Publications - Publikationer

The Impossibility and Necessity of Causality in Niklas Luhmann's Theory of Education

Qvortrup, L. — Fri, 01 Dec 2023 23:11:55 +0100

According to Niklas Luhmann, causality is both an impossibility and a necessity in education. On the one hand, the task of the teacher is an impossible one, because teaching as communication is a closed system that cannot determine the learning of pupils' psychical system in any causal sense. On the other hand, one cannot practice as a teacher without a belief in causality, i.e., in a causal connection between teaching and learning. In his article “The Child as the Medium of Education,” Luhmann focuses on the enablement of education, despite its impossibility. His answer is that one thing that makes education possible is the emergence of the symbolically generalized medium “the child.” In this article, Lars Qvortrup focuses on Luhmann's understanding of causality. According to Luhmann, causality is not a simple, ontological fact, but the result of the attribution of certain causes to certain effects. The conclusion is that causality as an attribution category — and not causality as an ontological fact — is another thing that makes education possible. Qvortrup also concludes, however, that Luhmann is not alone in criticizing the traditional, mechanical concept of causality. Other contemporary philosophers and sociologists have pointed out that in order to analyze causality in complex social systems, one has to select some causal factors and ignore others. While others do this based on seemingly pure scientific and statistical criteria, Luhmann focuses on attribution as a social construction of causality.

Evalueringsrapport Steiner HF

Jensen, N. R., Brodersen, M. E., Hansen, N. P. L. — Wed, 08 Nov 2023 23:11:55 +0100

Viden, engagement og demokratisk dannelse i en krisetid

Bruun, J., Lieberkind, J. — Wed, 01 Nov 2023 23:11:55 +0100

Pædagogisk samtidsdiagnostik

Lieberkind, J. — Sun, 01 Jan 2023 23:11:55 +0100

Haven i havet

Wistoft, K., Stovgaard, M., Nielsen, A. G. — Sun, 01 Jan 2023 23:11:55 +0100

Om at indfange et komplekst fænomen kvantitativt

Bundsgaard, J., Sortkær, B., Have, M. — Fri, 01 Dec 2023 23:11:55 +0100

WP1 Country Report Denmark

Jensen, N. R., Kjeldsen, C. C. ., Sandager, J. — Sat, 01 Jul 2023 23:11:55 +0200

Macht in der sozialen Arbeit

Jensen, N. R. — Sun, 15 Oct 2023 23:11:55 +0200

Anmeldelsen gennemgår hovedtrækken af, hvordan social magt fungerer på flere niveauer - fra makro til mikro

Bliver søgningen intelligent?

Bundsgaard, J. — Fri, 24 Mar 2023 23:11:55 +0100

Det svært fattelige omfang af muligheder med kunstig intelligens fik verden øjnene op for i vinteren 2022-23. Firmaet OpenAI introducerede her ChatGPT, der tilsyneladende kan svare på alt, hvad man spørger den om, og firmaet gav alle, der ville, adgang til den – hvilket ledte til den hurtigst voksende brugerbase i internettets historie. ChatGPT kan formulere formfuldendte tekster om alt mellem himmel og jord, give bud på fortolkninger af litteratur og sågar selv skrive litteratur og poesi. Den altoverskyggende diskussion derefter handlede verden over om, at man nu kunne snyde til eksamen – noget, der måske sagde mere om, hvad uddannelsesfeltet går op i, end noget andet.

Automatic proficiency scoring for early-stage writing

Riis Andersen, M., Kabel, K., Bremholm, J., Bundsgaard, J., Hansen, L. K. — Sun, 01 Oct 2023 23:11:55 +0200

