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Videnskabelige publikationer fra forskere tilknyttet NCS

Grønhøj, E. O., Wong, B. & Bundsgaard, J. (2025). Exploring young people’s perceptions and discourses of technology occupations through descriptive drawings and a questionnaire. Computer Science Education, 35(2), 267-291. https://doi.org/10.1080/08993408.2024.2385876

Jensen, N. R. (2025). Fackkräftemangel und De-professionalisierung in der Sozialen Arbeit: Analysen, Bearbeitungswisen und Handlingsstrategien. European Journal of Social Work, 28(6), 1390-1391. https://doi.org/10.1080/13691457.2025.2507931

Reimer, D. & Borgen, N. T. (2025). Field of study choice and labor market outcomes. I Handbook of Education and Work (s. 52-74). Edward Elgar Publishing. https://doi.org/10.4337/9781035309917.00009

Christensen, A. A. & Christensen, J. H. (2025). Hunger, Tiredness, and Disorderly Behavior in Nordic Classrooms: Insights from TIMSS and PIRLS. Abstract fra 11th IEA International Research Conference (IEA IRC) , Rome, Italien.

Caeli, E. N., Caviglia, F. & Bundsgaard, J. (2025). ICT Use, Self-efficacy, and the Future of Eighth-Grade Students: a Qualitative Study of Gender Differences. TechTrends, 69(1), 233–243. https://doi.org/10.1007/s11528-024-01017-1

Kjeldsen, C. C. & Perović, I. (2025). Impact of Home Environmental Support on Reading Achievement. I IEA Research for Education (s. 133-150). Springer. https://doi.org/10.1007/978-3-031-88002-5_6

Christensen, V., Hobel, P., Niss, M. & Stovgaard, M. (2025). Indledning. Sammenlignende Fagdidaktik, 8, 1-6.

Petersen, K. E. & Jensen, N. R. (red.) (2025). Inequality, Education, and Social Exclusion in the Welfare State: Pedagogical Responses from the Nordic Countries. Routledge. https://doi.org/10.4324/9781003491408

Petersen, K. E. & Jensen, N. R. (2025). Introduction. I K. E. Petersen & N. R. Jensen (red.), Inequality, Education, and Social Exclusion in the Welfare State : Pedagogical Responses from the Nordic Countries (s. 1-14). Routledge. https://doi.org/10.4324/9781003491408-1

Christensen, A. A., Christensen, J. H., Kjeldsen, C. C., Kristensen, R. M. & Lavy, S. (2025). Læreres Jobtilfredshed i Danmark - Positive Tendenser. Dansk efterskrift til IEA Compass: Briefs in Education No. 27. . I Lærereres jobtilfredshed: International evidens om sammenhænge med læreres arbejdsmængde, skoleledelse og elevadfærd (s. 8-10). The International Association for the Evaluation of Educational Achievement (IEA). https://dpu.au.dk/fileadmin/NCS/Publikationer/IEA_Compass_27_dnk_Final.pdf

Fougt, S. & Augestad-Puck, M. R. (2025). Læselyst Rudersdal 2024: En systematisk undersøgelse om læselyst og læseglæde blandt folkeskolelever og forældre i Rudersdal Kommune.

Fougt, S. & Augestad-Puck, M. R. (2025). Læselyst Rudersdal - Kort version med opsummering og vigtigste anbefalinger: En systematisk undersøgelse om læselyst og læseglæde blandt alle folkeskoleelever i Rudersdal Kommune. Aarhus Universitet, DPU.

Kjeldsen, C. C., Kristensen, R. M., Christensen, J. H. & de la Villa Gonzalez, C. (2025). Matematik og natur/teknologi i 4. klasse: Hovedresultater fra TIMSS-undersøgelsen 2023. Aarhus Universitet.

