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Arftakaáætlun til að draga úr áhættu og byggja upp leiðtogafærni
No full textAccording to the World Bank Report on Women, Business and the Law 2024, the global gender gap in the workplace is even broader than previously thought. No country provides women equal opportunities to men in the workplace. Finding ways to close the gap could increase the global GDP by over 20% (The World Bank, 2024). Iceland still needs to close a considerable gender gap in business leadership and economic participation. Men hold 79% of the CEO positions in private enterprises, and men occupy 75% of the seats on corporate boards (Creditinfo, 2024). Only three women were CEOs of companies listed on Nasdaq Iceland in May of 2024. Research findings show that Icelandic businesswomen and women on the boards of listed companies in Iceland have suggested that one way to close the gender gap is to implement succession planning. The study, therefore, aims to explore the experiences and attitudes of men on the boards of listed companies toward succession planning. The research question posed is: What are the experiences and attitudes of men on the boards of listed companies toward implementing succession planning to close the gender gap in top management teams in Iceland? The main findings indicate that knowledge and understanding of succession planning are lacking among men on boards in Iceland. According to the participants, boards, and managers of companies that have already implemented succession planning are better prepared to meet the challenge of replacing key company leaders. The key contribution of the study is to present the perspectives of men on the boards of all listed companies in the market and how they perceive the possibilities of implementing succession planning to reduce the gender gap in leadership positions. Í nýrri skýrslu Alþjóðabankans, frá árinu 2024, sem nær til 190 landa er kynjabilið á heimsvísu mun meira en áður var talið. Ekkert land í heiminum veitir konum sömu tækifæri og körlum á vinnumarkaði og bent er á að ef bilið yrði brúað gæti verg landsframleiðsla á heimsvísu aukist um allt að 20%. Þó Ísland sé fremst á heimsvísu þegar kemur að jafnréttismálum er margt enn óunnið til að jafna tækifæri kynjanna til stjórnunarstarfa í atvinnulífinu. Hlutfall karla í framkvæmdastjórastöðum á almennum markaði er 79% og karlar eru 75% allra stjórnarmanna (Creditinfo, 2024). Einungis þrjár konur gegna starfi forstjóra skráðra félaga á Nasdaq Iceland í maí 2024 á móti 24 körlum. Rannsóknir meðal áhrifakvenna í íslensku atvinnulífi og meðal stjórnarkvenna í öllum skráðum félögum hér á landi hafa bent á að ein þeirra leiða sem hægt er að fara til að draga úr kynjabilinu í atvinnulífinu er að innleiða arftakaáætlanir í fyrirtæki hér á landi. Því var markmiðið með þessari rannsókn að fá fram viðhorf og upplifun karla sem sitja í stjórnum allra skráðra félaga til arftakaáætlunar. Rannsóknarspurningin sem lagt var upp með er: Hvert er viðhorf og reynsla karlkyns stjórnarmanna skráðra félaga til innleiðingar arftakaáætlana til þess að draga úr kynjabilinu í æðstu stjórnunarstöðum hér á landi? Niðurstöðurnar benda til að almennt sé of lítil þekking á hugtakinu arftakaáætlun meðal stjórnarmanna hér á landi. Þó eru nokkur félög sem hafa innleitt arftakaáætlanir og þar telja stjórnarmenn að stjórnir og stjórnendur séu betur undir það búin ef lykilstarfsfólk hættir hjá félaginu. Nýnæmi rannsóknarinnar felst í því að þetta er fyrsta rannsóknin þar sem karlar í stjórnum allra skráðra félaga á markaði lýsa reynslu sinni og viðhorfi til arftakaáætlana sem verkfæris til þess að draga úr kynjahalla í stjórnendastöðum. 
