026). Back to Basics: Increasing Tiredness and Hunger in Nordic Classrooms and Their Links to Disorderly Behaviour and Academic Achievement. European Journal of Education, 61(2), Artikel e70582. https://doi.org/10.1111/ejed.70582

Lieberkind, J. (2026). Being a Pedagogical Subject in School or Becoming a Political Subject for Society: Citizenship and Democratic Education in Denmark. I K. Tirri (red.), Nordic Perspectives on Moral and Citizenship Education (s. 31-54). Brill. https://doi.org/10.1163/9789004745902_003

Dalsgaard, C., Caviglia, F. & Thestrup, K. (2026). Bridging individual, group, class, and outside world in online courses. Proceedings of the International Conference on Networked Learning , 15(2026). https://doi.org/10.54337/nlc.v15.10880

Caviglia, F., Boie, M. A. K., Dalsgaard, C. & Pedersen, A. Y. (2026). Bringing digital competence to the disciplines. Education Inquiry, 17(1), 34-62. https://doi.org/10.1080/20004508.2024.2318842

Heikkinen, H., Helms-Lorenz, M., Plauborg, H. & Bjerkholt, E. (2026). Ecologies of Teacher Induction and Mentoring in Europe: Understanding the Co-existence of Diverse Practices. I Making Sense of European Teacher Induction and Mentoring Practices (s. 1-18). Brill.

Plauborg, H., Assunção Flores, M., Lunde Frederiksen, L. & Symeonidis , V. (2026). European studies on teacher induction and mentoring: a literature review. I Making Sense of European Teacher Induction and Mentoring Practices Brill.

Plauborg, H., Kristensen, R. M., Andresen, B. B., Iversen, A. Ø., Hedegaard, M. L. L. & Gu, Q. (2026). Exploring teacher retention in Denmark as an entangled phenomenon: unpacking variations within and across municipalities. Teachers and Teaching: Theory and Practice. Advance online publication. https://doi.org/10.1080/13540602.2026.2721476

Smith, E., Blaabæk, E. H., Reimer, D. & Jæger, M. M. (2026). Gender gaps in reading increase during unplanned and planned school closures. Proceedings of the National Academy of Sciences of the United States of America, 123(13), Artikel e2523152123. https://doi.org/10.1073/pnas.2523152123

Qvortrup, L. & Wistoft, K. (2026). Inclusion and exclusion during COVID 19 school closures. International Journal of Inclusive Education, 30(1), 114-132. https://doi.org/10.1080/13603116.2024.2390635

Lieberkind, J. (2026). Keynote: Dialogue without Listening?. Abstract fra Dialogue in Democratic Education -Conference & Finnish Annual Conference in History and Philosophy of Education (KaHiFi) 2026, Oulu, Finland.

Lieberkind, J. (2026). Keynote: The Missing Political Subject: Blind Spots in Democratic and Citizenship Education. Abstract fra Strengthening democracy and critical dialogue through international cooperation, Copenhagen, Danmark.

Lieberkind, J. (2026). Keynote: Unge stemmer: splittet mellem uddannelses- og ungdomskultur. Abstract fra Dansk i mange retninger 2026 – et fagdidaktisk møde, København V, Danmark.

Helms-Lorenz, M., Heikkinen, H., Plauborg, H. & Bjerkholt, E. (red.) (2026). Making Sense of European Teacher Induction and Mentoring Practices. Brill. Key Issues in Teacher Education: Policy, Research and Practice Bind 5

Augestad-Puck, M. R. & Fougt, S. (2026). Measurement invariance in the enjoyment of reading across grades measured by IRT and DIF analysis. Large-Scale Assessments in Education, 14, Artikel 10 . https://doi.org/10.1186/s40536-026-00280-3

Plauborg, H. (2026). Mod et opgør med fastholdelsesbegrebet. Kognition & Pædagogik, 36(139), 21-28.

