Bókarkaflar - HÍ

Varanleg URI fyrir þennan undirflokkhttps://hdl.handle.net/20.500.11815/1134

Skoða

Niðurstöður 1 - 20 af 46

Influence of climate change on magmatic processes: What does geodesy and modeling of geodetic data tell us?
(Elsevier, 2024) Sigmundsson, Freysteinn; Parks, Michelle; Geirsson, Halldór; Albino, Fabien; Schmidt, Peter; Li, Siqi; Pálsson, Finnur; Ófeigsson, Benedikt G.; Drouin, Vincent; Aðalgeirsdóttir, Guðfinna; Magnússon, Eyjólfur; Hooper, Andy; Hreinsdóttir, Sigrún; Maclennan, John; Sturkell, Erik; Trasatti, Elisa; Jarðvísindastofnun (HÍ); Institute of Earth Sciences (UI); Verkfræði- og náttúruvísindasvið (HÍ); School of Engineering and Natural Sciences (UI)
Anthropogenic global climate change is causing ice mass loss in all glacierized regions in the world. Iceland provides conditions that make it an efficient laboratory to study the effects of retreating glaciers on magmatic activity, as retreating glaciers currently cover approximately 10% of Iceland and 50% of its active volcanoes. Retreat of glaciers results in unloading and glacial isostatic adjustment as observed well in Iceland by extensive GNSS (Global Navigation and Satellite System) and Interferometric Synthetic Aperture Radar (InSAR) geodetic measurements. The unloading results in more magma being generated in the mantle through decompression melting. It also induces stress changes in the crust that may affect magma migration and the stability of existing magma bodies. Large uncertainties are involved in evaluating the effects, as they depend on many factors such as the detailed structure of magmatic systems and the rheology of host rock and magma.
Supernatural Sentiments: The Language of Emotion in the fornaldarsögur
(Trivent Publishing, 2024-05-03) Lummer, Felix; Mikaelsdóttir, Katrín Lísa L.; Íslensku- og menningardeild (HÍ); Faculty of Icelandic and Comparative Cultural Studies (UI); Hugvísindasvið (HÍ); School of Humanities (UI)
The study of emotion in Old Norse-Icelandic literature has sparked considerable scholarly debate in recent years. However, little attention has been given to the emotive language of non-human beings. This contribution seeks to examine the emotional lexis associated with supernatural figures in the fornaldarsögur within the context of historical semantics. As will be shown, the function of the emotional language and its social implications will be discussed in context of the narratives, furthering the discussion of feelings of marginalised figures in medieval Icelandic literature.
"Ástkonur, eyjar og blek". Vistfemínismi í verkum Oddnýjar Eirar Ævarsdóttur og Tove Jansson
(Háskólaútgáfan, 2023) Aðalsteinsdóttir, Auður; Rannsóknasetur í Þingeyjarsveit; Research Centre in North East Iceland; Stofnun rannsóknasetra (HÍ); Institute of Research Centres (UI)
This article provides a study of ecofeminist features in the fiction of Tove Jansson in the 1970s and Oddný Eir Ævarsdóttir in the 2010s, with the intention of showing how an ecofeminist perspec tive which gained ground half a century ago can still be detected in contemporary works, albeit with changes in emphasis. Special attention is paid to the role of islands and goddesses, as well the value of ecofeminist thought in confronting the contemporary climate crisis. Í greininni er rýnt í vistfemínísk einkenni í skáldverkum eftir Tove Jansson frá áttunda áratug 20. aldar og Oddnýju Eirar Ævarsdóttur frá öðrum áratug 21. aldar í því augnamiði að sýna hvernig áherslur vistfemínismans, sem mótuðust fyrir um hálfri öld, megi enn greina í samtímaverkum þótt hann hafi einnig þróast í nýjar áttir. Sérstakri athygli er beint að eyja- og gyðju myndmáli í þessu samhengi auk þess sem mikilvægi grundvallarhugmynda vistfemínismans í loftslagskrísu samtímans er áréttað
