Háskóli Íslands OJS
Not a member yet
1903 research outputs found
Sort by
Menningarmiðaðar kennsluaðferðir: Reynsla íslenskra kennaranema
No full textThe pupil demographics in Icelandic compulsory schools reflect the cultural diversity of Icelandic society. In autumn 2022, 6,570 children in compulsory education in Iceland had a mother tongue other than Icelandic, representing 13.9 % of the entire pupil body (Hagstofa Íslands, n.d.-a, n.d.-b, 2023). Previous studies indicate that increased cultural diversity in schools creates many opportunities – it can, for example, have a positive impact on the multicultural competence of pupils and teachers, reduce existing prejudice and contribute to the development of an empowering school culture (Grapin et al., 2019; Vervaet et al., 2018). However, despite various opportunities, school personnel (including teachers) face challenges that manifest in a shortage of appropriate teaching and learning materials, as well as a lack of theoretical and practical knowledge of teaching methods that are suitable for children from diverse cultural backgrounds (e.g., Friðborg Jónsdóttir & Jóhanna Einarsdóttir, 2024; Hermína Gunnþórsdóttir et al., 2017). Teacher education, therefore, needs to keep up with changing societal trends and provide an appropriate knowledge base to prepare future teachers to work in multicultural classrooms, a daily reality in Iceland.
This paper investigates Icelandic student teachers’ perspectives on culturally responsive teaching methods that motivate children to develop and use their cultural and linguistic resources. It also analyses student teachers’ experiences working with children from diverse cultural backgrounds. Based on the student teachers’ reflections on the educational process, its advantages, and its limitations, the paper discusses the implications for teacher education in Iceland.
Multicultural education theory is used as a starting point for the theoretical framework of this study. Multicultural education aims to create positive conditions in societies that ensure equal opportunities for education to all people, regardless of ethnicity, race, social status, or any other social characteristics (Banks, 2009; Parekh, 2006). Critical multiculturalism has emerged as a response to liberal manifestations of multicultural education (May & Sleeter, 2010). Critical multiculturalism recognises the importance of culture and past experiences in shaping people’s identities and emphasises culture’s dynamic and political nature (May & Sleeter, 2010; Vavrus, 2010). Critical multiculturalism seeks to equalise power distribution and eliminate structural discrimination in societies and educational institutions by standing up for social justice and human rights (May & Sleeter, 2010; Vavrus, 2010).
The data were collected as part of a research project entitled Multicultural Education: A Utopia or a Functional Framework for Successful Teaching Practices (2021–2024). The project is a comparative study that involves student teachers from three Nordic countries: Denmark, Iceland, and Norway. The main goals of this project are to provide insight into student teachers’ perceptions of multicultural education and to analyse how well they are prepared to work in multicultural classrooms in the future. In Iceland, data were collected through semi-structured, in-depth individual interviews with ten Master’s students in two universities that offer teacher education. According to the selection criteria, the participants had to be in the second year of their Master’s studies. They must have completed most courses included in the teacher education programme, and the on-site schoolteacher training before the start of the study. In addition to the on-site schoolteacher training, all participants had work experience from compulsory education in Iceland. The interviews were conducted in Icelandic, and the average length was 48 minutes. Thematic analysis, as described by Braun and Clarke (2013), was applied during the analytical process.
The findings revealed that teacher education programmes did not emphasise the development of student teachers’ multicultural competence. Despite having positive attitudes towards culturally responsive teaching methods, the participants could not fully benefit from them as their theoretical and practical knowledge was insufficient. During the interviews, the participants described the methods they used to demonstrate cultural caring to their pupils from diverse cultural backgrounds and to create an atmosphere of trust in their classrooms. Teaching methods were generally focused on teaching Icelandic as a second language. The acquisition of skills in Icelandic is of great value for children from diverse cultural backgrounds because it allows them to communicate with their peers, acquire new knowledge, and gain access to further studies later. However, support for active plurilingualism is no less important, but, as the findings from this study show, this viewpoint tends to be overlooked despite the current emphasis on plurilingualism in Icelandic official documents and policies, including the national curriculum guide for compulsory schools.
This study indicates that universities must review the place of multicultural education in teacher education programmes to develop a holistic view of culturally responsive teaching methods in student teachers’ minds. Multicultural education should not be seen as a supplement or extra work but rather as a mindset underlying the principle of good teaching practices.Aukinn fjölbreytileiki í íslenskum grunnskólum skapar mörg tækifæri fyrir kennara til þess að nýta menningu, reynslu og tungumál nemenda í kennslu. Menningarmiðaðar kennsluaðferðir, sem byggja á kenningum um fjölmenningarlega menntun, bjóða upp á hagnýtan ramma til að skapa fjölbreytt og valdeflandi námsumhverfi fyrir öll börn. Markmið þessarar greinar er að kanna viðhorf íslenskra kennaranema til menningarmiðaðra kennsluaðferða og rannsaka reynslu þeirra af vinnu með grunnskólabörnum með fjölbreyttan tungumála- og menningarbakgrunn. Auk þess verða vangaveltur þeirra um stöðu fjölmenningarlegrar menntunar innan kennaranámsins skoðaðar
Starfsfólk leikskóla þróar eigin starfshætti með ungum börnum
No full textIn Iceland, the composition of preschool children’s groups has changed considerably over recent years, and today, over fifty per cent of children under age two attend preschool. These first years are crucial for future life learning. However, previous studies show preschool educators need improved knowledge about the youngest children and how they express themselves. Therefore, it is important to promote greater knowledge and professional development for educators working with the youngest children in preschools. Furthermore, studies show that professionalism and professional development of preschool staff are crucial factors regarding quality in practice.
