Peer-reviewed journal articles
Sorensen, T.B. and S.L. Robertson, 2020. "O programo da OCDE TALIS: enquadrando, medindo e vendendo professores de qualidade", Currículo sem Fronteiras, 20(1), 43-61.
Sorensen, T.B. 2020. The space for challenge in transnational education governance: The case of Education International and the OECD TALIS programme. Discourse: Studies in the Cultural Politics of Education. See 'postprint' (accepted manuscript).
Sorensen, T.B., and S.L. Robertson, 2020. Ordinalization and the OECD's governance of teachers. Comparative Education Review, 64(1), 21–45.
Robertson, S.L., and T.B. Sorensen, 2018. Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work, European Educational Research Journal, 17(4), 470-488.
Holloway, J., T.B. Sorensen, and A. Verger, 2017. Global Perspectives on High-Stakes Teacher Accountability Policies: An Introduction. Education Policy Analysis Archives, 25(85), 1-18.
Guest editor w/ Jessica Holloway (Kansas State University) and Antoni Verger (Universitat Autònoma de Barcelona) of Special Issue Global Perspectives on High-Stakes Teacher Accountability Policies in Education Policy Analysis Archives, August 2017, 25 (85-93).
Sorensen, T.B. 2012. Kortsluttet kosmopolitanisme: Marginaliseringen af engelsk som andetsprog [’Shortcircuited cosmopolitanism: The marginalisation of English as an Additional Language’]. Sprogforum 55, 71-78.
Sorensen, T.B. 2011. The two nationalistic narratives in Danish compulsory education. Exedra Revista Cientifica 3(1), 15-24.
Milana, M., and T.B. Sorensen, 2009. Promoting Democratic Citizenship Through Non-Formal Adult Education: The Case of Denmark. Scandinavian Journal of Educational Research 53(4), 347 - 362.
Sorensen, T.B. 2017. Work In Progress: The Political Construction of The OECD Programme Teaching And Learning International Survey. University of Bristol, Graduate School of Education.
Sorensen, T.B. 2011. The bias of markets: A comparative study of the market form and identity politics in English and Danish compulsory education. Copenhagen Studies in Bilingualism, vol. 60. Copenhagen: University of Copenhagen.
Sorensen, T.B., and S.L. Robertson, 2018. Reframing Teachers’ Work for Global Competitiveness: New Global Hierarchies in the Governing of Education. In The Wiley Handbook of Global Educational Reform, edited by K.J.Saltman and A.J. Means, 87-112. Wiley-Blackwell.
Sorensen, T.B., and S.L. Robertson, 2017. The OECD program TALIS and Framing, Measuring and Selling Quality Teacher™. In Routledge International Handbook of Teacher Quality And Policy, edited by M. Akiba and G.K. LeTendre, 117-131. Routledge.
Sorensen, T.B. 2017. Teachers and the global educational policy field. In The Global Educational Policy Environment in the Fourth Industrial Revolution: Gated, Regulated and Governed, edited by T.D. Jules, 59-84. Emerald.
Sorensen, T.B. 2012. Paradox of liberalism: Citizenship education in Denmark. In Intercultural Policies and Education, edited by S. Goncalves and M. Carpenter, 225-244. Bern: Peter Lang.
Sorensen, T.B. 2012. The seductive reasoning of Danish compulsory schooling reform. In Perspectives on European Educational Policy and Practice: papers from the Erasmus Intensive Programme Summer Schools, Haapsalu, Estonia, August 2009 and 2010, edited by P. Garland, A. Larson, E. Lofstrom and I. Garland. Sheffield: Sheffield Hallam University.
Sorensen, T. 2008. Developing teacher competences in facilitating content and language learning among bilingual students in the Danish mainstream classroom. In Identity, Diversity and Intercultural Dialogue, edited by S. Goncalves. Coimbra: Instituto Politécnico de Coimbra, Escola Superior de Educação.
Sørensen, T.B. 2017. School vouchers and the privileges of choice. Education International.
Sørensen, T.B. 2016. Value-added measurement or modelling (VAM). Education International.
Sørensen, T.B. 2015. Review of Early Grade Reading Assessment (EGRA). Education International.