Reading fluency and ADHD symptoms: Initial testing of IS-FORM, IS-PSEUDO, and SWAN in a sample of Icelandic children
(Háskólaútgáfan, 2021-10-12) Sigurdardottir, Heida Maria; Jónsdóttir, Ingibjörg Erla; Úlfarsson, Logi; Birgisdóttir, Freyja; Sálfræðideild (HÍ); Faculty of Psychology (UI); Heilbrigðisvísindasvið (HÍ); School of Health Sciences (UI)
The small-scale study presented here was the first test of three instruments in a sample of Icelandic children: IS-FORM, IS-PSEUDO, and the Strengths and Weaknesses of ADHD-symptoms and Normal-behavior (SWAN) rating scale. Participants in this study were children in the 4th grade of a school in Reykjavik (10 girls and 10 boys). Guardians completed SWAN to assess their children's behavior. The researchers measured children's reading fluency for real Icelandic word forms (IS-FORM) and pseudowords (IS-PSEUDO) onsite. Lesferill standardized reading fluency exam scores and both Icelandic language and mathematics scores from the 4th grade Icelandic National Exams (academic achievement) were collected from the Directorate of Education. IS-FORM and IS-PSEUDO showed all signs of being reliable and valid instruments for assessing the reading fluency of 4th grade children (Chronbach's alpha for the IS-FORM 1, IS-FORM 2, and IS-PSEUDO together was .87). SWAN also had excellent reliability in our sample (Cronbach’s alpha of .96). A forced two-factor solution provided a factor structure that aligned well with the ADHD-Inattentive and ADHD-Hyperactive/Impulsive subscales of SWAN. SWAN scores correlated with all reading measures, but not significantly with academic achievement, and the strength of this association got stronger from 2nd to 5th grade. The results suggest that ADHD-related symptoms and behavior hinder children from reaching their full reading fluency potential.
Ideals of Christian Kingship: The Implications of Elucidarius, Konungs skuggsiá and Eiríks saga víðfǫrla
(2018) Vídalín, Arngrímur; Deild faggreinakennslu (HÍ); Faculty of Subject Teacher Education (UI); Menntavísindasvið (HÍ); School of Education (UI)
Some Thoughts on the Supernatural, the Fantastic and the Paranormal in Medieval and Modern Literature
(Beewolf Press, 2015) Vídalín, Arngrímur; Deild faggreinakennslu (HÍ); Faculty of Subject Teacher Education (UI); Menntavísindasvið (HÍ); School of Education (UI)
Tre teser om børnelitteratur og islandsk litteraturhistorie
(Nordic Council of Ministers, 2019-11-22) Jóhannsson, Jón Yngvi; School of education (UI); Menntavísindasvið (HÍ)
Fra man begyndte at skrive nationale litteraturhistorier i 1800-tallet og til langt op i 1900-tallet, stod der ikke meget om børnebøger på deres sider. Det var mest, når forfattere til ”alvorlige” litterære værker for voksne også skrev børnebøger, at de fandt nåde for litteraturhistorikernes øjne, men så blev de højst nævnt i forbifarten. Islandske litteraturhistorier er naturligvis ingen undtagelse. Det er let at få et overblik over islandske litteraturhistorier. Bortset fra lærebøger til ungdomstrinnet er der ikke mange. De ældste udgivne litteraturhistorier om islandsk litteratur handler desuden kun om middelalderlitteratur, islændingesagaer, oldtidssagaer, eddadigte og andre tekster, der er skrevet og bevaret i Island, men samtidig også tilhører den fælles nordiske litteraturarv. Dette gælder for eksempel Finnur