„Frelsi til að leggja mitt af mörkum til samfélagsins”:: Upplifun innflytjendakvenna í frumkvöðlastarfi
No full textMigrants play an increasingly substantial role in the Icelandic economy, providing much-needed labor and establishing new business ventures. Internationally, research has shown that migrants face numerous barriers in labor markets, yet little is known about their contribution and experiences as business owners and entrepreneurs in Iceland. This important area is understudied, and more focus is needed on the interaction of the specific context of each country and the gender, race, nationality, and origins of the migrants. In this phenomenological study, we interviewed thirteen migrant women entrepreneurs to seek an understanding of their lived experiences as women, migrants, and entrepreneurs. The findings highlight the intersectionality of barriers, as well as the women’s agency in finding opportunities and sourcing strength from their migrant network. For some of the women, their initial motivation for becoming entrepreneurs was necessity, but the majority were motivated by their desire to contribute to the community, support other migrants, and to innovate. The small size of the Icelandic community and economy turned out to have both positive and negative effects on their experiences. Moreover, when operating in male-dominated sectors where the majority were men and interacting with local businesswomen, they felt excluded and disempowered. The implications of the intersectionality of barriers that migrant women entrepreneurs face, based on the intersectionality of gender, race, nationality, and migrant background, are discussed, and the need for questioning the stereotypes and gender bias in the field of entrepreneurship is highlighted.Innflytjendur leika æ stærra hlutverk í íslensku athafnalífi bæði sem nauðsynlegt vinnuafl og sem frumkvöðlar. Alþjóðlegar rannsóknir sýna að innflytjendur mæta ýmsum hindrunum á vinnumarkaði en lítið er samt vitað um hvert framlag þeirra er og reynsla sem eigendur fyrirtækja og frumkvöðlar hérlendis. Þessi veigamikli þáttur hefur verið afskiptur, en mikilvægt er að kanna samspil þátta eins og kyns, kynþáttar, þjóðernis og uppruna innflytjenda í samhengi við sérkenni hvers lands til að fá fyllri mynd. Í þessari fyrirbærafræðilegu rannsókn voru tekin viðtöl við þrettán innflytjendakonur, sem eru frumkvöðlar, til þess að skoða reynslu þeirra og upplifun sem konur, innflytjendur, minnihlutahópar og frumkvöðlar. Niðurstöður leiddu í ljós skörun hindrana sem konurnar upplifa, en einnig hæfni kvennanna til að koma auga á tækifæri fyrir eigin atbeina og einnig sækja styrk til síns innflytjendanets. Fyrir sumar konurnar kom frumkvöðlahlutverkið til af nauðsyn, en meirihlutinn var drifinn áfram af löngun til leggja sinn skerf af mörkum til samfélagsins, styrkja aðra innflytjendur og konur og að færa fram lausnir og nýsköpun. Í ljós kom að smæð íslensks samfélags hafði bæði jákvæð og neikvæð áhrif á reynslu kvennanna. Auk þess kom fram að þær upplifðu útilokun og jaðarsetningu er þær störfuðu í atvinnugeirum þar sem meirihlutinn voru karlmenn og í samskiptum við innlendar athafnakonur. Gerð er grein fyrir því hvað hvetur konurnar áfram, skörun hindrana sem konurnar mæta, byggt á skörun kyns, kynþáttar, þjóðernis og uppruna sem innflytjendur, auk umræðu um staðalmyndir og kynjahalla í frumkvöðlastarfsemi
Skilvirkara stúdentspróf eftir styttingu? Reynsla háskólanema og háskólakennara af stefnubreytingum á framhaldsskólastiginu
No full textExtensive policy changes were implemented in upper secondary education in Iceland between 2008–2015, reflecting an emphasis on increased decentralisation, international comparison, and efficiency. First, curriculum making was decentralised, requiring upper secondary schools to design their own curricula. Second, a governmental reform required schools to reduce the time of academic programs from four years to three years. This paper aims to explore the experiences and perspectives of students and teachers at the University of Iceland about the role upper secondary schools have when preparing students for higher education in the light of these reforms. It draws on interviews with ten university students who graduated from three-year study programmes and sixteen experienced university teachers. The findings suggest a tension between the depth and breadth of the programs after shortening the time. The participants questioned if the academic programs provided the same higher education preparation as before and reflected on the value of the matriculation examination. Teachers from the school of engineering and natural sciences expressed concern about the increased difference between schools in students’ preparation for higher education because of the reforms. The findings raise questions related to social justice and whether all upper secondary schools can provide students with equal opportunities for higher education. The results also contribute to the ongoing discussion about and research on the shorter study time for the matriculation examination and the role of secondary education within in the Icelandic school system. Umfangsmiklar stefnubreytingar, sem eiga rætur sínar að rekja til hugmynda um kosti dreifstýringar, alþjóðlegs samanburðar og aukinnar skilvirkni í menntakerfinu, voru gerðar á framhaldsskólastiginu á árunum 2008–2015. Framhaldsskólum var gert að endurskoða skólanámskrár og loks kom tilskipun frá ráðherra um að stytta námsleiðir til stúdentsprófs um eitt ár. Markmið rannsóknarinnar er að varpa ljósi á sjónarhorn nemenda og kennara í Háskóla Íslands um undirbúning framhaldsskólans fyrir nám á háskólastigi í ljósi þessara breytinga. Greinin byggir á viðtalsgögnum frá tíu háskólanemum sem brautskráðust frá ólíkum framhaldsskólum úr þriggja ára kerfinu og sextán reyndum háskólakennurum. Niðurstöðurnar gefa til kynna ákveðna togstreitu milli breiddar og sérhæfingar stúdentsprófsins, og valfrelsis nemenda samfara niðurskurði og þéttingu námsins. Viðmælendur töldu að stúdentsprófið veitti ekki sama undirbúning og áður og ræddu gildi og virði þess. Háskólakennarar af Verkfræði- og náttúruvísindasviði höfðu áhyggjur af auknum skólamun eftir styttingu. Niðurstöðurnar vekja upp áleitnar spurningar um félagslegt réttlæti og hvort allir framhaldsskólar veiti nemendum jöfn tækifæri til áframhaldandi náms á háskólastigi. Einnig eru niðurstöðurnar innlegg í áframhaldandi umræðu um og rannsóknir á styttingu námstíma til stúdentsprófs og hlutverki framhaldsskólans í íslensku skólakerfi.  