This research aimed to study preschool teachers and other staff members’ experiences participating in action research to promote professional development and professionalism in preschool practices with young children. In the study, professional development is seen as formal and informal education that deepens and improves teacher competencies and knowledge. Professional development is related to daily practices, leading to improvements and development. Previous studies show that the action research methodology is effective for teacher professional development and school practice improvement. This methodology has also proven effective in creating understanding and bringing it forward in the preschool community. The main challenges that participants face during the research process are lack of time and influence on colleagues who are not part of the process.
The action research studied here continued for four years. It was conducted in six departments in three preschools, where the children ranged in age from nine months to two and a half years. The research emphasised creating a learning community among department educators, preschool leaders, and researchers from the University of Iceland. The role of the researchers was to support the participants through the rocess and mediate new knowledge in early childhood education and action research. The principal of one of the participating preschools took the role of a leader in the action research process. It was important that all participants, regardless of their role in the study, had the same opportunities and rights to express their views at all stages of the study. The data in this study consists of nine interviews with the participants conducted at the end of the research process. The interviews were transcribed and thematically analysed. Three themes were identified in the data: professional development, support and challenges in the research process, and views on professionalism.
The findings show that the participating educators felt that the action research process supported their professional development. This finding increased emphasis on observing children’s play and their own practices. As a result, the educators became more aware of how to support children’s learning. This research also gave the children more opportunities to influence their preschool lives. For example, they could choose what to play with, with whom, and where. The educators focused more on meeting the children’s interests and offered play material accordingly. The participation supported the educators’ job satisfaction. Collaboration and support were important factors in the process within each preschool, between the three preschools and with the two researchers. Moreover, it was important for educators to have time and space for professional reflections, collaborate on the practices, and create a mutual understanding of children’s learning and educators’ roles. Meetings were held regularly in each preschool and between the preschools as a part of this process.
When reflecting on their own roles, the participants agreed that crucial characteristics of working with young children include patience, warmth, and care. They also agreed that it was rewarding to follow the children’s development since they quickly learn so much at this age.
Part of the process occurred during the COVID-19 pandemic, which hindered the collaboration between the three preschools and the researchers. To address this issue, meetings were held online where educators met and reflected on their practice. Video observations were also used. Another more difficult challenge to confront was the high turnover of staff. This situation affected the sustainability of the research process.
The study contributes to knowledge on how the action research methodology can be an effective approach for preschool teachers’ and educators’ professional development. Furthermore, it sheds light on the importance of preschool teachers and other educators who work with young children receiving opportunities and time for professional reflection to improve their practice and children’s learning. This approach can result in increased quality of practice and better education for the children.Markmið þessarar rannsóknar var að kanna reynslu leikskólakennara og leiðbeinenda af þátttöku í starfendarannsókn þar sem tilgangurinn var að ýta undir starfsþróun og fagmennsku í leikskólastarfi með ungum börnum. Í rannsókninni er litið á starfsþróun sem formlega og óformlega menntun sem dýpkar og bætir hæfni og þekkingu kennara. Starfsþróun tengist daglegu starfi og leiðir til umbóta og þróunar. Fyrri rannsóknir sýna að starfendarannsóknir eru áhrifarík leið fyrir starfsþróun kennara og til að bæta starfshætti í skólastarfi. Starfendarannsóknin stóð yfir í fjögur ár og fór fram á sex deildum í þremur leikskólum þar sem börnin voru á aldrinum níu mánaða til tveggja og hálfs árs. Á rannsóknartímabilinu var leitast við að mynda lærdómssamfélag meðal allra starfsmanna á deildum, leikskólastjórnenda og tveggja rannsakenda frá Háskóla Íslands. Áhersla var lögð á að allir þátttakendur hefðu sama rétt til að koma skoðunum sínum á framfæri á öllum stigum rannsóknarinnar, óháð hlutverki þeirra. Í þessari rannsókn fór gagnaöflun fram í lok starfendarannsóknarinnar þar sem tekin voru viðtöl við þátttakendur. Viðtölin voru afrituð, kóðuð og þemagreind.
Niðurstöðurnar sýna að starfsfólki fannst rannsóknarferlið bæði lærdómsríkt og valdeflandi. Ferlið bauð upp á möguleika til að ígrunda eigin starfshætti og bæta þá. Samstarf og stuðningur voru mikilvægir þættir í ferlinu, bæði innan hvers leikskóla, milli leikskóla og við rannsakendur. Virk þátttaka starfsfólks í námi og framförum barnanna var faglega styrkjandi og hvetjandi í starfi. Þessi rannsókn bætir við þekkingu á hvernig starfendarannsóknir geta verið áhrifarík nálgun fyrir starfsþróun kennara og leiðbeinenda. Jafnframt varpar hún ljósi á mikilvægi þess að leikskólakennarar og aðrir sem starfa með börnum fái tækifæri og tíma til ígrundunar svo bæta megi starfshætti og menntun ungra barna
Félags- og tilfinningahæfni: Lykill að farsæld barna: Um þróunarverkefni í fimm leikskólum
No full textThis paper discusses a study conducted in five preschools within one municipality. The study examined how preschool teachers developed strategies to support children’s social and emotional learning (SEL) through play and daily activities, fostering their friendships and interactions. Social and emotional competence is crucial in preschool education, forming the foundation for further learning and participation in democratic society. The study is based on focus group discussions with preschool directors.
The concept of children’s social and emotional competence is multifaceted. It encompasses social skills, emotional regulation, behaviour, and self-control. Halle and Darling-Churchill (2016) describe social and emotional competence as skills related to social interaction, emotional regulation, behaviour, and self-control. Other researchers have highlighted the ability to engage in positive interactions with adults and peers, form close and lasting social bonds, show resilience, and manage emotions (Blewitt et al., 2021; McLaughlin et al., 2017).