Jónssons bedrift Den oldnorske og oldislandske Litteraturs Historie, der udkom i tre bind i perioden 1920–1924 og alligevel kun når til 1550. I to hovedværker i islandsk litteraturhistorie, der udkom i midten af 1900-tallet, Íslenskar nútímabókmenntir 1918–1948 af Kristinn E. Andrésson og Íslensk bókmenntasaga 874–1960 af Stefán Einarsson, optræder børnebøger kun sporadisk. Stefán Einarsson bruger et kapitel på to sider på Jón Sveinsson, også kendt som Nonni, hvor han nævner, at Nonni er blevet sammenlignet med H.C. Andersen og Mark Twain, men hvor han selv kommer til den konklusion, at hans kunst ”overhovedet ikke kan sammenlignes med deres kunst”.1 Kristinn E. Andrésson nævner ikke Nonni ved navn, selv om han, da bogen blev skrevet, sandsynligvis har været den islandske forfatter, ved siden af Halldór Laxness og Gunnar Gunnarsson, der var mest kendt af læsere uden for Island. Kristinn E. Andrésson nævner sjældent og kun i forbifarten børnebøger. Han skriver dog om Stefán Jónsson, en af Islands mest respekterede børnebogsforfattere i midten af 1900-tallet: ”Ingen steder har Stefán Jónsson givet sin digtergave så frie tøjler som i sin nye ungdomsbog, Sagan hans Hjalta litla (1948), og han opnår så godt et greb om indholdet og personbeskrivelsen, at historien får almen gyldighed.”2 2006 var et vigtigt år i islandsk litteraturhistorieskrivning. Der udkom næsten samtidig de to sidste bind af Íslensk bókmenntasaga, et oversigtsværk over islandsk litteratur i fem bind fra begyndelsen til samtiden, og A History of Icelandic Literature, et etbindsværk omfattende samme periode, der udkom i skriftrækken Histories of Scandinavian Literature. Begge disse arbejder indeholder særlige afsnit om børnebøger, hvilket på sæt og vis er fuldstændig i takt med tiden. Forskning af børnebøger var da i nogen tid etableret som et fuldt ud gyldigt forskningsfelt inden for litteraturhistorie og litteraturvidenskab. I islandsk sammenhæng er Íslenskar barnabækur 1780–1979 af Silja Aðalsteinsdóttir, der udkom i 1981, naturligvis absolut et pionerarbejde. Silja Aðalsteinsdóttir skriver et kort afsnit om børnebøger i A History of Icelandic Literature.3 I femte bind af litteraturhistorien skriver Margrét Tryggvadóttir om børnebøger fra 1970 til samtiden.4 Begge disse kapitler er baseret på den nyeste forskning og sætter islandske børnebøger i kontekst med samfund og historie og med internationale strømninger i børnelitteratur og litteraturen i almindelighed. Denne artikel er skrevet omkring det tidspunkt, hvor jeg er ved at begynde på en ny litteraturhistorie, hvor 1900-tallet og den forløbne del af 2000-tallet er tilfaldet mig og en anden forfatter. I den litteraturhistorie kommer der ikke noget særligt afsnit om børnelitteratur; den bliver behandlet sammen med andre tekster. Her vil jeg gerne forklare, hvorfor det sker, ud fra tre eksempler fra islandsk litteraturhistorie i 1900-tallet. Jeg vil argumentere for, at det er nødvendigt at behandle børnelitteratur som en fuldgyldig del af den tekstverden, vi kalder islandsk litteratur. Endvidere vil jeg vise, at visse hovedværker i islandsk børnelitteratur ikke alene genspejler de bevægelser, der er mest aktuelle i litteraturen i en bestemt periode, men at de også kan være en formende kraft, der kan have afgørende indfydelse på andre tekster, tekster, der er skrevet for voksne, og som hidtil har haft en fnere position i litteraturhistorien. Eksemplerne, som jeg bruger, kommer fra islandsk litteraturhistorie, men behandlingen har mere almen gyldighed, som det anføres i slutningen af denne artikel.
