[
Andresen, B. B. (2010). Skoler i udvikling. Aalborg: University College Nordjylland.
]Search in Google Scholar
[
Bell, M., Cordingley, P., Isham, C., & Davis, R. (2010). Report of professional practitioner use of research reveiw: Practitioner engagement in and/or with research. Coventry. CUREE, GTCE, LSIS & NTR.
]Search in Google Scholar
[
Belling, M. N., Kirkegaard, S., Broström, S., & Skriver, A. (2016). Pædagogiske læreplaner i dagtilbud: Hvordan – og i hvilket omfang – inddrager pædagoger i danske daginstitutioner læreplanerne i faglige refleksioner og praksis? København: Danmarks Institut fur Pædagogik og Uddannelse. Aarhus Universitet.
]Search in Google Scholar
[
Bernhardt, V. L. (2013). Data analysis for continuous school improvement. Abingdon: Routledge.
]Search in Google Scholar
[
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. Bristol: University of Bristol.
]Search in Google Scholar
[
Børne-og Socialministeriet. (2017). Stærke dagtilbud - alle børn skal med i fællesskabet Børne-og Socialministeriet.
]Search in Google Scholar
[
Brostrøm, S. (2004). In S. Brostrøm (Ed.), Pædagogiske læreplaner: At arbejde med didaktik i børnehaven / redigeret af Stig Broström. Aarhus, Danmark: Systime Academic.
]Search in Google Scholar
[
Cherrington, S., & Thornton, K. (2015). The nature of professional learning communities in New Zealand Early Childhood Education: An exploratory study. Professional Development in Education, 41(2), 310–328.10.1080/19415257.2014.986817
]Search in Google Scholar
[
Christensen, V., Skov Hansen, L., Kostøl, A., Persson, B., & Persson, E. (2016). Resultater fra fire kvalitative casestudier FLiK-prosjektet Kristiansand kommune. Aalborg Universitetsforlag.
]Search in Google Scholar
[
Coburn, C., & Talbert, J. (2006). Conceptions of evidence use in school districts: Mapping the terrain. American Journal of Education, 112(4), 469–495. 10.1086/50505610.1086/505056
]Search in Google Scholar
[
Cunha, F., & Heckman, J. J. (2010). Investing in our young people. Working paper 16201. Cambridge, MA: The National Bureau of Economic Research.10.3386/w16201
]Search in Google Scholar
[
Danmarks Evalueringsinstitut. (2012). Læreplaner i praksis: Daginstitutionernes arbejde med pædagogiske læreplaner. København: Danmarks Evalueringsinstitut.
]Search in Google Scholar
[
Danmarks Evalueringsinstitut. (2017). Udvikling i ledelse på dagtilbudsområdet: Notat til ledelseskommis-sionen. København: Danmarks Evalueringsinstitut.
]Search in Google Scholar
[
Danmarks Statistik. (2011). Danske børn kommer tidligst i institution. København: Danmarks Statistik.
]Search in Google Scholar
[
Datnow, A., & Hubbard, L. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7–28. doi: 10.1007/ s10833-015-9264-210.1007/s10833-015-9264-2
]Search in Google Scholar
[
Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Los Angeles, CA: University of Southern California.
]Search in Google Scholar
[
DuFour, R., & Marzano, R. J. (2011). Leaders of learning. Bloomington, IN: Solution Tree Press.
]Search in Google Scholar
[
Earl L., & Timperley, H. (Eds.). (2009). Professional learning conversations: Challenges in using evidence for improvement. Dordrecht: Springer.
]Search in Google Scholar
[
EURYDICE. (2009). Early Childhood Education and Care in Europe: Tackling social and cultural inequalities. Brussels: EACEA P9 Eurydice.
]Search in Google Scholar
[
Formål for dagtilbud, Lov om dag-, fritids-og klubtilbud m.v. til børn og unge. U.S.C. (2016).
]Search in Google Scholar
[
Hamilton, L., Halverson, R., Jackson, S. S., Mandinach, E., Supovitz, J. A., & Wayman, J. C. (2009). Using student achievement data to support instructional decision making. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
]Search in Google Scholar
[
Hansen, O. H., Nordahl, T., Øyen Nordahl, S., Skov Hansen, L., & Hansen, O. (2016). Resultater fra kortlægningsundersøgelse for 5 kommuner 2015 – Billund, Fredericia, Hedensted, Nordfyn og Svendborg: ‘Uligheder og variationer - i dagtilbud’. Aalborg Universitetsforlag.
]Search in Google Scholar
[
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
]Search in Google Scholar
[
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge.
]Search in Google Scholar
[
Hattie, J., Masters, D., & Birch, K. (2015). Visible learning into action: International case studies of impact. Abingdon: Routledge.10.4324/9781315722603
]Search in Google Scholar
[
Hopkins, D. (2005). In D. Hopkins (Ed.), The practice and theory of school improvement: International handbook of educational change. Dordrecht: Springer.
]Search in Google Scholar
[
Kjær, B., & Olesen, J. (2005). Informationshåndbog om pædagogiske læreplaner i dagtilbud. Styrelsen for Social Service og Ministeriet for Familie-og Forbrugsanliggender.