Reimer, D., Olsen, A., Sortkær, B. & Thomsen, R. (2026). Numbers and Narratives: The Effect of a Combined Information and Role Model Intervention in Reducing Inequalities in Access to Higher Education in Denmark. Educational Evaluation and Policy Analysis, 48(3), 950-976. https://doi.org/10.3102/01623737251385527

Svinth, L. (2026). Omsorg på spil: Dilemmaer og udfordringer i faglig ledelse af omsorg analyseret i et omsorgsetisk perspektiv. Nordiske Udkast, 54(1).

Qvortrup, L., Wistoft, K., Christensen, J. H., Lavy, S., Christensen, A. A., Rimpelä, A., Hotulainen, R., Steigen, A. M., Hagquist, C. & Siebecke, D. (2026). Recovering from the covid-19 pandemic: the relationship between governance cultures and learning, wellbeing and democratic participation among Nordic school children. NordForsk. https://www.nordforsk.org/2026/recovering-covid-19-pandemic

Meyer, M., Dadaczynski, K., Messer, M., Kristensen, R. M., Simovska, V., Lagiou, A., Sakellari, E., Amoah, P. A., Lau, S. S. S., Leung, A. Y. M., Bonaccorsi, G., Lorini, C., Velasco, V., Duplaga, M., Leksy, K., Coman, M. A., Sandmeier, A., Lin, C. Y., Van Duong, T. ... Okan, O. (2026). School principals' COVID-19 health literacy and its association with mental health: international findings from 11 countries in Europe and Asia. Health Promotion International, 41(4), Artikel daag098. https://doi.org/10.1093/heapro/daag098

Lykkegaard, E., Qvortrup, A. & Christensen, J. H. (2026). Student characteristics, wellbeing, and educational vulnerability. Scandinavian Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00313831.2026.2642588

Christensen, J. H. & Christensen, A. A. (2026). Student Learning Outcomes and Wellbeing in the Nordic Countries: Pre- and Post-Pandemic Trends from International Large-Scale Assessments. I Recovering from the covid-19 pandemic: the relationship between governance cultures and learning, wellbeing and democratic participation among Nordic schoolchildren (s. 69-88). NordForsk. https://www.nordforsk.org/2026/recovering-covid-19-pandemic

Kjeldsen, C. C. (2026). Styrkelse af praksisfaglighed i folkeskolen gennem erhvervsrettede praksisser – Spørgeskemaundersøgelsen. (s. 1-41).

Lieberkind, J. (2026). The culturalisation of everyday life–young democratic citizens’ paradoxical attitudes. Journal of Youth Studies, 29(6), 753-770. https://doi.org/10.1080/13676261.2025.2518948

Gajderowicz, T., Jakubowski, M., Kennedy, A. I., Kjeldsen, C. C., Patrinos, H. A. & Strietholt, R. (2026). The learning crisis: Three years after COVID-19. Learning and Instruction, 104, Artikel 102373. https://doi.org/10.1016/j.learninstruc.2026.102373

Bundsgaard, J., Hanghøj, T., Nielsen, B. L. & Skott, C. K. (2026). What goes on in science, Danish and mathematics teaching? A quantitative Q-method-inspired study of teachers’ and students’ experiences of subject-specific practices. Scandinavian Journal of Educational Research. Advance online publication. https://doi.org/10.1080/00313831.2026.2623280

Christensen, A. A. (2025). A Global Measure of Professional Learning Communities. Professional Development in Education, 51(2), 214-230. https://doi.org/10.1080/19415257.2022.2065516

Jensen, N. R. (2025). Biopolitik og det sociale. Tidsskrift for Socialpædagogik, 28(2), 99-107.

Caeli, E. N., Pedersen, C. S., Zambach, S., Misfeldt, M. & Bundsgaard, J. (2025). Computer Science Education in Secondary School: A Real-Life Approach to Teaching Students Technology-Critical Aspects of AI. I ITiCSE 2025 - Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education: Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education V. 2 (s. 727-728) https://doi.org/10.1145/3724389.3731271

Jensen, N. R. (2025). Decolonising Social Work in Finland: Racialisation and Practices of Care. European Journal of Social Work, 28(6), 1388-1390. https://doi.org/10.1080/13691457.2025.2507929

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Revideret 16.04.2026

Carsten Henriksen