In this work, we study the feasibility of using machine learning and natural language processing methods for assessing writing proficiency in Danish with respect to text construction, sentence construction, and use of modifiers. Our work is based on the analytical framework for scoring early writing proposed by Kabel et al. (2022), where each text is first annotated by a human expert according to a predefined coding scheme and subsequently scored using statistical Rasch modelling (Rasch, 1960). We investigate two different strategies for estimating these scores automatically: 1) we propose a system for identifying the central linguistic features automatically mimicking the role of the human experts and 2) we train state-of-the-art discriminative machine learning models to predict the proficiency scores directly from the texts. We conduct a number of experiments to evaluate and compare the two approaches. Our results show strong and statistically significant correlations between the scores generated using the automatic system and scores based on human experts. We also estimate and report the reliability of the individual linguistic features in the automatic annotation system. Finally, we also propose and evaluate an extension of the statistical model, which allows the model to compensate for potential systematic errors in the automatic annotations. The article thereby contributes to the area of automated essay scoring (AES) and shows that it is possible to provide teachers with automated valid and reliable knowledge about the development of their students' writing competences, which they can use in their feedback to students.

Kunstig intelligens?

Bundsgaard, J. — Sat, 01 Apr 2023 23:11:55 +0200

Om de principper ChatGPT og andre Language Models bygger på, med fokus på algoritmer, sandsynligheder, funktionel lingvistisk kompetence og moralske regler. Bud på hvordan kunstig intelligens kan bruges konstruktivt i skoleregi

Learning-to-read materials in Danish L1 K1-3 and PIRLS 2021

Gabrielsson, R. H., Neubert, K., Molbæk, L., Fougt, S. S. — Wed, 28 Jun 2023 23:11:55 +0200

The learning material market in Denmark is liberal, with no official guidelines or approval system, and Danish teachers are free to choose the learning material they would like to use. Nevertheless, a few learning materials are dominant. A representative quantitative study from 2017 on learning materials used revealed that the most frequently used material in Danish L1 K0-K10 is a phonics-based learning-to-read material called The First Reading. An analysis based on the phonics-based balanced approach to learning-to-read, also from 2017, by Danish reading researcher Jesper Bremholm revealed that while The First Reading prioritizes the technical aspect of reading, the meaning-orientated aspect and writing receives less attention.
In PIRLS 2021, Danish L1 teachers were asked which learning-to-read-material was used as the primary material for grades 1-3. The First Reading was confirmed to be the most frequently used by far, as indicated by 64% of the teachers; this was followed by Fandango (17%) and This is Danish (6%). The latter two are not presented as learning-to-read materials but are apparently used as such. Fandango is a learning material that focuses on literature, and This is Danish has a holistic and broader approach to Danish L1 primary teaching.
The data sources represented in this proposal are based on the Danish teacher questionnaire from PIRLS 2021. In addition, student achievement data on the most frequently used learning to-read materials in primary schooling in Danish L1 and how these compare with student reading achievement in PIRLS 2021 are used. The analysis of the learning materials is based on Bremholm’s theory of a balanced approach to reading instruction, which reveals that This is Danish offers the most balanced approach to reading instruction. The results are important because they indicate further consideration regarding improvement in reading instruction.

ICT Use, Self-Efficacy, and the Future of Eighth-Grade Students

Caeli, E. N., Caviglia, F., Bundsgaard, J. — Thu, 01 Jun 2023 23:11:55 +0200

In this study, gender differences in ICT, identified in ICILS 2018, are examined to learn more about how eighth-grade students relate to gender issued stereotypes and perceptions within the field of ICT. Specifically, three conclusions derived from analysis of the Danish results of ICILS 2018 are addressed: A) In eighth grade, boys are more likely than girls to use ICT for technical activities, for exchanging information, and for accessing content on the internet, whereas girls are more likely than boys to use ICT for social communication; B) Boys tend to be more positive than girls about studying and working with ICT in the future; and C) Girls are on average less confident about their technical ICT skills than boys, even though girls on average have better computer and information literacy (CIL) scores than boys and equally high computational thinking (CT) scores in ICILS 2018.
In six different focus groups, 44 Danish eighth-grade students (15 girls and 29 boys from two different schools) were interviewed during the spring and summer of 2022. All these students had participated in the ICILS 2023 field trial and were therefore familiar with the study. They were introduced to the results of ICILS 2018 showing gender differences with regard to ICT use, studying and working with ICT in future, and ICT self-efficacy. They were then asked to discuss whether the results surprised them, what they thought had caused the differences, and whether/how they thought these differences should be eliminated. Afterwards, their discussions were coded in NVivo software and analyzed qualitatively to find out how the students related to these issues.
The study shows that stereotypes do exist in the minds of the students taking part. They feel that stereotypes contribute to the differences between girls and boys in the ICILS 2018 results presented to them, but many of them do not regard gender differences in ICT as a problem. For example, they argue that people should have the right to do what they want to do, and that boys and girls are not the same. However, some of them do think that there is a problem and argue that they need to learn more about ICT in school to persuade them that working with ICT does not necessarily mean sitting in front of a screen and writing lines of code all day long.
Based on this study, it is argued that students need a broader conception of what ICT is, and how computers are used in society, in order to gain greater understanding of why it is important that all genders participate in developing, implementing and determining the future of digital systems to benefit our own lives as well as societies in general, both locally and globally.