En mulig ny masteruddannelse i nordisk sprog- og teksdidaktik: placeret i et nordisk landskab
(Nordplus, 2019) Gregersen, Frans; Dal, Michael; Madsen, Lis; Rahm, Henrik; Menntavísindasvið (HÍ); School of education (UI)
Denne artikel præsenterer, og behandler yderligere, problemstillinger som har været diskuteret i løbet af den periode hvor det Nordplus-finansierede netværk for læreruddannelser i Norden, Nordisk Nabosprogsdidaktik og Nabosprogskommunikation i Læreruddannelserne, har arbejdet med nordisk sprogdidaktik.
Nabosprogsdidaktik og digitalisering
(Danske Professionshøjskoler og Nordplus, 2019-09) Dal, Michael; Menntavísindasvið (HÍ); School of education (UI)
Da computerne i starten af 1990’erne begyndte at vinde indpas i undervisningen, udtænkte man forskellige betegnelser for fænomenet. I sprogundervisningen fandt man hurtig frem til CALL (Computer Assisted Language Learning); en betegnelse, som stadigvæk er gyldig, men måske knap så beskrivende for de mange nye tekniske hjælpemidler (eller devices), der er tilgængelige i dag. At fokusere udelukkende på computeren som hjælpemiddel må i dag anses for at være en anakronisme. E-læring dækker fænomenet bedre, men digital læring eller webbaseret læring dækker måske bedst. Uanset hvad vi vælger at kalde det, så er læringen afhængig af to ting: 1) et teknisk aggregat og 2) internettet. Inden for de sidste 5-10 år har vi alle været vidne til en eksplosiv udvikling inden for computerteknik, tablets, iPads, SmartPhones, SmartWatches og andre tekniske hjælpemidler. Vi har oplevet at CD-rom blev indført som det helt nye for nogle år senere at blive udkonkurreret af USB-sticks og senere andre og mere handy måder at dele filer på. Nye teknikker udvikler konstant nye tekniske hjælpemidler. Hvor harddisken tidligere var det centrale gemmested for filer og andet digitalt materiale, så har internettet (skyen) i dag i høj grad overtaget denne funktion.
Policies for Inclusion in Iceland: Possibilities and Challenges
(University of Lapland, 2019-03-15) Óskarsdóttir, Edda; Gísladóttir, Karen Rut; Guðjónsdóttir, Hafdís; School of education (UI); Menntavísindasvið (HÍ)
The purpose of this chapter is to analyse the development of the inclusive education system in Iceland, as well as the response to the 2008 education act and 2011 National Curriculum. The idea of inclusion has been implicit in Icelandic law since 1995, although it was not until 2008 that the Icelandic act for compulsory schooling explicitly declared that pupils should be educated in inclusive schools (Lög um grunnskóla, 91/2008). The ensuing 2011 National Curriculum is based on six fundamental pillars for education: literacy, sustainability, democracy and human rights, equality (equity), health and welfare, and creativity. These fundamental pillars are grounded in the imperative of providing general education to all, in order to foster each individual’s ability to meet life’s challenges (Mennta- og Menningamálaráðuneytið, 2011).
Reading Societies in Iceland Their foundation, Role, and the Destiny of Their Book Collections
(Tampere University Press, 2013) Júlíusdóttir, Stefanía; Félags- og mannvísindadeild (HÍ); Faculty of Social and Human Sciences (UI); Félagsvísindasvið (HÍ); School of Social Sciences (UI)
The main aim of this article is to look at how collections of printed reading material for use by the Icelandic public developed, compared to the development in the neighbouring countries; and an attempt is made to trace what became of their book collections.