Preschool educators play a critical role in fostering children’s social and emotional competence. Positive interactions between children and educators are foundational to children’s well-being and SEL. Research shows that children’s ability to form and maintain friendships with peers contributes significantly to their social and emotional competence. Preschool educators must support and guide these interactions, ensuring children develop the necessary skills for positive social engagement (Blewitt et al., 2021; Rosenthal og Gatt, 2010).
The preschool environment, including its physical space and materials, significantly influences children’s learning and interactions. An environment designed to meet children’s interests and needs supports their sense of belonging and creates opportunities for SEL. Educators must work collaboratively with children to create an environment that encourages social participation (Moore & Lynch, 2018; Tamblyn et al., 2023).
The preschools participated in a developmental project for one year. Focus group interviews were conducted with the preschool directors at the beginning and the end of the project. The findings were categorised into themes related to SEL support: (1) space and organisation, (2) play, (3) structured activities and learning materials, and (4) parental collaboration.
Initially, the participants emphasised the role of preschool staff in supporting children’s SEL. They highlighted the need for support to be child-centred, focusing on the child’s well-being and creating space for small group play. Staff needed to be present during play, providing guidance and support. However, there were challenges because of the demanding nature of their roles.
Participants also discussed the importance of having clear values and guidelines to support SEL. Creating a unified approach within the preschool community was seen as crucial for effective SEL support. They also stressed the importance of being positive role models, demonstrating attentive listening, and emotional regulation, and discussing friendships with children.
Throughout the period, preschool staff worked to support children’s SEL in various ways. The preschool directors discussed how the preschools aligned around common values and guidelines, improving staff confidence in supporting children’s behaviour and interactions. Structured activities and learning materials were used more effectively, particularly in preschools facing staff shortages. These tools provided a common framework for supporting children’s SEL and ensured consistency in approach.
The findings highlight the significance of preschool educators’ roles in supporting children’s social and emotional development. The directors emphasised the importance of being present during play to actively observe and support children’s interactions and resolve conflicts. Despite the directors’ awareness of the importance of play as a learning method, there often seemed to be a lack of necessary knowledge and resources within the preschools to fully utilise it.
The study identified several challenges, including staff shortages, high staff turnover, and limited time due to work hour adjustments. These factors hindered the ability to work as systematically on the project as desired. Additionally, there was a need for more extensive training and understanding of the importance and application of play documentation to support SEL.
The findings highlighted the importance of developing and implementing effective strategies to support children’s SEL in preschools. Regular discussions and clear guidelines helped create a cohesive approach among staff, enhancing their confidence and effectiveness. Relationship assessments and solution-focused team meetings proved valuable for addressing SEL challenges
Despite these advancements, the study revealed a gap in the primary goal of the project, effectively supporting children’s SEL through play. Future efforts should focus on comprehensive training and discussions within preschools about effective methods for supporting SEL through play. Staff must be trained to document SEL opportunities during play and to intervene appropriately to support children’s development.
The study also emphasised the role of the preschool environment in shaping children’s SEL. The preschool staff made various changes in the preschool space to create favourable conditions for SEL. Additionally, the study increased staff awareness of the importance of parental collaboration, with plans to enhance parental involvement in supporting children’s SEL.
In conclusion, continued research and developmental projects are necessary to equip preschool staff with the knowledge and resources needed to effectively support children’s SEL. This equipping includes ongoing professional development, improved documentation practices, and strengthened collaboration with parents to ensure a holistic approach to children’s well-being and developmentFélags- og tilfinningahæfni er mikilvægur þáttur í menntun leikskólabarna og undirstaða frekara náms og þátttöku í lýðræðissamfélagi. Markmið rannsóknarinnar var að skoða hvernig starfsfólk leikskóla þróaði leiðir til að styðja við félags- og tilfinningalegt nám barna í leik og daglegu starfi og hlúa að vináttu þeirra og samskiptum. Tilgangurinn var að varpa ljósi á hvernig hægt sé að styðja við félags- og tilfinningahæfni barna í leik og daglegu starfi í leikskólum. Þróunarverkefni fór fram í fimm leikskólum í einu sveitarfélagi. Tekin voru rýnihópaviðtöl við leikskólastjórnendur í upphafi og lok þróunarverkefnisins.