Børn med diagnoser i specialiserede dagtilbud

Nilsson, H. K., Langager, S. — Sun, 01 Jan 2023 23:11:55 +0100

Bent Greve: Multidimensional Inequalities

Jensen, N. R. — Tue, 01 Aug 2023 23:11:55 +0200

Anmeldelsen gennemgår hovedtrækkene af Greves argumentation for, hvordan og hvorfor ulighederne tiltager og hvilke eventuelle politiske virkemidler der kunne vende strømmen, altså skabe mere lighed.

Uddannelse i automatiseringens og digitaliseringens tidsalder

Jensen, N. R. — Tue, 01 Aug 2023 23:11:55 +0200

Artiklen diskuterer uddannelsens muligheder og begrænsninger under indtryk af automatisering. Den opstiller fire scenarier: nemlig uddannelse som humankapital, som 'skjult keynesianisme, som kognitiv kapital og som uddannelse til et samfund uden arbejde

Elevers tidlige skriveudvikling

Kabel, K., Bundsgaard, J., Bremholm, J. — Thu, 01 Jun 2023 23:11:55 +0200

Mange forhold spiller en rolle for skriveudvikling set i et livsperspektiv. I ATEL-projektet (2018-2023) identificerer vi, hvordan elever gennem skolens tre første år udvider deres skriftsproglige repertoire, fra de første skriblerier til de begynder at skrive korte sammenhængende tekster (6-8 år). Konkret har vi analyseret et stort antal billedbøger skrevet af elever i Svendborg Kommune (n=803). Ved at undersøge tidlig skriveudvikling som et flerdimensioneltsprogligt fænomen hen over flere skoleår, adresserer vi et underbelyst område både nationalt og internationalt.I artiklen præsenterer vi et centralt resultat: En model for elevers typiske udvikling af skriftsproglige ressourcer. Derudover fremhæver vi, at vi kan se stor diversitet på hvert klassetrin, som kalder på en differentieret skriveundervisning. På baggrund af den nuancerede og præcise viden om skriveudvikling som den kan sesi elevers tekster, har vi udviklet undervisningsforslag og bud på formativ evaluering til brug for læreren. Vi diskuterer afslutningsvist grundlaget for udformningen af disse forslag.

Model for elevers skriveudvikling i indskolingen og inspiration til skriveundervisning

Bundsgaard, J., Bremholm, J., Kabel, K. — Wed, 03 May 2023 23:11:55 +0200

Sprogteknologier i fremmedsprogsundervisningen: indkredsning af en sprogfaglig teknologiforståelse

Thu, 01 Jun 2023 23:11:55 +0200

Formålet med artiklen er at undersøge brugen af digitale teknologier i sprogfag med henblik på at komme nærmere på en forståelse af digitale teknologier i en sprogdidaktisk rammesætning. Dette undersøges gennem to empiriske studier af anvendelsen af digitale værktøjer i fremmed-sprogsundervisningen henholdsvis i grundskolen og inden for ungdomsuddannelser. Under-søgelserne identificerer fire forskellige typer af aktiviteter i elevernes brug af digitale værktøjer i deres arbejde med sprog. Eleverne anvender digitale værktøjer til at: øve, udforske, deltage og opdage. På baggrund af undersøgelsernes resultater diskuterer artiklen, hvordan en sprogfaglig teknologiforståelse kan begrebsliggøres og karakteriseres i en dansk fremmedsprogsundervisnings-kontekst. I forlængelse af resultaterne foreslår artiklen en terminologi for digitale sprogteknologier og dermed for centrale begreber for en sprogfaglig tilgang til teknologiforståelse inden for fremmedsprog. Gennem denne terminologi for digitale sprogteknologier sigter artiklen mod at karakterisere (og diskutere) den forståelse af og viden om teknologi, som elever og lærere skal have inden for fremmedsprog. Terminologien for digitale sprogteknologier består af: Øverum, Værktøjer til sprogarbejde, Kommunikationsmedier og Kanaler til kultur.