Vettvangsnám leikskólakennaranema : samráð og samstarf hagsmunaaðila
Get PDFIn Iceland, preschool teacher education takes five years — three years of undergraduate study (B.Ed.) and two years of graduate study (M.Ed.) — and the study is both academic and on-site learning or field practice, wherein mentoring is an important part of the education and students’ professional development and application of theory. Almost all of the students in preschool teacher education in Iceland work in preschools during their studies and have extensive experience upon commencing. Many municipalities support them by, for example, paying their salaries during field practice, even though their practice is at preschools where they do not currently work, and also while the students participate in on-site sessions at university. On the national scale, Iceland’s Ministry of Education and Culture also recently instituted partially paid internship for students earning their master’s in education, such that students are recruited in half-time positions that award 30 ECTS credits. Universities in both Akureyri and Reykjavík currently offer such paid field practice. The study presented here focused on traditional field practice among education students at preschools other than where they work and how they collaborate with university teachers and mentors. The aim of the study was to obtain the stakeholders’ experiences of their collaborative practices and to acquire information as to their attitudes toward field practice.
The theoretical background of the paper is rooted in partnership in teacher education, focusing on Smith’s (2016) and Halvorsen’s (2014) definition of true partnership. Qualitative interviews were conducted with local politicians serving on educational councils, preschool teachers specializing in mentoring programs, and university teachers with authority or influence over preschool education and field practice in some way. Thematic Analysis was used to code the data and to find themes. The data was coded in ATLAS.ti 8, from which codes were chosen and themes identified.
The findings demonstrated three themes: stakeholders’ experiences of collaboration, participants’ attitudes toward field practice, and shared goals: working toward professionalism.
Overall, the findings revealed that consultation and collaboration among the stakeholders had been insufficient. Participants reported a limited flow of information and stated that decisions were often made by other stakeholders instead of themselves. For example, according to the policymakers, the universities and the Ministry of Education and Culture have made the decisions but tasked the policymakers with implementing them. Policymakers added that they trusted professionals working in educational councils to collaborate with other stakeholders on their behalf. Those findings underscore the importance of reinforcing collaboration, involving school offices in such an approach, and thus building a third space. Participants also proposed initiating dialogues between actors in between the systems and enhancing their collaboration that way.
Most participants in this study appreciated the field practice, even if the students were working at another preschool at the same time. University teachers and mentors agreed that students could experiment, receive support, and reflect on theory and practice. One university teacher and a mentor stressed the importance of granting teachers in training the opportunity to be students as well. The mentors added that because the education of the preschool teachers is overseen by individuals who have opted to work in preschools, it is necessary to reconsider field practice within universities. Although policymakers were willing to modify working conditions at preschools, they also highlighted the expense of hiring more staff and educating students at the same time. Participants additionally expressed worries due to the shortage of preschool teachers in Iceland.
In summary, the analysis revealed that all stakeholders, policymakers, mentors, and university teachers emphasized the importance of professionalism in the work of preschools and enhancing the education of preschool students.Mikilvægt er að samtal og samstarf eigi sér stað milli hagsmunaaðila sem koma að menntun leikskólakennara til að hver viti um annan og þeir geti verið samstíga til framtíðar. Markmið rannsóknarinnar, sem hér er greint frá, var að kanna upplifun nokkurra hagsmunaaðila, leiðsagnarkennara á vettvangi, stjórnenda við Háskóla Íslands og Háskólann á Akureyri og sveitarstjórnarfólks í meirihluta á sveitarstjórnarstigi, af samstarfi um vettvangsnám leikskólakennaranema og viðhorf þeirra til vettvangsnámsins. Eigindleg einstaklingsviðtöl voru tekin við stjórnmálamenn sem sátu í fræðsluráðum, leiðsagnarkennara með leiðsagnarnám að baki og háskólakennara í ábyrgðarstöðum, alls 12 viðmælendur. Niðurstöður sýndu að þátttakendum fannst að bæta mætti samráð og samstarf milli hagsmunaaðila um vettvangsnám leikskólakennaranema. Viðhorf til vettvangsnámsins var jákvætt og lögðu flestir áherslu á gildi þess fyrir fagmennsku leikskólakennaranema. Í niðurstöðum mátti greina áhuga þátttakenda á að efla samvinnuna og að þeir væntu þess að það tækist með auknu samráði. Niðurstöður benda einnig til þess að mikilvægt sé að efla samstarfið milli hagsmunaaðila sem koma að menntun leikskólakennara og efla þátt skólaskrifstof
Þrengsli í leikskólum
