Videnskabelige publikationer fra forskere tilknyttet NCS

Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I. & Skott, C. K. (red.) (2018). Innovativ undervisning med it: forskning i tre demonstrationsskoleforsøg II. Aarhus Universitetsforlag. Didaktiske studier Bind 4

Smith, E. & Reimer, D. (2018). Klasseledelse, uro og mobning: resultater fra TIMSS 2011. Nordic Studies in Education, 38(1), 35-51. https://doi.org/10.18261/issn.1891-5949-2018-01-04

Fougt, S. (2018). Lærerens scenariekompetence. Didaktik 3.0: Faglighed, undervisning og it i det 21. århundrede. Akademisk. Didaktikserien

Qvortrup, L. & Egelund, N. (2018). Læringsrapport 2017/skoler: Billund, Fredericia, Frederikssund, Haderslev, Hedensted, Holbæk, Horsens, Kolding, Nordfyn, Roskilde, Svendborg, Thisted og Vest-himmerland kommuner. Aalborg Universitetsforlag. FULM: Forskningsinformeret udvikling af læringsmiljøer http://vbn.aau.dk/files/273827591/Rapport_t2_Alle_kommuner_2017_SLUTVERSION_FAGF_LLEBED_MT.pdf

Christensen, J. H., Wistoft, K. & Clark, A. (2018). MIT kokkeri 2.0: forskningsbaseret evaluering. DPU, Aarhus Universitet.

Stratton, L. S., Gupta, N. D., Reimer, D. & Holm, A. (2018). Modeling completion of vocational education: the role of cognitive and noncognitive skills by program type. B.E. Journal of Economic Analysis & Policy, 18(4), 1-17. Artikel 20170173. https://doi.org/10.1515/bejeap-2017-0173

Bruun, J., Lieberkind, J., Arensmeier, C. & Huang, L. (2018). Nye tall om ungdom: skandinaviske ungdommers tillit til samtid og framtid. Nordisk Tidsskrift for Ungdomsforskning, 18(1), 146-165. Artikel 7. https://journals.hioa.no/index.php/ungdomsforskning/article/download/3006/2920/

Bundsgaard, J. (2018). Pædagogisk brug af test. Sakprosa , 10(2), 1-40. https://doi.org/10.5617/sakprosa.6007

Pedersen, A. Y. & Caviglia, F. (2018). Researcher or Fellow Citizen? Looking for a Role Model in the Humanities. I J. Kay & R. Luckin (red.), Rethinking learning in the digital age: Making the Learning Sciences Count: 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (2018-June udg., s. 945-948). International Society of the Learning Sciences (ISLS).

Bruun, J. (2018). Resultados daneses del EIECC 2009: un caso de educatión deliberativa. I G. Martinez & G. Altamirano (red.), Educación Cívica: Una experiencia global (s. 87-104). Tirant humanidades.

Wistoft, K. & Qvortrup, L. (2018). Rundt om smag. Ugeskrift for Læger, 180(25), 2291-2294. http://ugeskriftet.dk.ez.statsbiblioteket.dk:2048/files/scientific_article_files/2018-12/v08180523_0.pdf

Kjeldsen, C. C. (2018). Se me ne vado, ci saranno problemi…: la mancanza di adesione alle offerte formative in Danimarca, in una prospettiva di capabilities. I I. D. M. Scierri, M. Bartolucci & R. Salvato (red.), Lettura e dispersione (s. 155-178). Edizioni FrancoAngeli. https://www.researchgate.net/profile/Irene_Scierri/publication/325083434_Dispersione_scolastica_visioni_a_confronto_Indagine_sulla_percezione_della_dispersione_tra_studenti_insegnanti_e_genitori_delle_scuole_secondarie_umbre/links/5af576934585157136cae848/Dispersione-scolastica-visioni-a-confronto-Indagine-sulla-percezione-della-dispersione-tra-studenti-insegnanti-e-genitori-delle-scuole-secondarie-umbre.pdf

Kjeldsen, C. C., Torre, A. & Langager, S. (2018). Skolefaglige kort- og langtidseffekter af intensive læringsforløb: Egmont Fondens signaturprojekt Lær for Livet. Fagligt notat fra den kvantitative del af følgeforskning af Lær for Livet Nr. 1 . DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/Rapporter/Notat_-_Skolefaglige_kort-_og_langtidseffekter_af_intensive_laeringsforloeb_-_DPU_2018.pdf

Bruun, J., Lieberkind, J. & Schunck, H. B. (2018). Skolen og fremtidens borgere: en sammenfatning af ICCS 2016. DPU, Aarhus Universitet. http://edu.au.dk/fileadmin/edu/Udgivelser/IEA-ICCS/Skolen_og_fremtidens_borgere_En_sammenfatning_af_ICCS_2016.pdf

Bundsgaard, J., Georgsen, M., Graf, S. T., Hansen, T. I. & Skott, C. K. (red.) (2018). Skoleudvikling med IT: forskning i tre demonstrationsskoleforsøg I. Aarhus Universitetsforlag. Didaktiske studier Bind 3

Wistoft, K. & Qvortrup, L. (2018). Smagens didaktik. Akademisk Forlag.