Danske elevers læsekompetence i 4. klasse

Mon, 01 May 2023 23:11:55 +0200

Omsorg i daginstitutioner

Svinth, L. — Sun, 01 Jan 2023 23:11:55 +0100

More-Than-Human Perspectives and Values in Human-Computer Interaction

Yoo, D., Bekker, T., Dalsgaard, P., et al. — Sat, 01 Apr 2023 23:11:55 +0200

In this special interest group (SIG) we invite researchers, practitioners, and educators to share their perspectives and experiences on the expansion of human-centred perspective to more-than-human design orientation in human-computer interaction (HCI). This design for and with more-than-human perspectives and values cover a range of fields and topics, and comes with unique design opportunities and challenges.
In this SIG, we propose a forum for exchange of concrete experiences and a range of perspectives, and to facilitate reflective discussions and the identification of possible future paths.

Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education

Bekker, T., Eriksson, E., Fougt, S. S., Hansen, A. M., Nilsson, E. M., Yoo, D. — Fri, 28 Apr 2023 23:11:55 +0200

In this paper, we discuss challenges emerging in connection to teaching for and with more-than-human values and stakeholder perspectives in human-computer interaction (HCI) curriculum. Recently, we have experienced a rise in interest in more-than-human perspectives in various HCI venues. However, there is still a lack of published work on how to teach such perspectives, as well as practical educational resources for supporting the more-than-human HCI in education.

Børns medbestemmelse og fællesskaber i LæseLeg – I et krydspres mellem udvikling og dannelse?

Svinth, L. — Sun, 01 Jan 2023 23:11:55 +0100

Understanding subaltern classes and their struggle - past and present

Jensen, N. R. — Sat, 01 Apr 2023 23:11:55 +0200

Artiklen gennemg år Gramscis tilgang til at forstå det moderne samfund og de klassemæssige udfordringer samt hvordan en socialistisk revolution kan tage form. I artiklen trækkes på en række grundlæggende begreber i marxistisk tænkning og Gramscis bidrag i den videre udvikling af denne tænkning.Derefter knyttes disse mere teoretiske diskussioner til fænomenet uddannelse, herunder Gramscis forståelse af traditionelle og organiske intellektuelle. Endelig afrundes med perspektiver, der dels problematiserer visse af Gramscis forståelser, dels diskuterer de muligheder, de professionelle har for at udvikle former for modhegemoni.

Does a bridge close the gap? The role of travel distance to university for inequality in higher education choices using the construction of the Great Belt Link in Denmark as a test case

Weiss, F., Reimer, D., Skov, P. R. — Thu, 23 Mar 2023 23:11:55 +0100

Socialpædagogikkens politiske økonomi

Brodersen, M., Hansen, C. S., Krab, J., Langager, S. — Sat, 01 Jan 2022 23:11:55 +0100

Measuring the effect of a large-scale didactic ‘Playful Learning’-intervention on student school and kindergarten teachers’ ideals and intentions for future practice (preregistration)

Sortkær, B., Have, M., Bundsgaard, J. — Fri, 01 Dec 2023 23:11:55 +0100

Viden om læreruddannelsen

Rasmussen, J. — Sat, 01 Jan 2022 23:11:55 +0100

Socialpolitiske styringsstrategier i socialpædagogisk og socialt arbejde

Langager, S. — Sat, 01 Jan 2022 23:11:55 +0100

Student well-being, gender and socioeconomic status during the COVID-19 pandemic

Christensen, J. H. — Fri, 30 Jun 2023 23:11:55 +0200

The COVID-19 pandemic affected education systems on an unprecedented scale, causing schools to be shut down in a manner that disrupted the daily lives of students and had a major impact on teaching and learning. Studies have also demonstrated that socioeconomic background and gender had an impact on students’ learning and well-being during the pandemic.