Iceland and foreign aid: from recipient to donor
(Cambridge Scholars Publishing, 2018) Gunnlaugsson, Geir; Sigurðardóttir, Þórdís; Einarsdóttir, Margrét; Einarsdóttir, Jónína; Félagsfræði-, mannfræði- og þjóðfræðideild (HÍ); Faculty of Sociology, Anthropology and Folkloristics (UI); Félagsvísindasvið (HÍ); School of Social Sciences (UI)
Iceland came under the jurisdiction of the Norwegian King in 1262 to later become a colony of Denmark for about 500 years. Already in the second half of the 18th century, the Danish king initiated actions that aimed to improve the precarious situation of the Icelandic population. After independence in 1944, Iceland enjoyed the highest per capita support of the Marchall Plan (European Recovery Program) following World War II. Thereafter Iceland received aid and loans from the World Bank according to which Iceland was a developing country until 1974. In 1981, the Icelandic International Development Agency (Iceida) was established, substituting the office for Iceland´s Assistance to the Developing Countries, and since 2013 it is a formal member of the Development Assistance Committee (DAC) of the OECD. Iceida and now Ministry of Foreign Affairs has in recent years been engaged in bilateral collaboration with mostly three countries, one of which is Malawi. The aim of the chapter is to describe and analyze the transformation of Iceland from a net receiver of foreign aid to a donor country, with particular attention given to its involvement in Mangochi District in Malawi in Southern-Africa. From early engagement within the fishing sector at the shores of Lake Malawi in the early 1990s, the focus of the collaboration in the area moved to health services, water-and-sanitation, primary education, and social sector initiatives, later expanded to district-wide support. On the basis of achieved results along the years of collaboration, it is concluded Iceland can constructively contribute to international development in the new Global Agenda 2030 era if due attention is given to the needs of poor people. Finally, it is argued that in addition to multilateral assistance, Iceland on the basis of its history and economic strength can play an important role with partner countries in a bilateral collaboration that addresses sector-wide issues of importance in the daily lives of poor people, as currently is the case in Malawi.
Open-plan schools in Iceland and pedagogical culture
(FrancoAngeli s.r.l, 2019) Sigurðardóttir, Anna Kristín; Menntavísindasvið (HÍ); School of education (UI)
School buildings that are designed according to an open-plan approach have gained popularity in Iceland over the last two decades, both at the elementary and secondary level. Sigurðardóttir and Hjartarson (2011) claim this to be a radical shift in school design moving away from traditional school design, with classrooms of similar size along a corridor, towards open-plan schools or schools with a cluster of classrooms. The intention is to enhance individualised learning, teacher collaboration and team-teaching and provide increased transparency and flexibility for different group sizes and learning styles. This trend is briefly described in this chapter in two sections: first, how and why this development started around the turn of the 21st century, and second, if and how pedagogical culture and practices might be different in open-plan classrooms than in traditional ones. Open-plan classrooms are defined as large learning spaces where two or more teachers are responsible for a group of students (could be up to 100); while a traditional classroom refers to a closed classroom where one teacher takes care of a group of students, normally around 20 to 25. The discussion is mainly based on thorough investigation in 20 schools at the elementary and lower secondary levels in Iceland (Óskarsdóttir, 2014), the results of which have been presented in several publications.
Envisioning new ways of knowing : toward a shared vision of multicultural teacher education through collective self-study
(EdTech Books, 2020) Gísladóttir, Karen Rut; Óskarsdóttir, Gunnhildur; School of Education (UI); Menntavísindasvið (HÍ)
This research explores a cooperative self-study project that 14 university-based teacher educators at the University of Iceland participated in for two years. The study aimed to develop a dialogic space that would mobilize teachers’ diverse experiences and perspectives to build a framework for multicultural teacher education. The teacher educators engaged in self-study to understand in what ways (if any) dialogue could aid their understandings of how their cultural backgrounds influence their work as teacher educators. Specifically, teacher educators sought to understand how this dialogic space could allow them to problematize and rethink teacher education collectively. The data collected included focus group interviews, self-interviews, and audio-recordings of meetings. Artbased analysis methods via the co-construction of sculptures and poems were used to create a dialogic space (Freire, 1970) which helped teacher educators develop a shared agenda for collective transformation. Ultimately, this inquiry heightened participants’ awareness of the complex process of negotiating a shared platform beyond theoretical and disciplinary boundaries, one that could help them align and (re)commit themselves to educate teachers in ways that prioritize equity and justice (Zeichner, 2018; Kitchen et al., 2016).