Get PDFFor years, there have been preschool professionals who have worried about conditions in the preschools, not least how little space there is for the children to play. This led the first author of the article to study what space there actually is in the preschool departments. Results were published in the thesis The Children in the Walls: On Children’s Space in Preschools in 2022. Thirty-eight preschool departments in 30 preschools in the capital city area were measured, and ten department heads were interviewed. The article reports and reinterprets selected parts of the overall study. First, the authors outline the development of official regulations as regards the space meant for children in preschools. These regulations have changed since the first preschool legislation took effect in 1974. In 1994, preschools were included in the school system. Since 2009, there have been no state-stipulated rules in place regarding space per child. After the space regulations were repealed, it was not clear which space criteria individual municipalities used. Second, the measurements made are reported. These measurements strongly indicate very small space per child; less than 2 square meters of floor space, after subtracting from the overall figure, the margin for fixtures and other equipment and the adults working with the children, but increasing to 2.4 square meters when the adults were not taken into account. The similarities between departments were remarkable because the range in the measurements was small; the median was 2.32 square meters, and the standard deviation was only 0.48. Also, when rules for the 18 most populated municipalities are observed, their spatial regulations are similar enough to conclude that the conditions shown in the measurements of the 38 departments are typical for preschool departments across the country. Third, the ten heads of department who were interviewed, talked about how space is used and how the environment impacts their working conditions. First of all, we noted that the spaces in the particular ten departments were divergent; for instance, in eight cases, the departments were in three different spaces. Additionally, the departments had access to a variety of other spaces for a certain period of the day or the week to divide the children’s group. This diversity of space and the division of the children may positively impact the lack of space in the departments. However, the children spent most of the day, or from 50 to 80% of the school day, during the main part of the year, in the narrow space allotted to each department. The department heads were not satisfied with authorities who they experienced as being far away from them. They also felt that methods developed to add more children were unsatisfactory. Those attitudes of the department heads were supported in a 2021 report from the Teachers’ Union, which reported that the preschool principals felt they could not determine the number of children in their schools. It is interesting to consider whether preschool, originally founded by women when they were less influential in society, still remains deprived of authority as regards the women who work there, in spite of various gender equality developments in many spheres of society. The article concludes by stating that the space allotted to children in Icelandic preschools was too small by all measures and that department heads found themselves lacking authority over the situation. The authors argue that it is vital to change the conditions for preschool children; having fewer children in each department would create more space and better conditions for the children and the staff. The authors also suggest that it is high time that the state allocate sufficient tax money to support preschool education.Áhyggjur af því að rými barna í leikskólum sé of lítið urðu til þess að ákveðið var að rannsaka það. Mældar voru 38 leikskóladeildir í 30 leikskólum á höfuðborgarsvæðinu og tekin viðtöl við deildarstjóra í þriðjungi skólanna. Hér er gerð grein fyrir völdum hlutum rannsóknarinnar. Í fyrsta lagi er sagt frá þróun reglna um rými í leikskólum. Í öðru lagi er gerð grein fyrir niðurstöðum mælinganna í ofannefndri rannsókn. Í þriðja lagi er greint frá niðurstöðum úr viðtölunum við deildarstjórana um það hvernig rýmið er notað og hvaða áhrif það hefur á starfsaðstæður þeirra. Niðurstöður eru meðal annars að í leikskólum á Íslandi eru mikil þrengsli og þótt deildarstjórar, allt konur, sýni hugkvæmni í nýtingu rýmisins upplifi þær sig valdalausar og vanmáttugar gagnvart aðstæðum. Niðurstöðurnar undirstrika að gera þurfi breytingar á aðstæðum barna í leikskólum, ekki síst að fækka þegar í stað börnum á hverri deild og skapa þannig meira rými og betra leikskólaumhverfi
Grenndarkennsla og vettangsferðir í nærsamfélagi skóla
Get PDFThe main goal of this article is to look at how old ideas about the importance of local studies in schools have been implemented into the education of student teachers. Ideas of utilizing the outdoor environment in education are not new and have been part of human history from ancient times. Steingrímur Arason (1879–1951) was a reformist in education during the early part of the twentieth century and one of the founders of the annual journal Sumargjöfin. He emphazised the importance of working with the child´s social and natural environment and pointed out the significance of outdoor activities, field trips, and learning through observation of the surroundings.
When looking at existing curricula for Pre- and Primary schools in Iceland, it can be seen that Steingrímur’s ideas are still relevant in many ways. Learning in a natural, man-made, and cultural environment was, and still is, meant to be an integral part of all school work. At the Faculty of Education at UNAK, emphasis has been placed on training teacher candidates in local studies, by integrating natural, man-made, and cultural environments. Students work on outdoor projects, both in their local communities and at the university.