]Search in Google Scholar
[
Levin, B., & Fullan, M. (2008). Learning about system renewal. Educational Management, Administration and Leadership, 36(2), 289–303.10.1177/1741143207087778
]Search in Google Scholar
[
Ministeriet for Børn og Undervisning. (2012). Fremtidens dagtilbud: Pejlemærker fra task force om fremtidens dagtilbud. København: Ministeriet for Børn og Undervisning.
]Search in Google Scholar
[
Mitchell, L., & Cubey, P. (2003). Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best evidence synthesis. Wellington: Ministry of Education.
]Search in Google Scholar
[
Nordahl, T. (2013). In T. Nordahl (Ed.), Det ved vi om anvendelse af pædagogisk analyse: Beskrivelse af en pædagogisk analysemodel til brug i skolen Frederikshavn: Dafolo.
]Search in Google Scholar
[
Nordahl, T., Kostl, A., Sunnevåg, A., Knudsmoen, H., Johnsen, T., & Qvortrup, L. (2012). Kvalitet i dagtilbudde set med børneøjne: En kortlægning af pilotprojektet: LP-modellen i de kommunale dagtilbud. Frederikshavn: Dafolo Forlag.
]Search in Google Scholar
[
Nordahl, T., Øyen Nordahl, S., Sunnevåg, A., Berg, B., & Martinsen, M. (2018). Det gode er det fremragende sin fiende: Resultater fra kartleggningsundersøkelser i Kristiansand kommune 2013–2017. Aalborg: Aalborg Universitetsforlag.
]Search in Google Scholar
[
Nordahl, T., & Skov Hansen, L. (2016). Det ved vi om datainformeret forbedringsarbejde i dagtilbud. Frederikshavn: Dafolo.
]Search in Google Scholar
[
Nordahl, T., Sunnevåg, A., Qvortrup, L., Skov Hansen, L., Hansen, O., Lekhal, R., & Drugli, M. (2016). Hold ut og hold kursen. resultater fra kartleggningsunderskelse i Kristiansand kommune 2015. Aalborg: Aalborg Universitetsforlag.
]Search in Google Scholar
[
Nusche, D., Radinger, T., Falch, T., & Shaw, B. (2016). OECD reviews of school resources: Denmark 2016. Paris: OECD Publishing.
]Search in Google Scholar
[
Park, V., & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven decision-making. School Leadership and Management, 29(5), 477–494.10.1080/13632430903162541
]Search in Google Scholar
[
Penn, H. (2009). Early childhood education and care: Key lessons from research for policy makers. European Commission, Directorate-General for Education and Culture.
]Search in Google Scholar
[
Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest: A Journal of the American Psychological Society, 10(2), 49–88.10.1177/1529100610381908
]Search in Google Scholar
[
Qvortrup, L. (2015). Data-og forskningsinformeret udvikling af pædagogisk praksis i dagtilbud. Evidens I pædagogens praksis. Dafolo Forlag A/S.
]Search in Google Scholar
[
Robinson, V. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.
]Search in Google Scholar
[
Robinson, V., Hohepa, M. K., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration (BES). Wellington: Ministry of Education.
]Search in Google Scholar
[
Sharratt, L., & Fullan, M. (2012). Putting faces on the data: What great leaders do! Thousand Oaks, CA: Corwin Press.
]Search in Google Scholar
[
Sheridan, S., Kärrby, G., Giota, J., Ogdefelt, A. D., & Björek, Å. (2003). Pedagogisk kvalitet i skolan. Lund: Studentlitteratur.
]Search in Google Scholar
[
Skov Hansen, L. (2016). Forskningsbasert læringsmiljøutvikling: - samarbeid og sammenheng mellom kommunale støttetjenester. Chapter. 4 in V. Christensen, L. Skov Hansen, A. Kostøl, B. Persson, & E. Persson (Eds.) Resultater fra fire kvalitative casestudier FLiK-prosjektet kristiansand kommune. Aalborg Universitetsforlag.
]Search in Google Scholar
[
Sølvhøj, J. (2009). Family day-care in Denmark. København V: FOA.
]Search in Google Scholar
[
Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.10.1080/0022027032000106726
]Search in Google Scholar
[
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. Abingdon: Routledge.10.4324/9780203862063
]Search in Google Scholar
[
The Ministry of Social Affairs and Integration. (2011). Social policy in Denmark
]Search in Google Scholar
[
Timperley, H. (2008). Teacher professional learning and development. Brussels, International Academy of Education.
]Search in Google Scholar
[
Timperley, H. (2011). Realizing the power of professional learning. Maidenhead: Open University Press.
]Search in Google Scholar
[
Urban, M., Vandenbroeck, M., Laere Van, K., Lazzari, A., & Peeters, J. (2011). Competence requirements in early childhood education and care final report. Luxembourg: Publications Office.
]Search in Google Scholar
[
Winther-Lindqvist, D. A., & Svinth, L. (2017). Early childhood education and care (ECEC) in Denmark. Oxford Bibliography. doi: 10.1093/obo/9780199756810-009310.1093/obo/9780199756810-0093
]Search in Google Scholar