The IEA study Responses to Educational Disruption Survey (REDS) investigated how teaching and learning were affected by the COVID-19 pandemic, and how education stakeholders responded to the educational disruption across and within countries. However, the international REDS report focused primarily on descriptive analyses of single-item response frequencies, as well as bivariate cross-tabulation analyses between single response items and, for instance, gender and socioeconomic background. Hence, the REDS data could still generate more valuable knowledge by conducting statistical analyses of a more inferential character.

This paper presents a secondary analysis of data derived from REDS, and utilizes bifactor models and multidimensional item response theory. Furthermore, Rasch modeling scales are constructed to identify students’ emotional well-being and socioeconomic background. Together with gender, these scales are cross-analyzed with the aim of providing insight into correlations between gender, SES and well-being based upon a multivariate foundation. With a primary interest in the Danish school system, the paper compares Denmark with other countries which were deemed most appropriate for comparison. Specifically, this meant Slovenia as well as an average for Russia, Uzbekistan, and the United Arab Emirates, which are referred to as “other countries”. Despite the primary focus on the Danish school system, the analyses also yield significant results in a broader international perspective and demonstrate statistical approaches of relevance to the international research community.

The results indicate that the emotional well-being of Danish students during the pandemic was similar to that of their peers in the other countries taking part in REDS. However, behind this overall result there is a statistically significant difference between boys and girls, with girls scoring lower than boys on the scale for emotional well-being in Denmark, Slovenia and the other countries. Remarkably, this gender difference is extraordinarily high in Denmark. This paper does not find any statistically significant differences in terms of correlations between the socioeconomic background and emotional well-being of the Danish students, but the same thing cannot be said of Slovenia and the other countries. The results of this paper are spectacular because to some extent they contradict several national Danish studies within this field, as well as some of the results presented in the international REDS report.

Kritisk-æstetiske scenarier i teknologiforståelse – en tværfaglig tilgang

Philipps, M. R., Fougt, S., Ejsing-Duun, S. — Thu, 01 Dec 2022 23:11:55 +0100

Denne artikel belyser, om og hvordan kritisk-æstetiske scenarier kan udvikle det danske teknologiforståelsesfagfelts fagdidaktik i forløb med alle fire kompetenceområder i spil. Artiklens hypotese er, at sådanne scenarier er egnet til at udvikle elevernes kritiske sans og dermed den digitale myndiggørelse, fordi de kan stimulere elevernes evne til at forlade deres egen position og dermed kritisk forholde sig til sagen gennem processer, hvor de arbejder med materialiseringer af forestillinger om teknologi og konsekvenser af teknologianvendelse. Inspireret af design-based research tager undersøgelsen udgangspunkt i et undervisningsforløb, hvor en 6. klasse skulle udvikle digitale artefakter, der kritisk udstiller samfundets brug af sundhedsdata. I første del designede eleverne et dødsur, der forudsiger en persons dødsdato, og i anden del designede de en prototype af et sundhedsprogram målrettet en kunde i én af tre cases: en totalitær stat, et supersygehus eller elevernes egen virksomhed. Empiri blev indsamlet ved hjælp af observationer og uformelle samtaler i undervisningen samt interviews med læreren og analyseres med fokus på det potentielle læringspotentiale, det aktualiserede læringspotentiale og faktisk læring. Analysen afdækker et stort potentielt læringspotentiale, som kun i nogen grad aktualiseres i den konkrete undervisning, som igen kun fører til begrænset relevant faktisk læring hos eleverne. Analysen diskuteres med artiklens teoretiske ståsted og erfaringer fra forsøgsfaget teknologiforståelse i et forsøg på at kvalificere fremtidige forløb baseret på kritisk-æstetiske scenarier i fagfeltet.

Hvor er socialpædagogikken på vej hen?