This chapter is followed, on the one hand, by a description of a student project where a field trip for preschool children to the area around Hólar in Hjaltadalur is presented. On the other hand, there is a description of outdoor education training for teacher candidates at UNAK in a course called Local Studies. Both descriptions are intended to open the eyes of future teachers to the countless opportunities they have in their communities to work with students in natural, man-made, and cultural environments. Thus, it can be concluded that old ideas about the importance of local studies in schools are being reflected in the education of student teachers nowadays.Meginmarkmið þessarar greinar er að skoða hvernig aldagamlar hugmyndir um mikilvægi grenndarnáms í skólum hafa skilað sér inn í menntun kennaranema. Steingrímur Arason var merkur umbótasinni í menntamálum á fyrri hluta tuttugustu aldar. Hann, ásamt fleirum, setti fram skýrar tillögur um mikilvægi þess að í skólakerfinu sé unnið með félagslegt og náttúrulegt umhverfi barnsins og lagði áherslu á útivist og vettvangsferðir í nærumhverfi. Þeim tillögum eru gerð nokkur skil í fyrri hluta þessarar greinar til þess að undirstrika að aðferðir nútímalegs grenndarnáms og grenndarkennslu eru ekki nýjar í íslensku skólaumhverfi. Í seinni hluta greinarinnar er nútíminn viðfangsefnið. Annars vegar er lýsing á nemendaverkefni þar sem sett er fram vettvangsferð fyrir leikskólabörn um nærsvæði Hóla í Hjaltadal og hins vegar lýsing á útikennsluþjálfun kennaranema við HA í námskeiði sem heitir Grenndarkennsla. Báðum lýsingunum er ætlað að opna augu verðandi kennara fyrir þeim ótal tækifærum sem þeir hafa hver í sinni heimabyggð til þess að vinna með þroska nemenda í náttúrulegu, manngerðu og menningarlegu umhverfi. Niðurstaðan er sú að gamlar hugmyndir um mikilvægi grenndarnáms í skólum hafa skilað sér inn í menntun kennaranema nú á dögum
Fjölskyldumiðuð þjónusta innan og utan leikskólans: Staða, viðhorf og reynsla fagfólks í flóknu starfsumhverfi
Get PDFDespite the avowed aims of Icelandic welfare policies and legislation to provide services in a family-centred and inclusive manner, parents of young disabled children commonly express their experiences of services as characterized by fragmentation, inflexibility, and long waiting lists. The study presented in this article is conducted within the field of disability studies and combines several intersecting theoretical approaches. The first is a socio-relational and human rights understanding of disability which is at the core of the UN Convention on the Rights of Persons with Disabilities (CRPD). Other central theoretical foundations are family-centred theories, which emphasize a holistic view of child and family, together with collaboration between all entities on goals and implementation of services. Finally, the study is informed by the third generation of cultural-historical activity theory (CHAT) and relational practices. The aim of the study is, firstly, to explore the much-discussed discrepancies between the service goals of the welfare and education systems and the actual services as seen from the standpoint of service providers in a theoretical and historical light. Secondly, the aim is to suggest a new way of thinking and acting in service provision for the purpose of developing a much-needed service reform. A qualitative case study methodology was applied. The research consists of three case studies, located in three different municipalities in Iceland. In accordance with the case study approach, a variety of methods were employed to gain a comprehensive view of each case. The data gathering involved three focus group interviews with 13 professionals, providing therapies and assistance outside the preschool, and semi-structured interviews with 11 specialists from diverse disciplines who worked within or in relation to preschools. Moreover, participant observations were conducted in each municipality together with extensive document reviews and participant observations. The data were analysed and interpreted using theoretical guidance from family-centred services, socio-relational and rights-based views on disability, and cultural-historical activity theory with emphasis on relational practices. The findings reveal a high level of convergence between the three cases with variations mainly based on experiences of individual participants, rather than geographical location or type and size of municipality. Several organisational and professional barriers, such as inconsistent administrative policies, lack of expert resources, strict time limits, productivity requirements and different professional views and traditions were identified among the service providers. Furthermore, lack of awareness of the basic principles of family-centred services and the rights-based provisions of the CRPD was revealed. Considering the findings, recommendations for service development are made on the grounds of cultural-historical activity theory (CHAT) and Edwards’ relational concepts of the “gardening tools”. These relational concepts are about professionals working together purposefully towards shared goals that reflect motives based on the resources that each specialism can contribute. Thus, aiming at the creation of common knowledge, in this case, that of gardening tools, is not only beneficial for individual children but also for the parents, the school, and welfare provision in general. It is, therefore, claimed that the relational turn in professional practice offers the opportunity for a much-needed service reform. Developing practices based on these concepts adds something new to individual professional knowledge and performance which is of great value when moving from one-to-one centrebased