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Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract fra EARLI SIG 11 conference, Oldenburg, Tyskland.
Prilop, C. N. & Weber, K. E. (2022). Effects of (standardized) feedback on student teachers’ professional vision and feedback perceptions. Abstract fra EARLI SIG 1 und SIG 4 conference, Cadiz, Spanien.
Damsboe-Svendsen, M., Karpantschof, B. M., Stovgaard, M., Christensen, J. H. & Frøst, M. B. (2022). Effects on skills and knowledge of a sensory teaching program for culinary students. International Journal of Food Design, 7(2), 119-141. https://doi.org/10.1386/ijfd_00041_1
EFFORT Project team (2022). EFFORT. A project to develop a European framework of reference for translation. Abstract fra 10th EST Congress, Oslo, Norge.
EFFORT Project team (2022). EFFORT. Un proyecto para elaborar un marco común de referencia europeo en traducción. Abstract fra 10th International Conference of the Iberian Association for Translation and Interpreting Studies (AIETI), Braga, Portugal.
Sørensen, A. I. F. (2022). Efterkrigstiden, 1945-1973. I T. B. Olesen & B. Poulsen (red.), En danmarkshistorie - fra vikingetid til nutid (2. udgave udg., s. 352-401). Aarhus Universitetsforlag.
Andersen, C. (2022). Eftertanker om Hans-Jørgen Schanz' stærke modernitetsbegreb. I P. Aaboe Sørensen , C. Andersen, J. Bek-Thomsen & M. Thorup (red.), Tankens glæde: efterskrift til Hans-Jørgen Schanz (s. 199-214). Klim.
Mathiassen, C., Jacobsen, B. J., Jacobsen, B. & Frydenlund, J. H. (2022). Eksistenstænkning i psykologien: En introduktion. Psyke & Logos, 43(1), 5- 10.
Larsen, P. (2022). Eksperter skal ikke være neutrale. Information, Sektion 2, 27.
Pedersen, L. G., Pold, V. N. & Harbo, T. F. (red.) (2022). Ekspertise og prognose. Forlaget Slagmark. Slagmark: tidsskrift for idéhistorie Nr. 84
Pedersen, L. G. & Pold, V. N. (2022). Ekspertise og prognose – forord. I L. Goldschmidt Pedersen, V. N. Pold & T. Harboe (red.), Ekspertise og prognose (s. 7-14). Forlaget Slagmark. https://www.slagmark.dk/ekspertise-og-prognose-forord
Prilop, C. N. (2022). Elaborate vs. concise expert feedback: How do they affect pre-service teachers’ professional vision of classroom management and feedback perceptions?. Abstract fra 2nd Meeting on Quantitative Educational Research in Denmark by Trygfonden's Centre for Child Research, Odense, Danmark.
Ravn, I. & Jensen-Dharmaratne, J. (2022). Elefanten i råderummet. Politiken, Sektion 2 (Kultur) , 6-6.
Gaver, W. W., Krogh, P. G., Boucher, A. & Chatting, D. (2022). Emergence as a Feature of Practice-based Design Research. I DIS 2022 - Proceedings of the 2022 ACM Designing Interactive Systems Conference: Digital Wellbeing (s. 517-526). Association for Computing Machinery. https://doi.org/10.1145/3532106.3533524
Sobotkova, A. & Hermankova, P. (2022). Emergent Archaeological Realities and Reusable Datasets: What is the priority? I E. Watrall & L. Goldstein (red.), Digital Heritage and Archaeology in Practice: Data, Ethics, and Professionalism (s. 135-149). Florida University Press.
Healy, L. & Krogh, P. G. (2022). Emergent Participation in DIY Designed Bike Trails. I V. Vlachokyriakos, J. Yee, C. Frauenberger, M. D. Hurtado, N. Hansen, A. Strohmayer, I. Van Zyl, A. Dearden, R. Talhouk, C. Gatehouse, D. Leishman, S. Agid, M. Sciannamblo, J. Taylor, A. Botero, C. Del Gaudio, Y. Akama, R. Clarke & J. Vines (red.), PDC '22: Proceedings of the Participatory Design Conference 2022 - Volume 2 (s. 76-83). Association for Computing Machinery. https://doi.org/10.1145/3537797.3537814
Heger, S. (2022). Emerging Themes in Field Work Amongst Children Who Write for Pleasure. Abstract fra ARLE conference: Transformations in L1 education. Current Challenges and Future Possibilities, Nicosia, Cypern.
Sindbæk, S. M. (2022). Emporia, high-definition archaeology, and Ribe. I S. M. Sindbæk (red.), Northern Emporium: Vol. 1 The making of Viking-age Ribe (s. 11-24). Aarhus Universitetsforlag.
Pedersen, B. S. (2022). En blød stemme fører lytteren gennem fjorten timers livsvandring. Jyllands-Posten, Sektion 6 (JP Bøger), 13-13.
Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. I K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (red.), Overlevelsesguide for nye lærere (s. 9-11). Dafolo.
Haase, K. (2022). En brandkatastrofe i 1400-tallets Odense. Skalk, 2022(2), 14-19.
Ratner, H. F. (2022). Encountering sociological theory in the field: A post-reflexive approach. I N. Piattoeva & C. Addey (red.), Intimate Accounts of Education Policy Research: The Practice of Methods (s. 185-201). Routledge.
Agostinho, D. (2022). Encounters with the Danish Colonial Archive: Affect, Labour and Spaces of Care. I R. Somers Miles, A. Osbourne, E. Captain, E. Tzialli, A. Benedicty-Kokken, C. Zaayman, A. Fischer & W. Modest (red.), Inward Outward. Emotion in the Archive: A Publication of the 2021 Inward Outward Symposium (s. 39-42). Netherlands Institute for Sound and Vision. https://doi.org/10.18146/inout2021
Thrane, C. & Christensen, J. H. (2022). En effektfuldhedsundersøgelse med elevperspektiver i praksis: Fagligt samspil mellem dansk og kemi i stx-gymnasiet . I J. Højgaard Christensen & L. Qvortrup (red.), Effektfuldhed og kausalitet i pædagogisk forskning og praksis (s. 179-216). Aarhus Universitetsforlag.
Koefoed, N. J. & Jensen, M. F. (2022). Enevælde, 1660-1814. I B. Poulsen & T. Borring Olesen (red.), En danmarkshistorie : fra vikingetid til nutid (2 udg., s. 199-247). Aarhus Universitetsforlag. https://danmarkshistorien.dk/ooc/lektion-4-enevaelde-1660-1814