Niðurstöður sýna að stjórnendur leikskólanna töldu mikilvægt að styðja við félags- og tilfinninganám barna í gegnum leik og daglegt starf, vera til staðar í leiknum, fylgjast með honum og styðja við samskipti barnanna í leiknum. Þrátt fyrir þessi viðhorf og þekkingu leikskólastjórnendanna reyndist erfitt að koma þessu í framkvæmd. Þróunarverkefnið virtist einnig hafa takmörkuð áhrif til breytinga varðandi leikjaskráningar, þrátt fyrir aukna áherslu á þann þátt í verkefninu. Hins vegar gerði starfsfólkið ýmsar breytingar á rými og skipulagi leikskólanna sem höfðu jákvæð áhrif á félags- og tilfinninganám barnanna. Áhugi stjórnenda leikskólanna á auknum tengslum og stuðningi við foreldra jókst einnig meðan á verkefninu stóð og voru áform um að efla þann þátt enn frekar með námskeiðum og fræðslu fyrir foreldra. Líta má á þróunarverkefnið sem mikilvægt upphaf fyrir þátttakendur til að þróa áfram og innleiða árangursríkar leiðir til að styðja við félags- og tilfinningalegt nám barna. Með áframhaldandi fræðslu og þjálfun starfsfólks, endurskoðun á skipulagi og rými leikskólans og auknu samstarfi við foreldra má stuðla að betri samskiptum, vináttu og vellíðan barna í leikskólum
Sameiginlegir leikheimar barna og leikskólakennara
No full textIcelandic preschools have a long-standing tradition of emphasising play as a primary mode of learning for young children. The 2024 Preschool Curriculum highlights the significance of play, aligning with the United Nations Convention on the Rights of the Child, which identifies play as a fundamental right. It advocates for play to be driven by children’s interests rather than educators’ goals, suggesting that teachers observe, document, and adapt based on children’s play (Wood, 2013). The curriculum also emphasises spontaneous play, urging all involved in preschool education to engage with children on their terms (Miðstöð menntunar og skólaþjónustu [MMS], n.d.). The role of adults in supporting play is crucial, requiring a deep understanding of how to integrate learning and play within the preschool’s domains and continuous professional development while in the children’s company (Rinaldi, 2006). Various adult roles in children’s play and their impacts are detailed in the Handbook on Children’s Play in Preschools (Bork & Lund, 2023; Menntamálastofnun, 2024). Four preschools in Reykjavík collaborated with four preschools in Stockholm to develop joint playworlds, supported by researchers from the University of Iceland and Stockholm University. This initiative was a part of Reykjavík’s educational strategy, “Let Dreams Come True”, and funded by Reykjavík and Erasmus+, facilitating mutual visits over two years. Playworlds are defined as imagined spaces co-created by children and teachers, blending creativity and imagination, requiring certain skills of children to materialise (Nilsson & Ferholt, 2014; Vygotsky, 1987). These playworlds can start with a story, picture, or figure and are linked to social sustainability, helping children develop qualities for a socially sustainable future (Lecusay et al., 2022; Öhman, 2019). Theoretical foundations for this research include Vygotsky’s theories on the interplay between teachers and children in play, focusing on role and imaginative play within shared playworlds (Lindqvist, 1998). Additionally, the research builds on concepts of learning through play and the educational integration of imagination and creativity (Broström, 2022; Fleer, 2018). Despite the protection of children’s right to play by international treaties, few policies are dedicated to play (Armstrong & Gaul, 2023). The value of play in child development is evident, and Nordic preschools have traditionally been child-centred, emphasising exploration, play, and social interaction (Baldur Kristjánsson, 2006). Icelandic preschools prioritise play as a learning and developmental tool, supported by the recent Preschool Curriculum (MMS, n.d.) and the Handbook on Children’s Play in Preschools (Menntamálastofnun, 2024). Role and imaginative play are crucial for children’s development, allowing them to experiment with various roles and create new experiences (Lillemyr, 2009; Vygotsky, 1978). This play fosters emotional, social, and language development (Valborg Sigurðardóttir, 1991). The importance of integrating role and imaginative play as a learning pathway is emphasised, highlighting the balance between children’s initiative and educational guidance (Fleer, 2018). The research aimed to implement shared playworlds in four Icelandic preschools, and to shed light on how teachers and administrators can support such play cultures. A qualitative case study approach was used, collecting narratives from teachers, making observations, and holding focus group interviews with four preschool leaders. Results showed varied levels of teacher engagement in playworlds, with some actively participating and others observing. The research highlighted the importance of creating meaningful play opportunities and supporting children’s autonomy in play. Shared playworlds facilitated deeper connections between children and teachers, promoting a playful learning environment. The study underscored the delicate balance required for teachers to participate in children’s play without dominating it, ensuring the play remains child-led and spontaneous. This study contributes to the understanding of the dynamics of adult involvement in children’s play, emphasising the need for continuous professional development and reflective practices to support a play-centred educational approach. Future research should explore broader applications of these findings across different educational contexts to enhance the integration of play and learning.