Wittgenstein’s influence on Austin’s philosophy of language
(Informa UK Limited, 2017-12-05) Harris, Daniel W.; Unnsteinsson, Elmar; Heimspekistofnun (HÍ); The Institute of Philosophy (UI); Hugvísindasvið (HÍ); School of Humanities (UI)
Many philosophers have assumed, without argument, that Wittgenstein influenced Austin. More often, however, this is vehemently denied, especially by those who knew Austin personally. We compile and assess the currently available evidence for Wittgenstein’s influence on Austin’s philosophy of language. Surprisingly, this has not been done before in any detail. On the basis of both textual and circumstantial evidence we show that Austin’s work demonstrates substantial engagement with Wittgenstein’s later philosophy. In particular, Austin’s 1940 paper, ‘The Meaning of a Word’, should be construed as a direct response to and development of ideas he encountered in Wittgenstein’s Blue Book. Moreover, we argue that Austin’s mature speech-act theory in How to Do Things with Words was also significantly influenced by Wittgenstein.
Laterality Effect (Face Perception)
(Springer International Publishing, 2019) Sigurdardottir, Heida Maria; Jozranjbar, Bahareh; Sálfræðideild (HÍ); Faculty of Psychology (UI); Heilbrigðisvísindasvið (HÍ); School of Health Sciences (UI)
Face recognition is an essential skill that in many species is associated with apparently specialized neurological and cognitive mechanisms. This chapter summarizes some of the behavioral and neuroscientific research on laterality effects in face perception, with a focus on face identity processing in humans and animals.
Emancipatory pedagogy for inclusive practices, enacting self-study as methodology
(Self-Study of Teacher Education Practices, 2016) Guðjónsdóttir, Hafdís; Jónsdóttir, Svanborg R.; Menntavísindasvið (HÍ); School of education (UI)
One of the challenges for teachers in the modern world is the continuous search for pedagogy to meet diverse groups of students in inclusive schools. Developing inclusive schools sometimes creates tensions for students and teachers, but at the same time offers opportunities for new ways of learning and teaching. We, three teacher educators, developed a course on inclusive practices for student teachers and teacher learners, and used self-study to understand and learn about the development of the course and how we improve our professional practice. Two of the team members are the authors of this chapter. The course Working in Inclusive Practices (WIP), is a blended course, taught through a mixture of online learning and four intensive sessions on-campus. The student group is diverse and consists of students with teaching experience and students working towards their teaching license, teachers teaching or intending to teach from pre-school to secondary school, and teachers with both international and Icelandic background. We base the development of the course on ideas of inclusive and innovation education. Inclusive education (IE) is an ideology that builds on universal inclusion, accessibility and participation of all students in school. The attitude towards diversity is positive and all students are welcomed (European Agency for Special Needs and Inclusive Education, 2014; UNESCO, 2008, 1994). It is an educational policy that consistently develops a system that offers equitable learning opportunities built on students’ resources. The accessibility to the school is not enough; all students must have the opportunity to participate in a valuable way. Inclusive schools call for teachers who have the competence and values to build on all students’ resources and are ready to transform schools towards inclusive practices (Guðjónsdóttir, et al, 2008). Innovation and entrepreneurial education (IEE) is about applying creativity and knowledge to meet needs or solve problems that learners identify and are important to them. The aims of IEE are to help people develop capacity for action and, critical and creative thinking through dealing with real-life issues (Jónsdóttir & Macdonald, 2013). We introduced IEE into the course as a creative approach that encouraged inventive ways to deal with challenges of living in the modern world, and in particular with becoming responsive teachers in an inclusive school. The core pedagogy of IEE has been defined as emancipatory pedagogy where learners are creative explorers and the role of the teacher is to be a facilitator rather than an instructor (Jónsdóttir & Macdonald, 2013). The fundamental process in IEE is looking for needs, finding solutions and presenting them or using in practice. That means for example that IE is a problem or a challenge and teachers and other practitioners have to figure out how to open up their thinking to find different kinds of solutions to respond to the different kinds of challenges. In IEE the roles of students and teachers are often reversed and the student can be the expert in his or her solution (Gunnarsdóttir, 2013; Jónsdóttir & Macdonald, 2013). Through the approaches and pedagogy of IEE we intended to support the student teachers develop creative teaching and learning for diverse groups of students in inclusive schools. These approaches, IE and IEE build on social constructivism where learning happens through social interactive processes and the learning community is developed through cooperation. Through reflection and dialogue, students gain the opportunity to develop new understandings and shape their learning (Farren, 2009; O’Donahue, 2003).