Sortkær, B., Have, M. & Bundsgaard, J. (2025). Measuring the Effect of a Large-Scale Didactic “Playful Learning”: Intervention on Preservice Teachers’ Preferences and Intentions for Future Practice. I Play-based Teaching in Higher Education (s. 125-154). Emerald Group Publishing. https://doi.org/10.1108/S1479-368720260000051008

Reimer, D., Olsen, A., Sortkær, B. & Thomsen, R. (2025). 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. Advance online publication. https://doi.org/10.3102/01623737251385527

Repo, J., Smith, E., Reimer, D. & Kilpi-Jakonen, E. (2025). Persistent Trends or Pandemic Effects? A Multi-Cohort Longitudinal Study on Student Well-being, Inequality, and Educational Transitions. Social Indicators Research, 180(1), 139-158. https://doi.org/10.1007/s11205-025-03617-7

Krogh, L. B. & Kristensen, R. M. (2025). Praksisafdækning i naturfagene: En undersøgelse af undervisningspraksis i naturfagene i grundskolen. (1 udg.) https://nafa.nu/wp-content/uploads/sites/46/2025/04/nafa-praksisafdaekning-i-naturfag.pdf

Thorborg, M. M. R. & Qvortrup, L. (2025). Professional Learning and Development in Denmark: From Formal Competence Development and Professional Learning Communities to an Emergence Approach. I Innovation in Teacher Professional Learning in Europe: Research, Policy and Practice

Christensen, A. A. & Jerrim, J. (2025). Professional learning communities and teacher outcomes. A cross-national analysis. Teaching and Teacher Education, 156, Artikel 104920. https://doi.org/10.1016/j.tate.2024.104920

Svinth, L. & Nielsen, A. M. (2025). Social fields of resonance in caring for children in marginalised positions. Abstract fra EECERA ANNUAL CONFERENCE, Bratislava, Slovakiet.

Lieberkind, J. (2025). The culturalisation of everyday life–young democratic citizens’ paradoxical attitudes. Journal of Youth Studies. Advance online publication. https://doi.org/10.1080/13676261.2025.2518948

Jensen, N. R. (2025). The Danish Case: past and present. I A. A. Pentini & F. Olivieri (red.), The Pedagogue in Europe (s. 81-96). Roma Tre-Press. https://romatrepress.uniroma3.it/wp-content/uploads/2025/11/vol-27-ALUFFI_WEB-1-2.pdf

Stovgaard, M. & Wistoft, K. (2025). Transformativ undervisning i skole-havhaver – mod en bæredygtig didaktik? Sammenlignende Fagdidaktik, 8, 135-152. https://tidsskrift.dk/sammenlignendefagdidaktik/article/view/157371/199670

Määttälä, S., Kupiainen, S., Christensen, A. A. & Christensen, J. H. (2025). Trends in between-school and between-class variation in student achievement in the Nordic countries based on IEA assessments from 2011 to 2023. 81. Poster-session præsenteret på Annual Conference of the Association for Educational Assessment - Europe . https://2025.aea-europe.net/wp-content/uploads/2025/11/AEA_E_2025_BookOfAbstracts_111125.pdf

Grønhøj, E. O., Smith, E. & Bundsgaard, J. (2025). Why do so few girls aspire for a technology career? The role of social influence, motivational factors, and stereotypes. Social Psychology of Education, 28(1), Artikel 152. https://doi.org/10.1007/s11218-025-10084-y

Bremholm, J., Kabel, K. & Bundsgaard, J. (2024). At skrive verden frem: Genrer og semantiske universer i børns tidlige skoleskrivning . Acta Didactica Norden, 18(3), 1-25. Artikel 6. https://doi.org/10.5617/adno.11366

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.), IEA International Computer and Information Literacy Study 2023: Assessment Framework (s. 45-55). Springer. https://doi.org/10.1007/978-3-031-61194-0_4

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

Viser resultater 31 til 60 ud af 480

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Revideret 16.04.2026

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Carsten Henriksen