Í þessari grein er fjallað um rannsókn sem hafði að markmiði að varpa ljósi á sameiginlega leikheima barna og leikskólakennara í fjórum leikskólum á Íslandi. Leikur hefur lengi verið álitinn helsta námsleið ungra barna og er talinn grundvallarréttur barna samkvæmt samningi Sameinuðu þjóðanna um réttindi barnsins (1992). Með þeim breytingum sem gerðar voru árið 2023 á Aðalnámskrá leikskóla (Miðstöð menntunar og skólaþjónustu [MMS], e.d.) er lögð aukin áhersla á sjálfsprottinn leik barna og þátttöku kennara í leiknum. Í greininni er fjallað um hvernig leikur á að byggja á áhugasviði barna og á hvaða hátt kennarar geta tekið þátt í leik. Rannsóknarverkefnið Leikheimar var þróað í fjórum leikskólum í Reykjavík út frá sameiginlegum sögum og áhuga barna og kennara í samstarfi við fjóra leikskóla í Stokkhólmi. Fræðilegur bakgrunnur rannsóknarinnar byggir meðal annars á kenningum Vygotsky (1987, 2004) um samspil kennara og barna í leik og á hugmyndum Lindqvist (1998) um sameiginlega leikheima barna og kennara. Lögð er áhersla á hlutverka- og ímyndunarleik barna sem leið til náms og þroska. Rannsóknin var tilviksrannsókn þar sem fjögur leiktilvik frá fjórum leikskólum voru skoðuð. Gagnasöfnun fól í sér frásagnir kennara af leikstundum, rýnihópaviðtöl við stjórnendur og reglulegar skráningar rannsakanda. Niðurstöður sýna að kennarar eru tvístígandi í innkomu sinni í leik barna og að börn bjóða þeim sjaldan að taka þátt í leik. Þegar kennarar taka þátt í leik barnanna þarf að gæta þess að leikurinn sé á forsendum barna til að hann verði sjálfsprottinn og skapandi. Vísbendingar eru um að þátttaka kennara í leik barna geti breytt samskiptum, eflt leik barna og aukið gleði og vellíðan. Jafnframt eru dregnar ályktanir um hvernig kennarar og leikskólastjórar geta stutt við leikmenningu í leikskólum
Stærðarhagkvæmni í rekstri íslenskra sveitarfélaga greind eftir málaflokkum þeirra
No full textIt is generally believed that there is an economy of scale in the operation of municipalities, just as the economic theory assumes that applies to the operation of companies and various other organizational units. This means that the cost of providing a specific service per inhabitant decreases as more civilians benefit from it, and therefore it is cheaper to provide it in a municipality of 10,000 inhabitants than the same number in ten municipalities of 1,000 inhabitants. Until now, people have assumed that this is valid, but this is e.g. a necessary condition for municipal mergers returning lower costs, taxes, and service fees or better services. Data from the Association of Icelandic Municipalities was used to assess the economies of scale in the operation of all their issues. Such a study was conducted in 2010 with mixed results. Preliminary results on a much larger dataset indicate that economies of scale can be found in most municipal issues. The database covers all Icelandic municipalities in the years 2004-2022 and is therefore a good foundation to build on.Almennt er talið að stærðarhagkvæmni ríki í rekstri sveitarfélaga líkt og kenningar hagfræðinnar gera ráð fyrir að gildi um rekstur fyrirtækja og ýmissa annarra skipulagsheilda. Það þýðir að kostnaður við að veita tiltekna þjónustu á hvern íbúa lækki eftir því sem fleiri aðilar njóti hennar og því sé ódýrara að veita hana í einu 10.000 íbúa sveitarfélagi en í tíu 1.000 íbúa sveitarfélögum. Hingað til hafa menn gefið sér að þetta gildi en þetta er t.d. forsenda fyrir því að sameiningar sveitarfélaga gætu skilað sér í lægri kostnaði þeirra, sköttum og þjónustugjöldum eða betri þjónustu. Gögn Sambands íslenskra sveitarfélaga voru nýtt til að meta stærðarhagkvæmni í rekstri allra málaflokka þeirra. Slík rannsókn var framkvæmd árið 2010 með misvísandi niðurstöðum. Frumniðurstöður á miklu stærra gagnasafni benda til þess að stærðarhagkvæmni sé að finna í flestum málaflokkum sveitarfélaga. Gagnasafnið nær til allra íslenskra sveitarfélaga árin 2004-2022 og er því góður grunnur að byggja á
Áhrif blandaðrar gagnaöflunar á brottfall í Íslensku kosningarannsókninni 2021
Get PDFNonresponse rates have increased over time in Icelandic surveys. The Icelandic National Election Study has relied on telephone responses for more than four decades, but due to a deteriorating survey climate, a mixed-mode data collection protocol was adopted in 2021. On the one hand, respondents without listed telephone numbers were offered participation through a web survey. On the other hand, individuals who refused participation over the telephone were offered the choice of completing a shorter version of the survey online. This article outlines the reasons for transitioning to a mixed-mode data collection protocol, as well as analysing fieldwork outcomes. The paper focuses on response rates, representation, and measures of key target variables (vote choice). The results indicate that transitioning to a mixed-mode protocol did not reverse the trend of decreasing response rates over time. However, the new protocol did avert an even worse outcome in terms of the number of responses gathered. Web responses resulted in a more representative response set and slightly reduced bias in estimates of a key target variable (vote choice). These results indicate the potential for reducing nonresponse errors through mixedmode data collection in Icelandic social surveys, but also highlight the need for further actions to ensure the continued quality of data in the Icelandic National Election Study. Brottfall í íslenskum spurningakönnunum hefur aukist hratt á undanförnum árum. Íslenska kosningarannsóknin hefur stuðst við símasvörun við gagnaöflun í rúma fjóra áratugi, en vegna breyttra aðstæðna var ákveðið að beita blandaðri gagnaöflun árið 2021. Annars vegar var svarendum sem ekki höfðu skráð símanúmer sent bréf þar sem þeim var boðið að svara könnuninni á netinu og hins vegar var þeim sem höfnuðu þátttöku í síma boðið að svara könnuninni á netinu. Í þessari grein eru ástæður breytts fyrirkomulags raktar, auk þess sem niðurstöður gagnaöflunarinnar eru greindar út frá kenningaramma um heildarvillu í spurningakönnunum. Einblínt er á áhrif gagnaöflunaraðferða á svarhlutfall, endurspeglun þýðis og áhrif á lykilbreytu (flokksval). Niðurstöður benda til þess að ekki hafi tekist að stemma stigu við aukið brottfall, en að blönduð gagnaöflun hafi komið í veg fyrir enn meiri lækkun svarhlutfalls. Þá hafi netsvörun bætt endurspeglun þýðis í úrtakinu og dregið lítillega úr villum við mat á flokksvali. Þessar niðurstöður benda til þess að blönduð gagnaöflun geti dregið úr villu í íslenskum spurningakönnunum, en að grípa þurfi til frekari aðgerða til að tryggja áframhaldandi gæði gagna í kjósendakönnun Íslensku kosningarannsóknarinnar. 