Reimer, D., Jensen, S. S. & Kjeldsen, C. C. (2018). Social inequality in student performance in the Nordic countries: a comparison of methodological approaches. I A. Wester (red.), Northern Ligths on TIMSS and PISA 2018 (s. 31-59). Nordic Council of Ministers.

Jensen, N. R. (2018). Social work and disability. European Journal of Social Work, 21(1), 159-160. https://doi.org/10.1080/13691457.2017.1341085

Caviglia, F., Dalsgaard, C., Davidsen, J. & Ryberg, T. (2018). Students' digital learning environments. I M. Bajic, N. Bonderup Dohn, M. de Laat, P. Jandric & T. Ryberg (red.), Proceedings of the 11th International Conference on Networked Learning 2018 (s. 165-172). https://www.networkedlearningconference.org.uk/abstracts/papers/dalsgaard_15.pdf

Caviglia, F., Dalsgaard, C., Davidsen, J. & Ryberg, T. (2018). Studerendes digitale læringsmiljøer: læringsplatform eller medieøkologi? Læring og medier (LOM), 10(18). https://doi.org/10.7146/lom.v10i18.96928

Herder, T., Swiecki, Z., Fougt, S., Tamborg, A. L., Allsopp, B. B., Shaffer, D. W. & Misfeldt, M. (2018). Supporting teachers intervention in students virtual collaboration using a network based model. 21-25. Afhandling præsenteret på LAK '18 Proceedings of the 8th International Conference on Learning Analytics and Knowledge : Towards User-Centred Learning Analytic, Sydney, Australien. https://doi.org/10.1145/3170358.3170394

Bundsgaard, J. (2018). Test og måling i fagene. I T. Spanget Christensen, N. Elf, P. Hobel, A. Qvortrup & S. Troelsen (red.), Didaktik i udvikling (s. 312-329). Klim.

Plauborg, H. (2018). Towards an agential realist concept of learning. Subjectivity: international journal of critical psychology, 11(4), 322-338. https://doi.org/10.1057/s41286-018-0059-9

Jensen, N. R. (2018). Understanding family support: policy, practice and theory. European Journal of Social Work, 21(1), 162-163. https://doi.org/10.1080/13691457.2017.1341081

Lieberkind, J., Schunck, H. B. & Bruun, J. (2018). Unge, skole og demokrati: hovedresultater af ICCS 2016. Aarhus Universitetsforlag. http://edu.au.dk/fileadmin/edu/Udgivelser/IEA-ICCS/Unge_skole_og_demokrati_2018.pdf

Hanghøj, T., Misfeldt, M., Bundsgaard, J. & Fougt, S. S. (2018). Unpacking the domains and practices of game-oriented learning. I H. C. Arnseth, T. Hanghøj, T. Duus Henriksen, M. Misfeldt, R. Ramberg & S. Selander (red.), Games and education: designs in and for learning (s. 29-46). Brill | Sense. https://doi.org/10.1163/9789004388826_003

Bundsgaard, J. (2018). Using technology to scaffold progressive teaching. I Z. Babaci-Wilhite (red.), Promoting language and STEAM as human rights in education: science, technology, engineering, arts and mathematics (s. 109-124). Springer. https://doi.org/10.1007/978-981-13-2880-0_7

Wistoft, K. & Qvortrup, L. (2018). When the kids conquered the kitchen: Danish taste education and the New Nordic Kitchen. Gastronomica: The Journal of Critical Food Studies, 18(4), 82-93. https://doi.org/10.1525/gfc.2018.18.4.82

Wistoft, K. & Qvortrup, L. (2017). A distinction of two discourses concerning wellbeing. MOJ Public health, 6(2). http://medcraveonline.com/MOJPH/MOJPH-06-00166.pdf

Kristensen, R. M. (2017). A growth analysis of teacher qualifications and students' global self-esteem. Journal for Educators, Teachers and Trainers, 8(1), 181-198. http://jett.labosfor.com/index.php/jett/article/download/278/317

Viser resultater 391 til 420 ud af 466

Forrige