services to a relational service arrangement in line with existing rights-based inclusive policy ideals.Rannsóknin sem hér er kynnt er hluti af stærra rannsóknarverkefni sem fólst í eigindlegum tilviksrannsóknum í þremur ólíkum sveitarfélögum. Aðalmarkmiðið var að kanna samspil milli opinberra þjónustumarkmiða um þjónustu við fjölskyldur fatlaðra barna og framkvæmdar þjónustunnar. Í fyrri hluta verkefnisins var lögð áhersla á reynslu foreldra af þjónustukerfinu. Niðurstöðurnar leiddu í ljós almenna ánægju með leikskólann en þjónustufyrirkomulagið utan hans var gagnrýnt. Þessi grein fjallar um síðari hluta rannsóknarverkefnisins sem hafði það að markmiði að varpa ljósi á störf og starfsaðstæður fagfólks utan leikskólans í ljósi hugmyndafræðilegra breytinga undanfarinna ára. Helstu niðurstöður benda til þess að þjónustufyrirkomulagið sé sundurlaust og einstaklingsmiðað, þrátt fyrir fjölskyldumiðaða sýn í opinberri stefnumörkun í áratugi. Þá einkennast störf og starfsaðstæður fagfólks utan leikskólans af læknisfræðilegum áherslum og kerfislægum ósveigjanleika. Í greinarlok eru kynntar hugmyndir að starfs- og þjónustuþróun í anda opinberra stefnumarkmiða með verkfærum byggðum á menningarsögulegri starfsemiskenningu (CHAT
Orðaforði og lesskilningur hjá börnum með íslensku sem annað mál - Áhrif aldurs við komuna til Íslands
No full textThe strong relationship between vocabulary and reading comprehension has long been recognized. As bilingual children tend to develop a smaller vocabulary in each language, compared to monolinguals in their only language, they frequently demonstrate a continuous deficiency in reading comprehension and academic achievement. Two prior studies with Icelandic second language compulsory school learners (Ice2) suggest that they make limited progress in the acquisition of Icelandic vocabulary across grades. However, only one of these studies was longitudinal and neither explored how vocabulary contributed to reading comprehension and its development. The majority of literacy studies with second language learners have focused on very young children or have spanned a relatively short period. The few studies that have extended over a longer period are mainly based on comparisons of achievement levels across grades, and therefore do not take advantage of the opportunity offered by longitudinal data. The main purpose of this study was to compare the shape and rate of vocabulary and reading comprehension development between Ice2 learners and age peers with Icelandic as their first language (Ice1) from grade four to grade eight, and to analyse the relationship between these two fundamental skills. Another aim was to explore the influence of age on arrival in Iceland on growth rate in vocabulary and reading comprehension among the Ice2 children. This study was part of a PhD research project (Sigríður Ólafsdóttir, 2015) in which two age groups of Ice2 learners were tested on vocabulary and reading comprehension at three time points: the younger group in grades four, five, and six, and the older group in grades six, seven, and eight. A comparison group of Ice1 age peers was tested concomitantly. Latent growth curve modelling was used to analyse the data, based on an accelerated design, which enabled a continuous developmental perspective of the children’s vocabulary and reading comprehension growth from grade four through grade eight (Duncan, Duncan, Strycker, Li, & Alpert, 1999). Our findings demonstrated that the Ice2 children had lower scores than the Ice1 peers on vocabulary measurements in grade four and the gap between the two groups widened during the study period. While both the Ice2 and the Ice1 children showed irregular improvement in reading comprehension, the gap between the two groups remained the same. The findings revealed that Icelandic vocabulary skills in fourth grade positively predicted the rate of growth in reading comprehension, for both the Ice2 and the Ice1 learners. This means that those children who started with better word skills increased their reading comprehension scores at a faster rate than those who started with poorer vocabulary. Ice2 learners’ age on arrival is a significant influencing factor in their acquisition of vocabulary and reading comprehension: The older the Ice2 learners were when they arrived in Iceland, the faster the improvement they made on their vocabulary and reading comprehension scores; whereas the younger they were on arrival, the slower the progress they demonstrated during the period of study. The implications of the findings are clear for Ice2 learners: solid Icelandic word skills are fundamental to their academic progress in Icelandic speaking schools. All Ice2 learners need effective instructional scaffolding aimed at bolstering their Icelandic word skills, and even those who have the longest residence in the country need support.Rannsóknin er hluti doktorsrannsóknar fyrsta höfundar (Sigríður Ólafsdóttir, 2015) sem hafði þann megintilgang að bera saman hversu hratt orðaforði eykst og lesskilningur eflist hjá börnum sem hafa íslensku sem annað tungumál (ísl2) og hjá jafnöldrum sem eiga íslensku að móðurmáli (ísl1) frá fjórða bekk til áttunda bekkjar grunnskólans. Einnig voru skoðuð áhrif orðaforða í fjórða bekk á hraða framfara barnanna í lesskilningi yfir rannsóknartímann. Þá var rannsókninni ætlað að kanna áhrif aldurs við flutning til Íslands á hraða þróunar hjá börnunum í þessum mikilvægu færniþáttum. Tveir aldurshópar ísl2-barna sem komu á mismunandi aldri til landsins voru prófaðir þrisvar. Sá yngri var prófaður í fjórða, fimmta og sjötta bekk og sá eldri í sjötta, sjöunda og áttunda bekk. Orðaforða- og lesskilningspróf voru lögð fyrir í öll skiptin. Samanburðarhópur ísl1-jafnaldra var prófaður