Educamps in Distance Education: Professional Development and Peer Learning for Student Teachers in ICT
(European Distance and E-Learning Network, 2018-06-17) Jakobsdóttir, Sólveig; Menntavísindasvið (HÍ); School of education (UI)
Some distance education programs offer campus sessions in their courses. That has been the case at the University of Iceland – School of Education (UISE) for the past decades. The question is how such sessions are best organised. Lectures and seminars have been the hallmark of university teaching for centuries but can now easily be available online in various formats including more interactive styles for example with (recorded) synchronous webinars. Already in 2008 there were indications that distance learners at the UISE who had were exposed to online recordings of lectures were less likely to want to spend face-to-face meetings on lectures (Jakobsdóttir, 2008) than those who were not used to watching lecture recordings online. This was not true regarding online asynchronous discussions. Students tended to appreciate f2f discussions during campus sessions regardless of their exposure to online asynchronous discussions (Jakobsdóttir, 2008; Jakobsdóttir, Jónsdóttir, Valsdóttir, Frímannsdóttir, & Jóhannsdóttir, 2008). Of course there are many other teaching methods that can be applied when people meet f2f. One method that we have found to be promising among teacher students learning about ICT is a type of workshop that has for example been called educamp or edcamp (Carpenter, 2016; Leal Fonseca, 2011). Similar methods have also been called unconference or over-the-shoulder learning, playdates, or teachmeets. An educamp as described by Leal Fonseca (2011) is an “unstructured collective learning experience” making tangible “possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas.” Such events have probably mostly been organised for the purpose of professional development and a chance to make connections and learn from peers in an informal way. Due to the fast technological developments it is important to instil in teacher students a mind-set that nobody can be an expert in everything and that it is important to explore together and learn from each other. Teacher students in their second semester of several years of study can expect that the technological landscape will have shifted and changed and new pedagogical emphasis and sets of tools arrived or be on the horizon. The educamp method has been used in Iceland under the translated label (Icelandic) menntabudir since fall 2012 with various groups: teachers of ICT, special education, natural science and mathematics, and teachers with groups of pupils in schools for example recently on makerspaces projects at the primary level (Jakobsdóttir, 2015; Jakobsdóttir, Jónsdóttir, Gudmundsdóttir, & Pétursdóttir, 2014; Jakobsdóttir & Thayer, 2014). In addition, these types of events have been offered in campus sessions with graduate since 2012 and undergraduate students in ICT courses at the UISE since 2014. The method has been adapted with different groups and for different occasions but when it is used as part of the teacher education curriculum it may have a more formal aspect in the way that all participants are required to participate with contributions in dual role as teacher and learner and that such a project is evaluated as part of their grade. In this paper, educamps organised with undergraduate teacher education students are described as well as the reactions of students from three cohorts in 2014, 2015 and 2016 (additional data may be added in the final version of the paper from a 2018 cohort which is completing a similar project in spring semester 2018).