Jensen, N. R. — Thu, 01 Dec 2022 23:11:55 +0100

Artiklen opridser forholdet mellem kapitalisme og socialpædagogik og belyser herunder kriseøkonomien i 2008. den nationale velfærdsstatslighed, en følger heraf er, at socialpædagogik kan betragtes som professionens politisk-økonomiske nydefinerede funktioinalisme. Artiklen afrundes med et blik på dannelse og uddannelse som modpol.

En 'kritisk' teori om socialpædagogik

Jensen, N. R. — Thu, 01 Dec 2022 23:11:55 +0100

I artiklen tages afsæt i overgangen fra klassisk velfærdsstat til konkurrencestat og de konsekvenser, denne overgang har haft for socialpædagogik. Derefter trækkes på Balibars teori om lighed oig frihed.

Taste

Qvortrup, L., Wistoft, K. — Tue, 01 Nov 2022 23:11:55 +0100

This article presents four basic points. The first point is that food cannot be studied without integrating taste into the equation. Just as music is more than sounds, food is more than its physical or chemical ingredients. The second point is that in order to understand taste, it must be observed from different perspectives, and in this connection, three taste systems can be identified. Taste is indeed a physiological phenomenon, but it is also a mental and a social phenomenon. It is a matter of memories, experiences, and feelings, and it is something that we communicate about. Adding to the physiological taste system, we can identify a mental and a social taste system. These two systems can be observed through the lenses of taste psychology and taste sociology. The third point is that taste is both a precondition and an outcome; we profit from our taste abilities, but the outcome is taste experiences. Taste is both medium and form. This implies that taste is a creative ability. We appreciate what we taste, but through taste as a medium, we also imagine new taste potentials. The fourth point is that taste can be divided into a number of taste dimensions. Based on empirical studies, we have identified seven dimensions: (1) taste as sensory perceptions, (2) taste as deliciousness, (3) taste as a question of health, (4) taste as a moral phenomenon, (5) taste as a question of love, (6) taste as a religious phenomenon, and (7) taste as a question of trendiness.

Screen, body, space and text - Media-edu-cology 2.0?

Thestrup, K., Dalsgaard, C., Caviglia, F. — Sun, 01 Jan 2023 23:11:55 +0100

Screen, body, space and text - Media-edu-cology 2.0?

By Klaus Thestrup, Christian Dalsgaard & Francesco Caviglia, associate professors at The Danish School of Education, Aarhus University, Denmark

Our paper is based upon a ten year old master called Ict-based educational design, where mainly practitioners develop ways to use digital technologies and digital media in different kinds of education. They plan and try out if what they have intended might work. The master is mainly online, which means our student are spreads out over the country and that our education therefore is digitally based. Over the years we have developed different ways of communicating, experimenting and producing together in media edu-cologies, that in principle might change according to needs and curiosity. Examples are the use of blogs, where students produce texts and comment on each other’s work, annotate and write together in common documents and finally work in flexible combinations of media.

1o years ago we technically tried to build our own edu-cology but has over the years started to use existing digital tools in new combinations and on pedagogical processes, where the students over time experience and reflect together using their own practice as their tool to do so. Recently we are developing media edu-cologies, which include space, body, workspaces and mobile media in processes, that could be global. The edu-cology to reach out to each other locally, regionally and globally and communicate can take place in so many other ways than looking at a stationary screen and write text to each other. We dare to call this for media-edu-cology 2.0 and would like to present examples and principles, that encircles some possible future developments.

Effects on skills and knowledge of a sensory teaching program for culinary students