Ég er ekki opinber persóna, ég er opinber starfsmaður: Upplifun opinberra starfsmanna af óvæginni umræðu og áreitni og tillögur þeirra að úrbótum
Get PDFThe purpose of this study is to explore how public servants in Iceland experience harsh discourse and harassment in their profession, and to investigate resources to combat this type of behavior. Increasingly ruthless discourse, commonly blamed on social media, has led to harsher communication and harassment against public servants. A qualitative study was conducted in which public servants in Iceland were interviewed. The approaches of grounded theory and thematic analysis were used to extract themes from the data. The results of the study are divided into five themes: Altered discourse concerning the government, public servants’ personal experience regarding harsh discourse and harassment, fear and defense mechanisms of public servants surrounding future threats, the powerless public servant, and helpless public servants who lack resources when faced with harsh discourse or harassment. Interviewees agreed that the public discourse in Iceland lacked boundaries towards public servants. They felt defenselessness against public discussion because they were obliged to observe secrecy and could not rectify misinformation on social media or in the media. Several had experienced severe cases of harsh discourse and harassment, for example name and photo disclosures, doxing, ambushing, stalking, threats, cyberbullying and physical violence. They perceived the system as useless and felt that they did not receive appropriate assistance. Interviewees were asked to propose solutions to the problem, which included better support for victims, a joint contingency plan for the government, strengthening legal measures to protect public servants, and the hiring of press secretaries for government offices.Markmið rannsóknarinnar er að kanna upplifun opinberra starfsmanna á Íslandi af óvæginni umræðu og áreitni í starfi, ásamt því að skoða hvað sé til ráða til að bregðast við slíkri háttsemi. Breytt og harkalegri samfélagsumræða, meðal annars fyrir tilstilli samfélagsmiðla, hefur leitt til aukinnar óvæginnar umræðu og áreitni í garð opinberra starfsmanna. Framkvæmd var eigindleg rannsókn þar sem tekin voru viðtöl við opinbera starfsmenn á Íslandi. Verklagi grundaðrar kenningar og þemagreiningar var beitt til að draga fram helstu þemu úr viðtölum. Niðurstöður rannsóknarinnar skiptast í fimm þemu sem eru eftirfarandi: Breytt umræða í samfélaginu um störf hins opinbera, eigin upplifun opinberra starfsmanna af óvæginni umræðu og áreitni, ótti og varnarviðbragð opinberra starfsmanna við framtíðarógn, valdalausi opinberi starfsmaðurinn og loks úrræðaleysi opinberra starfsmanna gagnvart brotalömum kerfisins þegar þeir lenda í óvæginni umræðu og áreitni. Viðmælendur voru sammála um að umræðan í samfélaginu einkenndist af markleysu og hörku í garð opinberra starfsmanna. Þeir upplifðu varnarleysi gagnvart umræðunni þar sem þeir eru bundnir þagnarskyldu og mega ekki leiðrétta rangfærslur á samfélagsmiðlum eða í fjölmiðlum. Nokkrir höfðu lent í grófum tilfellum óvæginnar umræðu og áreitni, til dæmis nafn- og myndbirtingum opinberlega, fyrirsát, umsátri um heimili, hótunum, neteinelti og líkamlegu ofbeldi. Viðmælendur upplifðu að kerfið væri úrræðalaust og að þeir fengju ekki viðeigandi aðstoð í krefjandi aðstæðum. Þeir voru beðnir um að koma með tillögur að úrbótum á ástandinu, sem voru meðal annars betri stuðningur, samræmd viðbragðsáætlun hjá hinu opinbera, styrking löggjafar til verndar opinberum starfsmönnum og ráðning fjölmiðlafulltrúa
„Er ég að gera vel í lífinu?“: siðfræði og sjálfsþekking í Gísla sögu Súrssonar
Get PDFThe article discusses teaching of the Icelandic Saga of Gisli from a moral approach. On the one hand, attention is directed towards the importance of moral imagination to put oneself in the shoes of characters and relate to their situations, and on the other hand, towards moral concepts and vocabulary to shed light on the virtues and vices of characters. It is also considered whether this can help young people understand literary texts and, at the same time, help them gain an opportunity to understand themselves better.
The research question sought to be answered is:
1. How does an Icelandic saga help teenagers understand their own morality?
To answer this question, the results of a research project on the Saga of Laxdæla, which took place in 2016–2019 in collaboration with Icelandic teachers in three primary schools in Iceland, are consulted. In particular, the interviews with teachers and their experiences of teaching Icelandic sagas and parallel teaching materials on virtue ethics.
Based on the experience of a previous project on the Saga of Laxdæla, a new set of teaching materials was prepared for the Saga of Gisli. These materials incorporated findings from recent research on children\u27s language development and concept teaching, intending to increase the time spent on vocabulary before it was used to analyse the story. The materials were then tested in literature teaching with teenagers.
I also draw on my own teaching as an Icelandic and philosophy teacher at upper elementary school for the past decade, the testing of teaching materials and teaching approaches with my students and my experience through Waldorf pedagogy of teaching through creative work as well as the importance of moral imagination in literature teaching. However, the theoretical foundations of this article are theories about the self and moral concepts/virtue ethics.
The self is a centuries-old philosophical subject still under debate. In the philosophy of education, the moral emphasis and potential of students to develop their selves have been the basis of character and virtue education. The self is shaped by factors such as intuition and personal characteristics, position and experience, emotional life, thoughts and knowledge, environment, history of ideas, and culture. These factors are reflected in our tendencies, emotions, and values, which become clear to ourselves and others in our behaviour.
The main idea in moral education is that, even though it is not a simple matter, it is possible to shape our feelings and emotions with increased knowledge, discussion and debate about how we want to be and become. Furthermore, if we want to change or improve ourselves, it is possible (with self-discipline, time and habit...), although it may require much effort.
How does this relate to Icelandic sagas such as the Saga of Gisli? One prerequisite for a story such as the Saga of Gisli to appeal to us is that it speaks to our own selves. To connect our feelings and values to such a Saga, we need to connect (ourselves) to it. In order to connect the students to the Saga of Gisli and help them understand the characters, it is important to bring out their feelings and values. What makes them sympathise with a character and what not? What do they find desirable, and what makes them feel ashamed? What do they agonise over, and what do they rejoice over? Students, like all human beings, are emotional beings, and if they can connect their feelings and emotions to characters in the saga and their actions and choices, it is easier for them to put themselves in their shoes. It is possible to shape and change these feelings, but first, they need to identify them, understand them and discuss them, and for that, they need words and concepts. Students, therefore, need an understanding of moral vocabulary and terms to be able to discuss the literature from a moral perspective.
At the same time, this approach helps them understand their inner and outer life. This includes the possibility of gaining self-knowledge and shaping their selves, which must be the foundation of education and upbringing in a democratic education system (which relies on students being agents in their own learning and their own lives).