samtímis. Gögn voru greind með þróunarlíkani sem gerir kleift að rekja samfellda þróun orðaforða og lesskilnings frá fjórða bekk til áttunda bekkjar. Niðurstöður leiddu í ljós að ísl2-börnin höfðu minni orðaforða en samanburðarhópurinn í upphafi og að bilið breikkaði yfir rannsóknartímann. Hins vegar hélst forskot ísl1-hópsins í lesskilningi jafnt öll árin. Íslenskur orðaforði ísl2- og ísl1-barna í fjórða bekk spáði fyrir um hraða framfara þeirra í lesskilningi og leiðir í ljós vaxandi mun á lesskilningi barna með hverju ári miðað við stærð orðaforða þeirra við upphaf miðstigs. Aldur ísl2-barnanna við komuna til landsins hafði jákvæð áhrif á þróun orðaforða þeirra og lesskilning þannig að því eldri sem nemendurnir voru, þeim mun hraðari voru framfarir þeirra á rannsóknartímanum. Niðurstöður sýna að íslenskur orðaforði er mikilvæg forsenda framfara í lesskilningi og þar með lykill að velgengni í námi í íslenskum skólum fyrir bæði ísl2- og ísl1-börn. Þær benda eindregið til þess að meiri og markvissari aðgerða sé þörf til að auka íslenskan orðaforða ísl2-barna og að jafnvel ísl2-börn sem hafa dvalið hér lengst þurfi stuðning
„Kennarar eru gerðir ábyrgir fyrir hverju sem er“: Áskoranir og tækifæri fyrir litháíska kennara á 21. öld
No full textThis article focuses on the challenges and difficulties faced by the Lithuanian teaching profession in primary schools. It asks how the post-Soviet educational reforms in Lithuania have affected teachers and what the gendered implications for the teaching profession are in Lithuania. Two theoretical approaches were used: the first is a critique of neoliberalism, and the second is a feminist perspective concerned with the feminisation of primary school teachers. Face-to-face interviews were conducted with female Lithuanian primary school teachers with 25–45 years of professional teaching experience. The data reveals an intensification of teachers’ jobs, increased accountability and performativity, marketisation of student school placements, and job precariousness. Also, the study findings imply that low teachers’ salaries reduce the attractiveness of the teaching profession, yet the interviewees also found their jobs meaningful. The findings also reveal the perception of primary school teaching in Lithuania as a women’s occupation due to deeply engrained gender norms. The study, therefore, suggests that the neoliberal turn in education has harmed the Lithuanian teaching profession, undermining the role of teachers as professionals. The results underline a need to reconsider widely spread neoliberal educational developments for teachers to gain a greater sense of professional independence.Í greininni er sjónum beint að áskorunum og erfiðleikum sem litháískir kennarar í neðri bekkjum grunnskóla standa frammi fyrir. Einnig er skoðað hvernig menntaumbætur sem innleiddar hafa verið síðan Litháen varð sjálfstætt frá Sovétríkjunum hafa haft áhrif á kennara og hvaða kynjuðu afleiðingar þær hafa haft fyrir kennarastéttina. Stuðst var við tvenns konar kenningaramma; sjónarmið gagnrýnin á nýfrjálshyggju og femínískt sjónarhorn þar sem horft er á kvenvæðingu grunnskólakennslu í Litháen. Tekin voru viðtöl, augliti til auglitis, við litháíska kennara sem höfðu 25 til 45 ára starfsreynslu. Niðurstöður gefa til kynna að starf kennara hafi orðið strembnara og áhersla hafi verið lögð á ábyrgðarskyldu og frammistöðu. Þá kom fram að kennarar þyrftu að leggjast í markaðssókn í eigin persónu til að fá nemendur og að kennarastarfið væri ótryggara en áður var. Þessu tengt er að niðurstöðurnar gefa til kynna að launin laði ekki að starfinu en engu að síður þótti viðmælendum starfið vera ánægjulegt og merkingarbært. Glöggt kom fram að grunnskólakennsla í neðri bekkjum þykir vera kvennastarf og að um það gildi djúpstæð kynjuð viðhorf. Ofangreint bendir til þess að nýfrjálshyggjan hafi haft neikvæð áhrif á litháíska kennara og að starf þeirra sem fagfólks sé dregið í efa. Niðurstöðurnar undirstrika þörfina á að gagnrýna hversu útbreidd nýfrjálshyggjusjónarmið eru í menntun til að kennarar geti eflt faglegt sjálfstæði
Að eiga frjálst val um framhaldsskóla: Markaðsvæðing innritunar nýnema í íslenskum framhaldsskólum
No full textThis article discusses the results of a decision taken by the Icelandic government in 1998. The decision was that upper-secondary education should become “a single educational market” in the whole country. In doing so, a policy that required upper secondary schools to primarily enrol pupils from particular catchment areas was abandoned. The purpose of the change was to enable presumptive students to choose any school, whether they lived in the geographical vicinity of the school or not. This policy was also believed to decrease drop-out rates, increase pupil engagement in learning, and improve teaching as students would be admitted based on grades from elementary school. The research data used are statistical registry data from government authorities (INNA) as well enrolment data from one upper-secondary school (Flensborg), located in a municipality close to the capital city of Reykjavík. Using a critical policy perspective on education policy and theoretical concepts about the marketization of education systems, the study frames the above-mentioned reform as an example of market rationality in education, following the logic of decentralisation, privatisation (in a broad sense) and the introduction of school choice as a tool to improve education. Three overarching aims guided the study: to investigate the impact of this marketisation of the admission process, to examine what differences there are between student groups and schools in the application process and, finally, how the results can be understood in light of ideas of social justice.