Tue, 01 Nov 2022 23:11:55 +0100

Culinary practitioners (chefs and healthcare cooks) need tools to systematically assess and improve the sensory quality and acceptance of the food they produce. Sensory science provides these tools to develop, revise and improve foods. However, in the culinary arts educations in Denmark teaching in sensory science is limited. We developed a teaching programme for culinary arts educations, focusing on the use of central practices of sensory science in production kitchens. The teaching programme was tested and developed in dialogue with vocational teachers and culinary students. The material consists of five theoretical and practical teaching modules that cover topics such as the senses, sensory vocabulary development and training, fast sensory methods and factors contributing to palatability. In total, 137 culinary students participated in the teaching programme. The goal was to make culinary students master sensory evaluation techniques and improve their ability to develop food that is liked by consumers. Consequently, these practitioners can improve the sensory quality and acceptance of sustainable and healthy foods. Learning outcomes in a combined sensory knowledge (ten questions) and skills test (eight sensory tasks) were examined. Altogether 89 culinary students participated in both the baseline and follow-up test. Results demonstrate a highly significant effect in both domains. The knowledge scores were significantly higher after than before the course and the scores in the skills tests revealed a significant improvement of culinary students’ vocabulary after completing the course as measured by a higher number and quality of descriptors used to describe four different foods in an open description task. A higher number of descriptors used to describe foods by means of a check-all-that-apply (CATA) sensory descriptive methodology emphasized these findings. Integrating a course on sensory science and methods into the culinary arts educations leads to significant improvement of culinary students’ sensory vocabulary, knowledge and skills. The sensory educational programme is available in Danish with elaborate instructions for teachers through Taste for Life’s online services. Additionally, to train vocational teachers so they can teach it themselves, virtual courses on the sensory educational content were created in 2021 and are accessible online.

Teachers who stay in the profession

Plauborg, H. — Mon, 01 Aug 2022 23:11:55 +0200

Students´ Home Resources and Socioeconomic Background Scale (SHRSBS)

Kjeldsen, C. C. . — Sat, 01 Jan 2022 23:11:55 +0100

Similar to the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA), a scale has been constructed for students’ home resources and socioeconomic background for the Responses to Educational Disruption Survey (REDS

Praksis- og professionsudvikling i daginstitutioner

Jensen, B., Svinth, L. — Sat, 01 Oct 2022 23:11:55 +0200

Hvordan kan kompetenceudvikling og efteruddannelse af pædagoger og pædagogisk personale bidrage til at udvikle kvaliteten i daginstitutioner og dermed styrke små børns trivsel og udvikling? En ny forskningsoversigt fra DPU i e-bogsserien Pædagogisk indblik gennemgår den eksisterende forskningsviden om praksis- og professionsudvikling i daginstitutioner og peger på, hvordan især fælles udviklings- og læringsforløb for alle medarbejdere i en institution kan løfte den pædagogiske kvalitet.

Kønsklog skole

Staunæs, D., Plauborg, H., Mengel, P. — Sat, 01 Jan 2022 23:11:55 +0100

Young people’s political engagement – a new political subject

Lieberkind, J. — Wed, 01 Jun 2022 23:11:55 +0200

Young people around the world have once again begun to engage in political issues and to participate politically in society. Perhaps it is the first time since the iconic youth rebellion in '68 that the involvement of young people across borders has received such a great and broad political attention. However, are we again witnessing a youth rebellion, and on what foundation do young people participate and engage politically? Based on a series of qualitative interviews with Danish young people aged 16-30 years, the paper examines a number of characteristics that form and drive young people's political engagement. Thus, the aim is to study the political subject of the current young people, that is to say, young people’s drivers and barriers for political engagement.
The central thesis of the paper is that younger generations are characterized by a post-political “spirit” (Boltanski & Chiapello, 2007; Weber, 2000), which detaches them from conventional forms of political engagement. Hence, the paper will proposes a conceptual shift from the political subject to the post-political subject within research on young people’s social and political engagement. The concept of the post-political differs from the political as it transgresses social, political, and economic interests (e.g. interests of social classes) and is not reliant on a set of coherent political ideas (e.g. ideology). Post-political challenges, and their solutions, are couched in terms of evidence and morality rather than in parliamentarism, ideological choices and the distribution of goods (Fukuyama, 1992; Mouffe, 2005; Rancière, 2011; Wilson & Swyngedouw, 2014).