People\u27s instincts and emotional life will not be moulded once and for all, and it takes constant work and a lifetime to become a virtuous person. I think literature such as the Saga of Gisli contains potential and opportunities to develop and strengthen students\u27 self-knowledge. By putting ourselves in the shoes of the characters and reading the sagas based on the characters, their attributes and moods, we can mirror our own lives and society. This way, teaching literature is an opportunity for moral education and self-knowledge.Meginhugsunin í siðferðilegu uppeldi er sú að þrátt fyrir að það sé líkast til sífelld vinna og ævilöng að verða dygðug manneskja sé hægt að móta tilfinningar okkar og geðshræringar með aukinni þekkingu, umræðu og rökræðum um það hvernig við sjálf viljum vera og verða. Bókmenntir eins og Gísla saga Súrssonar gefa kost á að þróa og styrkja sjálfsþekkingu nemenda ef þeir nálgast þær með hið sammannlega að leiðarljósi og tengja þær við bæði tíðarandann og eigið gildismat. Með því að setja sig í spor persóna og lesa söguna út frá þeim er hægt að skoða hvernig geðshræringar stýra athöfnum og gjörðum manneskja og koma í leiðinni upp um innræti þeirra, gildi og siðferði. Að sama skapi hvetur sú nálgun nemendur, án kvaða, til að spegla eigið líf og samfélag í bókmenntunum og hugsa um sitt eigið siðferðilega sjálf. Á þennan hátt er bókmenntakennsla tækifæri til siðferðilegs uppeldis
Sjálfsprottinn leikur með stafrænan og skapandi efnivið í leikskóla
Get PDFThis study investigates the integration of digital technology into children’s spontaneous play within a preschool setting, focusing on its impact on creative development, problemsolving abilities, and overall learning. The research was conducted as a case study in a rural Icelandic preschool involving nine five-year-old children. The children participated in a series of workshops incorporating traditional play materials, such as paper, colours, and LEGO bricks, as well as digital tools, including programmable robots like Blue-bot and Cubilets. The primary goal was to explore how digital technology can be effectively integrated into play environments without compromising the intrinsic value of spontaneous play.
The study findings indicate that when digital technology is thoughtfully and systematically introduced, it can significantly enrich children’s play experiences. The inclusion of digital tools provided the children with new avenues for creative expression, problemsolving, and interactive play, enhancing traditional play patterns rather than diminishing them. The study revealed that when used appropriately, digital tools can add valuable dimensions to play by offering new possibilities for interaction and creativity that align with the needs of preschool-aged children.
A key theme that emerged from the research is the critical role of educators in facilitating the successful integration of digital technology into play. The study underscores the importance of educators in creating an environment that supports child-initiated play while seamlessly merging digital tools. Effective integration requires educators to provide access to digital technology and guide its use in ways that complement the play environment rather than dominating it. The research highlights that the success of integrating digital tools into play largely depends on the educators’ ability to maintain a balance where technology serves as a supportive element in the children’s creative processes rather than directing or controlling the play activities.
The study also addresses prevalent concerns about the potential for digital tools to distract from or replace traditional play activities. The research findings suggest that these concerns can be mitigated through thoughtful educational strategies and guidance. By weaving digital elements into the fabric of play in a way that supports rather than hinders developmental goals, such as problem-solving, collaboration, and communication skills, educators can harness the benefits of digital technology without compromising the essential aspects of traditional play. The study shows that when properly integrated, digital tools can coexist with spontaneous play methods, providing children with a richer, more varied play experience that reflects the technological landscape of their everyday lives. Moreover, the research advocates a balanced approach to incorporating technology in early childhood play. It suggests that digital tools should not be perceived merely as educational devices or entertainment but as integral components of a broader pedagogical framework that supports holistic child development. The study emphasises the need for ongoing professional development for educators to adapt to the evolving digital landscape and effectively implement the potential of these technologies within play-based learning environments. Continuous learning and adaptation are necessary for educators to stay abreast of new technological developments and apply them to enrich and support children’s education and developmental processes.
This study contributes to the broader discourse on the role of technology in early childhood education by offering a nuanced understanding of how modern digital tools can be integrated into traditional play-based learning. It highlights the potential for digital technology to enhance rather than detract from the play experience when applied within a well-structured and supportive educational framework. By contextualising digital play within contemporary educational theory and practice, the research provides valuable insights into how these tools can be used to support the developmental needs of children while preserving the fundamental principles of spontaneous, child-led play.
The implications of this research are significant for early childhood education practitioners, policymakers, and researchers. For practitioners, the study offers practical guidance on integrating digital tools into play to support and enhance children’s creative and cognitive development. For policymakers, the research underscores the importance of providing resources and training for educators in effectively using digital tools in early childhood settings. For researchers, the study opens new avenues for exploring the intersection of digital technology and play, particularly regarding how these tools can support holistic development in young children.
