Kristensen, R. M. & Rolfe, V. (2024). Content Coverage: Development Over Time and Correlation with Achievement. I N. Teig, T. Nilsen & K. Yang Hansen (red.), Effective and Equitable Teacher Practice in Mathematics and Science Education: A Nordic Perspective Across Time and Groups of Students (s. 57-153). Springer Nature. https://doi.org/10.1007/978-3-031-49580-9_4

Rožman, M., Fraillon, J., Dexter, S., Bundsgaard, J. & Schulz, W. (2024). Contextual framework. I J. Fraillon & M. Rožman (red.), International Computer and Information Literacy Study 2023 Assessment Framework (s. 53-66). The International Association for the Evaluation of Educational Achievement (IEA).

Svinth, L. & Ringsmose, C. (2024). Daglige rutiner og børns deltagelse – den inspirerende praksis ifølge pædagogisk personale. Paideia: tidsskrift for professionel pædagogisk praksis, 28. https://tidsskrift.dk/Paideia/article/view/152162

Molbæk, M.-L., Gabrielsson, R. H., Neubert, K. & Fougt, S. (2024). Danish students’ interactions with PIRLS items. Nordic Journal of Literacy Research, 10(3), 150-167. https://doi.org/10.23865/njlr.v10.5289

Bundsgaard, J., Bindslev, S. G., Caeli, E. N., Grønhøj, E. O. & Rasmussen, E. (2024). Danske elevers teknologiforståelse og skærmbrug: Resultater fra ICILS-undersøgelsen 2023. Aarhus Universitetsforlag. https://doi.org/10.2307/jj.22361577

Christensen, J. H., Kristensen, R. M. & Kjeldsen, C. C. (2024). Denmark. I K. A. Reynolds, C. E. A. Aldrich, A. Bookbinder, A. Gallo, M. von Davier & A. Kennedy (red.), TIMSS 2023 Encyclopedia: : Education Policy and Curriculum in Mathematics and Science Boston College, TIMSS & PIRLS International Study Center. https://timss2023.org/encyclopedia/denmark/

Boie, M. A. K., Dalsgaard, C. & Caviglia, F. (2024). Digital instinct: A keyword for making sense of students' digital practice and digital literacy. British Journal of Educational Technology, 55(2), 668-686. https://doi.org/10.1111/bjet.13398

Schindler, S., Bar-Haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-Munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Kleinert, C., Reimer, D., Traini, C., Triventi, M. & Vallet, L. A. (2024). Educational tracking and social inequalities in long-term labor market outcomes: Six countries in comparison. International Journal of Comparative Sociology, 65(1), 39-62. https://doi.org/10.1177/00207152231151390

Svinth, L. & Meier Marker, F. (2024). Etniske minoritetsmødres oplevelse af fællesskab og forskellighed i samarbejdet med deres barns daginstitution. Psyke & Logos, 45(2). https://doi.org/10.7146/pl.v45i2.152011

Kjeldsen, C. C. (2024). Et nuanceret blik på PISA 2022. Matematik: tidsskrift for regne- og matematiklærere, 52(2), 12-15. https://dkmat.dk/tidsskriftet/

Reimer, D., Smith, E. & Dumont, H. (2024). Every Break You Take: Advancing Seasonal Comparison Research with Digital Trace Data. Abstract fra The 31st Nordic Sociological Association Conference, Linköping , Sverige. https://carlnordlund.net/nsa2024/?page=abstract&id=22

Kjeldsen, C. C. & Strietholt, R. (2024). Exclusions and non-response in contemporary international large-scale studies. Educational Assessment, Evaluation and Accountability, 36(3), 295-299. https://doi.org/10.1007/s11092-024-09441-w

Nielsen, J. C., Stilling Olesen, J., Plauborg, H., Simovska, V. & Søndergaard, D. M. (2024). Exploring educational (un)readiness through the concepts of dispositive, assemblage and actor-network. Human Arenas, 7(4), 761-777. https://doi.org/10.1007/s42087-022-00284-9

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Carsten Henriksen