Uddannelsesforskningens effektfuldhed

Stovgaard, M. — Mon, 01 Aug 2022 23:11:55 +0200

Blandt såvel praktikere som forskere er uenigheden stor, når det kommer til opfattelser af professionsekspertise og evidensinformeret
undervisningspraksis: Hvilken rolle spiller viden fra forskningen
i undervisningens praksis i skolen? Hvilken rolle bør den spille?
Hvilke potentialer og risici rummer en praksis, der lader sig oplyse
af forskning? Tilbyder uddannelsesforskningen lærerne den type viden, de efterspørger eller har brug for? Og er lærerne i stand til at implementere forskningsresultater i undervisningspraksis?
Med dette kapitel diskuteres disse spørgsmål, hvormed kapitlet
tjener det formål at bidrage til en nuancering og herigennem kvalificering af debatten om temaer som konstruktion af didaktisk viden, effektfuldhed, rum for lærerens skøn, forskningens rolle over for praksis, instrumentalisering og standardisering af undervisningspraksis, lærerens beslutningsgrundlag og evidensforståelser og professionalitet i lærergerningen.
Kapitlet giver bud på, hvad uddannelsesforskere kan gøre for at understøtte, at forskningen fremstår praksisrelevant, og at den kommer lærere til gavn. Hertil præsenterer kapitlet forslag til, hvordan der i ledelse og teams på skoler kan arbejdes mod etablering af gode rammer for udvikling af evidensinformeret undervisningspraksis.

Perspectives on educational effectiveness in science and mathematics

Faddar, J., Kjeldsen, C. C. — Thu, 01 Dec 2022 23:11:55 +0100

This special issue focuses on perspectives on educational effectiveness in science and mathematics and addresses the role of non-cognitive measures in Trends in International Mathematics and Science Study (TIMSS). Moving beyond a mere ranking of countries based on their average achievement by making use of the large amount of collected non-cognitive measures, brings many challenges. This special issue aims to address some of these challenges by including contributions with a more conceptual or methodological focus that encompass several non-cognitive scales, international comparative studies or multiple data points over time. The conceptual contributions are clustered around aspects of engagement and motivation, the experience of school bullying and its effects, and quality and equality. The methodological contributions study topics such as measurement invariance, sampling and teacher-centric inferences, and trend scaling. We hope that the papers in this special issue may stimulate and guide future work in the area of TIMSS.

Diagnoser i skolen - uden for normen

Langager, S. — Fri, 01 Jul 2022 23:11:55 +0200

Kropslighed og affektivitet i pædagogers samspil med vuggestuebørn

Svinth, L., Gebhardt, S. L. — Mon, 01 Aug 2022 23:11:55 +0200

Hvorfor har vi brug for at genbeskrive begreberne kausalitet og effekt?

Christensen, J. H., Qvortrup, L. — Mon, 01 Aug 2022 23:11:55 +0200

Medborgerskab, ulighed og kriser

Dorf, H., Jensen, N. R. — Sun, 01 Jan 2023 23:11:55 +0100

I Danmark kom medborgerskab som term først for alvor på den politiske dagsorden i starten af 00’erne, hvor det i særlig grad blev associeret med begrebet ‘sammenhængskraft’ og knyttet sammen med immigrationspolitik, (mono)kulturel integrationspolitik og initiativer mod radikalisering og ekstremisme. Medborgerskabsproblematikken er imidlertid på et langt mere alment niveau forbundet med samfundets overordnede institutionelle opbygning.

Educational makerspaces in Danish primary and lower-secondary schools

Pilgaard, M., Basballe, D. A., Buus, L., et al. — Sun, 01 May 2022 23:11:55 +0200

In recent years, an increasing interest in establishing and engaging with makerspaces in the context of formal educational settings in primary and lower-secondary schools in Denmark has grown. Initiatives to establish makerspaces as formal learning spaces in Denmark can be linked to international concepts and thoughts about FabLabs, Hackerspaces, and the Maker movement. A mapping of educational makerspace initiatives aiming for students in primary and lower-secondary schools in Denmark has been conducted as part of a larger evaluation of 17 educational makerspace establishments in Danish municipalities. This paper presents early findings from the evaluation. The overall aim of the evaluation is to gain knowledge about makerspace settings as learning environments and the potential and challenges such settings pose to pedagogical practice.

Fra ideologisk til strategisk engagement

Lieberkind, J. — Sat, 01 Jan 2022 23:11:55 +0100