Ultimately, this study reaffirms the enduring value of play in early childhood education and its critical role in supporting comprehensive child development in a rapidly changing technological world. It argues for a balanced and thoughtful approach to integrating digital technology into play, recognising the unique contributions of traditional and digital play materials to children’s learning and development. By maintaining this balance, educators can create enriched play environments that reflect the modern technological landscape and are deeply rooted in the principles of child-led, creative play. This approach not only preserves the essential qualities of play but also expands its potential, offering children new ways to explore, learn, and grow in the context of their digital and physical worlds.Greinin fjallar um rannsókn sem gerð var í leikskóla til að skoða hvernig hægt er að samþætta stafræna tækni við sjálfsprottinn leik barna. Markmið rannsóknarinnar var að kanna áhrif stafrænnar tækni á leik og sköpunargáfu barna og hlutverk kennara við samþættinguna. Níu fimm ára börn tóku þátt í smiðjum þar sem þau léku sér með forritanlega þjarka og stafrænan efnivið ásamt hefðbundnum efnivið eins og blöðum, litum og legókubbum. Niðurstöður sýna að þegar stafræn tækni er meðvitað og markvisst innleidd í leikskólaumhverfið getur hún auðgað leik barna, aukið sköpunargáfu þeirra og eflt hæfni til að leysa vandamál, án þess að draga úr gæðum sjálfsprottins leiks. Kennarar gegna lykilhlutverki í að skapa umhverfi þar sem börn fá rými til að leika sér á eigin forsendum. Greinin undirstrikar mikilvægi þess að viðhalda jafnvægi milli nýrrar tækni og hefðbundinna aðferða og gefur innsýn í hvernig hægt er að skapa námsumhverfi sem tekur tillit til tæknilegrar þróunar samtímans
Áhrif leshömlunar á nám nemenda í grunnskóla og framhaldsskóla: Upplifun nemenda í framhaldsskóla
Get PDFLiteracy is essential for personal development and education and critical to societal, cultural, social, and economic well-being (Wooley, 2015). Individuals with dyslexia often need additional effort to attain academic success (Bazen et al., 2022). Educators play a pivotal role in recognizing their students’ needs, delivering appropriate support and instruction, and creating an environment that actively engages all students in learning (Malloy et al., 2019). They must provide appropriate and feasible support and accommodation while simultaneously presenting students with practical challenges and tasks (Wooley, 2015).
This article presents findings from a qualitative study that investigated the educational experiences of eight students diagnosed with dyslexia across primary and secondary schooling contexts. The study aimed to elucidate their academic journeys by addressing key inquiries: What are the challenges encountered by students with dyslexia in secondary education? How does dyslexia influence their learning processes? What insights can be gleaned from their collective experiences? The research employed purposive sampling to select participants, specifically students aged 16–17 attending secondary schools in Iceland, who were then interviewed using semi-structured formats.
Most participants expressed overall satisfaction with their primary education and the resources provided during their adolescent years. They successfully adapted to the tools and support available, noting that most educators made concerted efforts to address their needs. However, one participant reported dissatisfaction and a perceived lack of understanding from primary school teachers, although this situation improved significantly in the final term of the 10th grade. All participants recounted experiences with at least one teacher who failed to comprehend their needs, rendering those classes especially challenging. The students’ experiences in secondary education were diverse. Most concurred that while primary school support was more readily available, secondary education required them to actively seek assistance. They observed that their secondary school experiences were largely contingent upon the teachers’ knowledge of and willingness to accommodate dyslexia. Although many teachers showed awareness of how to support students with dyslexia, some did not effectively meet their educational needs.
The study’s findings reveal that dyslexia had a substantial impact on the students’ educational experiences, necessitating their pursuit of support throughout both primary and secondary education. The challenges faced by these students align with existing literature on dyslexia, particularly in disciplines reliant on reading and writing skills. The results indicate that most secondary schools and educators are proficient in recognizing and addressing the needs of students with dyslexia, contributing to an inclusive environment that fosters a positive self-concept among these students. Nevertheless, concerns were raised regarding individual teachers’ insufficient understanding of dyslexia, which could detrimentally affect academic performance. There was a consensus among participants that teachers should possess the requisite knowledge of dyslexia. The participants highlighted the significance of employing diverse instructional strategies and expressed a need for increased education on dyslexia and the resources available in secondary schools. One recommendation included monthly sessions with a special education teacher to monitor progress and identify areas for improvement. Additionally, some students advocated for greater dyslexia awareness among the entire student body due to its widespread prevalence.
Moreover, the study underscored the importance of ongoing professional development for educators. Regular training sessions could help teachers stay updated on the latest strategies and technologies to effectively support students with dyslexia. Participants suggested that such training should be mandatory and integrated into the professional development programs of all educational institutions. Furthermore, collaboration between teachers, parents, and special education experts was emphasized as a critical component for the success of students with dyslexia. Establishing clear communication channels and fostering a collaborative environment can significantly enhance the support system for these students.
Overall, the study suggests that despite the inherent challenges of dyslexia, the participants exhibited resilience and developed strategies to achieve academic success. Most participants reported satisfaction with their primary and secondary school experiences. Although accessing support in secondary school proved more challenging, it was generally attainable when sought. Most teachers were proactive in anticipating the needs of students requiring reading support and larger print materials; however, some educators did not sufficiently meet these needs. This research highlights the need for continuous efforts to enhance teacher training, resource availability, and awareness to ensure that all students with dyslexia can thrive academically and personally.Tilgangurinn með rannsókninni var að skoða upplifun nemenda af leshömlun á skólagöngu sinni, hvernig hún hafði áhrif á nám þeirra, og hvað mætti læra af reynslu þeirra. Rætt var við átta nemendur með leshömlun á aldrinum 16–17 ára í framhaldsskólum á Norðurlandi. Niðurstöðurnar benda til þess að flestir viðmælendurnir hafi verið sáttir við þann stuðning sem þeir fengu í grunn- og framhaldsskóla en þurft að sækja meira sjálfir eftir aðstoð í framhaldsskóla. Til að fá sem bestan stuðning við námið hafa þeir þurft að reiða sig á skilning og þekkingu samnemenda og kennara á leshömlun sem er ekki sjálfgefið, sérstaklega í framhaldsskóla. Því þarf að auka fræðslu um leshömlun, mögulegar afleiðingar hennar og úrræði fyrir bæði nemendur og kennara. Allir nemendurnir sem tóku þátt lýstu því hvernig þeir höfðu náð árangri í námi þrátt fyrir miklar áskoranir tengdar leshömluninni og var seigla einkennandi fyrir þá