Videnskabelige publikationer fra forskere tilknyttet NCS

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

Svinth, L. (2024). Fri for Mobberi i daginstitutioner: En kvalitativ analyse af inspirerende pædagogisk praksis – muligheder og udfordringer. https://www.friformobberi.dk/wp-content/uploads/2024/03/FRI-FOR-MOBBERI_RAPPORT-FINAL.pdf

Christensen, J. H. (2024). Gender and Socioeconomic Perspectives on Students' Emotional Well-Being during the COVID-19 Pandemic. Research in Comparative and International Education, 19(3), 301-320. https://doi.org/10.1177/17454999241265966

Smith, E. & Reimer, D. (2024). Gender differences in reading? Gendered patterns in silent reading speed growth from intensive longitudinal digital trace data. Abstract fra The 31st Nordic Sociological Association Conference, Linköping , Sverige. https://carlnordlund.net/nsa2024/?page=abstract&id=93

Jensen, N. R. (2024). Internalisation and Professionalisation: A Danish Case Story. I J. Fischer & C. Rehklau (red.), Internationale Soziale Arbeit: Perspektiven aus der Global Community (Bind 6. Sonderband, s. 51-61). Beltz Juventa.

Christensen, A. A. (2024). Internationally Comparative Perspectives on Professional Learning Communities. [Ph.d.-afhandling, Aarhus Universitet]. https://doi.org/10.7146/aul.547

Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. I J. Fraillon & M. Rožman (red.), Assessment Framework: International Computer and Information Literacy Study 2023 (s. 1-24). The International Association for the Evaluation of Educational Achievement (IEA).

Fraillon, J., Dexter, S. & Bundsgaard, J. (2024). Introduction. I IEA International Computer and Information Literacy Study 2023: Assessment Framework (s. 1-20). Springer. https://doi.org/10.1007/978-3-031-61194-0_1

Lieberkind, J., Bruun, J. & Rongsted, C. (2024). Kan man måle elevers demokratiske dannelse?. Billeder, Video- og Lydoptagelser (digital), Simplecast. https://podcast-fra-verdens-bedste-danske-skole.simplecast.com/episodes/kan-man-male-elevers-demokratiske-dannelse-Wq5H6zZ6

Caeli, E. N., Zambach, S., Pedersen, C. S., Bundsgaard, J. & Misfeldt, M. (2024). Maskinlæring i folkeskolen: Fra tekniske til teknologikritiske kompetencer. MONA - Matematik- og Naturfagsdidaktik, 24(4), 54-69. https://tidsskrift.dk/mona/article/view/151936

Kjeldsen, C. C., Kristensen, R. M., Christensen, J. H. & de la Villa Gonzalez, C. (2024). Matematik og natur/teknologi i 4. klasse: Resultater af TIMSS-undersøgelsen 2023. Aarhus Universitetsforlag. https://unipress.dk/udgivelser/m/matematik-og-naturteknologi-i-4-klasse-resultater-af-timss-undersoegelsen-2023/

Christensen, J. H. & Kristensen, R. M. (2024). Natur/teknologi og nordiske elevers miljø- og klimabevidsthed. MONA - Matematik- og Naturfagsdidaktik, 2024(2), 45-64. https://tidsskrift.dk/mona/article/view/146452/189717

Fougt, S. (2024). PIS'A PIRLS: Fem måder at smadre elevers læselyst. Læsepædagogen: medlemsblad for Landsforeningen af Læsepædagoger, 2024(5), 18-23.

Lieberkind, J. (2024). Polarization, Emotions and Political Engagement. Abstract fra Nordic Youth Studies Symposium NYRIS 2024, Tampere, Finland.

Bruun, J. & Lieberkind, J. (2024). Politisk og demokratisk dannelse i en krisetid. Aarhus Universitetsforlag. https://unipress.dk/udgivelser/p/politisk-og-demokratisk-dannelse-i-en-krisetid/

Kristensen, R. M., Dadaczynski, K., Okan, O. & Simovska, V. (2024). Relationships between COVID-related health literacy, mental health and workload of school leaders. Health Education Journal, 83(1), 14-28. https://doi.org/10.1177/00178969231211853

Qvortrup, L., Bjørnholt, B., Kjeldsen, A. M. & Thorborg, M. M. R. (2024). Samarbejde i folkeskolen. Dafolo.

Lieberkind, J. (2024). Samfundsfaglige færdigheder, kritisk tænkning og deltagelse i det demokratiske samfund. POLIS - Tidsskrift for samfundsfagsdidaktik, 5(8), 99-118. https://tidsskrift.dk/POLIS/article/view/148110/192694

Smith, E., Gümüs, S. & Reimer, D. (2024). School leadership and students’ decisions about further education: exploring the roles of goal setting and school socioeconomic composition. School Effectiveness and School Improvement, 35(4), 457-485. https://doi.org/10.1080/09243453.2024.2395259

Gerick, J., Tulowitzki, P., Eickelmann, B., Bundsgaard, J., Annemann, C. & Menge, C. (2024). School Management Activities in a Digital Age: An International Comparison Based on ICILS 2018. Research in Educational Administration and Leadership, 9(4), 659-695. https://doi.org/10.30828/real.1485901

Lieberkind, J. (2024). The Politicization of Everyday Life. Abstract fra ESA 2024 16th Conference, Porto, Portugal.

Smith, E. & Reimer, D. (2024). Understanding gender inequality in children's reading behavior: New insights from digital behavioral data. Child Development, 95(2), 625-635. https://doi.org/10.1111/cdev.14001

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Revideret 16.04.2026

Carsten Henriksen