Barrett, A.M., and T.B. Sorensen. 2015. Indicators for All? Monitoring Quality and Equity for a Broad and Bold Post-2015 Global Education Agenda. New York: Open Society Foundations.
Sørensen, T. 2008. Eksplicit fokus på sproget - samarbejde i natur/teknik og dansk som andetsprog [’Explicit focus on language – co-operation in Nature/Technics and Danish as a Second Language’]. In Sproget med i alle fag: Andetsprog og didaktik i folkeskolen, edited by Helle Pia Laursen, Line Møller Daugaard, Ulla Lundqvist, and Tore Sørensen. Copenhagen: Danish Ministry of Education.
Sørensen, T., and H.P. Laursen. 2008. Skriftsproget i natur/teknik [’Written language in the subject Nature/Technics’]. In Sproget med i alle fag: Andetsprog og didaktik i folkeskolen, edited by Helle Pia Laursen, Line Møller Daugaard, Ulla Lundqvist, and Tore Sørensen. Copenhagen: Danish Ministry of Education.
Milana, M., and T.B. Sørensen. 2007. Case study: The World is Burning (Krogerup Højskole), DK. The stocktaking study on Lifelong Learning for Democratic Citizenship through Adult Education (funded by the EU Socrates-Grundtvig scheme).
Milana, M., and T.B. Sørensen. 2007. Case study: Teaching European Active Citizenship (TEACh)-course1, EU. The stocktaking study on Lifelong Learning for Democratic Citizenship through Adult Education (funded by the EU Socrates-Grundtvig scheme)
Milana, M., and T.B. Sørensen. 2007. Case study: the project ”Udspil”1 (Dag Højskoler), DK. The stocktaking study on Lifelong Learning for Democratic Citizenship through Adult Education (funded by the EU Socrates-Grundtvig scheme).
Jensen, A.E., E. Høj, I.M. Jacobsen, I.F. Hansen, L. Bernhard, and T. Sørensen. 2006. Danskfaget på mellemtrinnet og de tosprogede elever [Danish in the intermediate stage and the bilingual pupils’]. In Dansk som andetsprog i relation til danskfaget, edited by H.P. Laursen. CVU København & Nordsjælland and Københavns Kommune.
Andersen, M.W., S. Gormsen, K. Haase, C. Hagbo, J. Høegh, S.G. Larsen, W. Schneider, and T. Sørensen. 2003. Undervisning af tosprogede elever i matematik [Teaching bilingual pupils in Mathematics]. In Dansk som andetsprog i fagene, edited by H.P. Laursen. CVU København & Nordsjælland and Københavns Kommune.
Blogposts and miscellaneous
The need for strategy and teacher activism in transnational governance. Worlds of Education, 23 March 2020
The possibilities for South-North dialogue in education research. Worlds of Education, 27 March 2018
Learning assessment and assessment learning: International large-scale assessment and the politics of capacity-building. Globalisation, Education & Social Futures, University of Bristol, 28 June 2016
VAM, school effectiveness and the politics of distraction. Worlds of Education, 29 February 2016
Race to the bottom: big data and teacher evaluation frameworks. In G20, Turkey: The Antalya Summit November 2015, edited by Munk School of Global Affairs, G20 Research Group, University of Toronto, 114
Distance, proximity and Australia in global education governance. Globalisation, Education & Social Futures, University of Bristol, 7 December 2015
The Politics of Indicator Development in the Education 2030 Framework for Action. NORRAG NEWSbite, 9 July 2015
Interview on language-across-the-curriculum teaching practices for the DVD Lige muligheder for alle [‘Equal Opportunities for All’] produced by HVProduktion (2011). The DVD disseminated the results from a R&D project about inclusion of ethnic minority students in Danish VUCs (“Adult Education Centre”]
Interview on teaching methods and teacher co-operation in multilingual school environments. On Danish Radio 8 January 2009 in the Danish Broadcasting Corporation (DR) programme ‘P1 Orientering’, under the programme heading ‘Tosprogs-taskforce skal vise gode eksempler’ (’Bilingualism Task Force going to present examples of good practice’)