Enacting ethical frameworks in self-study: Dancing on the line between student agency and institutional demands
(S-STEP, 2018) Guðjónsdóttir, Hafdís; Jónsdóttir, Svanborg R.; Gísladóttir, Karen Rut; Menntavísindasvið (HÍ); School of education (UI)
Sound ethical standards are important in all research, though ethical issues and challenges differ among disciplines and fields of study. Self-study researchers engage in their research in the context of their everyday work as educators. This dual position can generate opportunities for them to draw on their fields of research while trying out their understanding by acting upon and experimenting with responsive educational practices within their contexts (Groundwater-Smith & Mockler, 2007). The dynamic existing between self-study research and professional practice is such that ethicality is always embedded in the processes of both self-study and professional practice (Brandenburg & Gervasoni, 2012; Groundwater-Smith & Mockler, 2007; Pinnegar & Hamilton, 2010; LaBoskey, 2004). Teaching is a profession that could or should be considered a moral practice, not just a collection of skills and techniques (Carr, 2000; Palmer, 1997). Researchers must engage critically and ethically with their research and educational practices, lest they develop educational practices that are unfair and undemocratic (Biesta, 2007, 2010; Carr, 2000). In this sense ethical dimensions are always a fundamental part of the self-study process.
Trapped in the needs paradigm
(S-STEP, 2018) Óskarsdóttir, Edda; Guðjónsdóttir, Hafdís; Tidwell, Deborah; Deild kennslu- og menntunarfræði (HÍ); Faculty of Education and Pedagogy (UI); Menntavísindasvið (HÍ); School of education (UI)
This paper is a result of a collaboration across three researchers: the first author is a leader of the support system at the Waterfront school (pseudonym used) whose practice is the focus of this study, and the second and third authors engaged in the role as critical friends. Inclusion is the national policy that has the most effect on my practice as the leader of the support system for inclusive practice in a compulsory school serving all the children (ages 6-16) in the local community (approximately 500 pupils). As the leader of support I supervise special education teachers, classroom assistants, and social educators (educators who focus on social needs of learners). Another aspect of my role is to help classroom teachers with effective practices for learners with special needs, and to coordinate the delivery of special education. Inclusive practice is grounded in the ideologies of social justice, democracy, human rights and full participation of all (Ainscow, 2005; Florian, 2008; Guðjónsdóttir & Karlsdóttir, 2009; Jónsson, 2011). Inclusion is seen as an ongoing process focusing on increased performance, working against inequality, and increasing people’s sense of belonging in school and society (Booth, 2010). My reasons for doing self-study of my practice were that I felt the functionality of inclusive practices in my school was lacking, as could be seen in the “overreliance on paraprofessionals”(Giangreco, Broer, & Suter, 2011, p. 23), in the call for pull-out programs, in the lack of innovative solutions for pupils with emotional/behavioural problems, and in the daily discourse of labelling pupils according to their assessed deficits. However, my main reason for concern was that teachers often regarded pupils with special needs as guests in their classrooms, as these pupils have allocated support and the support system “owns” them. This self-study research, conducted over the past five years, focuses on my leadership role within an inclusion model of education and examines how my practice can help to support inclusion for the pupils, their families, and the teachers who engage with these pupils (Ainscow, Booth, & Dyson, 2004, 2006; Florian, 2014). This self-study was the central focus of this multi-layered research that included feedback and insights from others in order to inform my understanding of my practice within the context of inclusion. The purpose of this self-study was twofold: a) to understand my role in improving leadership and collaboration for inclusion, and b) to develop the support service in Waterfront School so that it reinforces inclusive practice. My self-study research was driven by the following over-arching question and sub-question: • How can I as a coordinator for support services improve the practice of support services in an inclusive school? • What can I do to make the organisation of support more inclusive?

Skoða

Nýlegt