The results show that a certain group of upper-secondary schools holds a strong position in the upper-secondary school market, their brands being particularly strong, leading to them receiving a large proportion of applications from strong students with high grades. This fact means that they can enrol many students with high grades and fewer with poor grades, which, in turn, strengthens the schools’ competitive position. At the same time, other schools are in a poorer competitive position and generally enrol a larger proportion of students with lower grades and often with more complex needs for educational support. This means that the competition in the Icelandic upper-secondary education market is not only between schools trying to attract students to receive resources but also between students for enrolment into the most popular schools. In some cases, this competition leads to students strategically choosing upper-secondary schools to be enrolled in rather than choosing the schools they prefer. The authors conclude that the responsibility for the education of secondary school students has been partially privatised to the students’ choices, that the competitive ideology of ranking schools according to quality makes some schools “winners” and others “losers”, as well as that the competitive position of the schools is not necessarily in the context of the service provided. Also, although the government can say that a large part of students (95%) get either their first or second choice, there are many indications that students choose schools strategically based on the possibilities of enrolment. The consequences can be seen as concerning in light of prior research on educational marketisation and social justice. As the enrolment system reinforces hierarchies within the education market, it also reinforces power relations between different societal groups of gender, class and ethnicity. If public schooling is an ideal that aims for equity among students and in terms of the quality of educational services provided to students, this development should be of concern to educators and policymakers alike.Árið 1998 tók Menntamálaráðuneytið ákvörðun um að framhaldsskólanám ætti að verða „einn námsmarkaður“ í landinu öllu. Þar með var vikið frá fyrri stefnu um hverfaskiptingu framhaldsskólanna. Tilgangur breytingarinnar var að gera nýnemum kleift að velja sér hvaða skóla sem væri og var talið að brotthvarf myndi minnka og metnaður bæði í námi og kennslu aukast þegar nemendur yrðu innritaðir á grundvelli einkunna úr grunnskóla. Markmið þessarar rannsóknar var að kanna afleiðingar upptöku markaðsfyrirkomulags á skólavali fyrir nýnema í framhaldsskólum og voru settar fram þrjár rannsóknarspurningar: 1) Hver hafa áhrif markaðsvæðingar innritunarferlisins verið? 2) Hvaða munur kemur fram milli nemendahópa og milli skóla í umsóknarferlinu við innritun í framhaldsskóla? og loks 3) Hvernig má skilja niðurstöðurnar í ljósi hugmynda um félagslegt réttlæti? Aðferðafræði rannsóknarinnar er greining á tölfræðigögnum frá Innu og innritunargögnum frá Flensborgarskólanum. Gögnin frá Innu sýna heila árganga og mynstur í umsóknum um framhaldsskóla eftir tíunda bekk. Innritunargögnin úr Flensborg voru kóðuð svo hægt væri að fylgja eftir einstaklingum í gegnum kerfið en engum persónugreinanlegum upplýsingum var safnað. Niðurstöðurnar sýna að ákveðinn hópur framhaldsskóla hefur sterka stöðu á skólamarkaðnum þar sem þeir hljóta stóran hluta umsókna frá nemendum með háar einkunnir. Það þýðir að sumir skólar eiga þann kost að velja til inntöku nemendur sem styrkir síðan aftur samkeppnisstöðu þeirra. Samtímis sýna gögn Flensborgarskólans að aðrir skólar eru í lakari samkeppnisstöðu og þurfa að taka inn stærri hluta nemenda með lægri einkunnir og flóknari þarfir fyrir stuðning. Ályktun höfunda er að ábyrgðin á námi framhaldsskólanemenda hafi að hluta verið færð frá hinu opinbera yfir á val nemendanna. Einnig er bent á að þótt stjórnvöld geti sagt að stór hluti nemenda (95%) fái annaðhvort fyrsta eða annað val sitt, þá sé ýmislegt sem bendi til að nemendur velji skóla mjög ígrundað út frá möguleikum um innritun