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Daugbjerg, T. S., Lichtenberger, A., Lindroos, A., Michalska, D., Raja, R. & Olsen, J. (2022). Radiocarbon dating of lime plaster from a Roman period cistern in ancient Gerasa, Jerash in Jordan. Journal of Archaeological Science: Reports, 42, Artikel 103373. https://doi.org/10.1016/j.jasrep.2022.103373
Niss, M. & Jankvist, U. T. (2022). Ræsonnementskompetence. NCUM|Nationalt Center for Udvikling af Matematikundervisning.
Pedersen, B. S. (2022). Reading listening interfaces: reconfiguring reading in the age of digital platforms. I S. Bayerlipp, R. Haekel & J. Schlegel (red.), Media Ecologies of Literature (s. 155-167). Bloomsbury Academic.
Ahl, L. M., Aguilar, M. S., Misfeldt, M., Koichu, B. & Jankvist, U. T. (2022). Recent discussions on implementation research at CERME12. Implementation and Replication Studies in Mathematics Education, 2(1), 1-19. https://doi.org/10.1163/26670127-02012015
Vestergaard, C., Seibt, J. & Damholdt, M. F. (2022). Reconfiguring Human-Robot Interaction. Abstract fra Royal Anthropological Institute 2022, Storbritannien.
Larsen, K. B. (2022). Redaktionelt forord. I N. Willert (red.), Kommentar til Lukasevangeliet (s. 5-6). Eksistensen Akademisk.
Lodberg, L. (2022). Reflection in the anatomy of the Kantian mind. [Ph.d.-afhandling, Aarhus Universitet]. Aarhus Universitet.
Fors, V. & Smith, R. C. (2022). Reframing AI-Driven Futures of the First and Last Mile of Travel: A Design Ethnographic Approach. Abstract fra Anthropology, AI and the Future of Human Society, Panel: AI and Interdisciplinary Futures Anthropology, London, Storbritannien.
Christensen, D. R. & Lauritsen, T. (2022). Refslund & Lauritsen Taler om Det. Billeder, Video- og Lydoptagelser (digital) .
Berg, M. L., Grüner, L. B. S., Neergaard, A., Verdasco Martinez, A. & Zschomler, S. (2022). Refugee support and inclusion policies. I Ukrainian refugees and the Nordics: Research-led best practice on how to cater for Ukrainian refugees arriving in the Nordic Region (s. 24-28). Nordforsk. https://www.nordforsk.org/2022/ukrainian-refugees-and-nordics
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: brøker, decimaltal og procent. Dansk Psykologisk Forlag.
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: negative tal, potenser og pi, store og små tal. Dansk Psykologisk Forlag.
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: ligninger. Dansk Psykologisk Forlag.
Lindenskov, L. B., Bach, C. C., Overgaard, S. & Bruun, M. S. (2022). Regnehuller: division og positionssystemet. Dansk Psykologisk Forlag.
Lindenskov, L. B., Overgaard, S., Bruun, M. S. & Bach, C. C. (2022). Regnehuller: Plus, minus og gange. Dansk Psykologisk Forlag.
Appel, C. & Fernandez, S. S. (2022). Reimagining language learning in higher education: key-roles for technology. I M. Auer, A. Pester & D. May (red.), Lecture Notes in Networks and Systems: Experience, Trends and Challenges in Higher Education (s. 581-602). Springer. https://doi.org/10.1007/978-3-031-04286-7_28
Rodrigues, K., Litschel, L.-S., Pardue, D. & Young, K. (red.) (2022). Reimagining the Night. University College London. http://urbanpamphleteer.org/reimagining-the-night
Carlsson, M. S. (2022). Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance? I R. McLellan, C. Faucher & V. Simovska (red.), Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives (s. 35-48). Springer.
Welz, C. (2022). ‘Reiner Raptus’ (Levinas), ‘Natalität’ (Arendt) und ‘Décréation’ (Weil): Gegenbegriffe zu Heideggers ‘Vorlaufen zum Tode’. I A. Berlis, M. L. Frettlöh, I. Noth & S. Schroer (red.), Die Geschlechter des Todes: Theologische Perspektiven auf Tod und Gender (s. 91-114). Vandenhoeck & Ruprecht.
Wedell-Wedellsborg, A. (2022). Rejs med Yu Hua. Kinabladet, 2022(89), 3-5.
Nielsen, A. M. (2022). Relational Awareness in Teachers' and Counsellors' Practices. I N. K. Toren, C. Korzeniowski & G. J. van Schalkwyk (red.), Proceedings of the 2021 Oxford Symposium in School-Based Family Counseling (s. 83-97). Institute for School-Based Family Counseling. https://www.oxfordsymposium-sbfc.com/_files/ugd/e85353_faf3c06d20804a3c93ba50ef6b074b16.pdf
Knudsen, L. E. D. (2022). Relationer mellem teori og praksis kan udfordre og perspektivere refleksiv praksis læring. I L. H. Horn, P. M. Pedersen & M. Georgsen (red.), Teori og praksis i professionsdidaktik: En bog om refleksiv praksislæring (s. 233-246). Aalborg Universitetsforlag.
Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z
Andersen, C. U. & Cox, G. (red.) (2022). Rendering Research (Peer-reviewed Newspaper). Peer-reviewed Newspaper Bind 11 Nr. 1
Kramer, C. K. (2022). Repairing agrarian worlds through no-till. 1-8. Afhandling præsenteret på Mega Seminar, Sønderborg, Danmark.