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Representing Iceland on the UN Security Council: Does Nordic membership matter?
Get PDFAre Iceland’s interests represented on the UN Security Council, even when Iceland is not a member? This paper explores two questions: whether the Nordics share cohesive foreign policy preferences, and whether these shared preferences translate into substantive representation on the UN Security Council. Using ideal points derived from UN General Assembly voting patterns, the study systematically compares the alignment of Nordic preferences with Iceland’s. The analysis finds that while Nordic countries consistently align in their foreign policy preferences, their ability to advance shared goals during Security Council membership is limited. These findings suggest that substantive representation is constrained, but that does not preclude the possibility that Iceland may still benefit from the symbolic and descriptive representation afforded by Nordic involvement. The study contributes to broader debates on small-state collaboration and the complexities of achieving tangible policy outcomes within multilateral institutions
Fæðingarferli í sjálfsprottnum leik nokkurra stelpna: „Við verðum að ná í sjúkrabílinn! Ein stelpan er að fæða lítið barn!“
Get PDFThe purpose and goal of the case study is to shed light on how children can interpret and recreate their experiences and knowledge in spontaneous play. The research question: How do five girls, at the age of five, recreate their experiences and knowledge in spontaneous play, and how is their representation in the play?
The paper presents the findings of a study that delves into the intricate nature of children’s spontaneous play in a preschool setting, with a specific focus on how children articulate and express their knowledge through play. The investigation focuses on a group of five-year-old girls engaged in spontaneous play on the point of a significant event—the impending birth of a child. The paper attempts to comprehend and interpret the content and activities of the girls’ play world. The research was conducted in a preschool located in the capital area.
According to the Icelandic national curriculum for preschools (Miðstöð menntunar og skólaþjónustu, n.d.), spontaneous play should be the main learning method in preschool activities, and equality should be one of the basic aspects of preschool work. Despite that, research appears to be lacking on how the genders communicate their social knowledge of gender roles in play; that is, how their interpretive re-creation and social representation is expressed in spontaneous play.
The study assumed that children are capable and that they are shaped by and influenced by their environment (Corsaro, 2018; Dahlberg et al. 2007). Children are expected to acquire extensive knowledge from the environment which they then interpret and reproduce, for example in play, this is what Corsaro (2018) calls interpretive reproduction; this term is used here.
The study is grounded in socio-cultural theory, with a particular emphasis on gender dynamics, interpretive reproduction, and the social representations manifested by the participating girls during play. Additionally, the term “collaborative emergence” is introduced as a theoretical construct to enhance the analysis and discussion of the research outcome.
The theoretical perspective taken into account in the study is a feminist perspective. Here, we look at the ideas of Butler (2004) on the concept of gender identity, which states that the socially dominant gender norm places the genders in a role that has a formative effect on the identity of individuals. Gender identity refers to the prevailing ideas in society about what it means to be a girl or a boy; for example, how they should behave and how they should look. (Betz, 2004; Hackett, 1995). Children often play gender, either according to their own gender identity or against it (Butler, 2004). However, research shows that children tend to identify more with the same gender, for example, girls play with other girls about the world of women’s experiences, and in such play, they can develop their gender identity. One of the things that girls mirror in play is big events such as weddings, and the birth of a child (Guðrún Alda Harðardóttir og Gyða Margrét Pétursdóttir, 2014).
In the play, the girls created a performance relating to physical aspects limited to women and genitals, cf. Butler (2004). A study by Þórdís Þórðardóttir et al. (2024) also shows that the children who took part in that study found it easy to associate lesbians with having children, but not gays. However, the girls chose not to have a parent present at the birth, neither male nor female.
The play shows that the girls have extensive knowledge of childbirth; an unborn child is inside a woman, and the child moves there, and then the woman feels the baby’s movements. When it comes to the birth of a child, the woman needs medical assistance and relatives who support her. It can be a home birth or taking an ambulance to the hospital. Pain (contractions) increases as the birth draws closer. A baby is born through a woman’s vagina. The birth of a child is difficult for the woman, so much so that she even becomes exhausted and needs care from the environment. An unborn baby can control when it is born.
The author believes the study is well suited to enhancing the discussion on the value and complexity of spontaneous play; for example, from a gender perspective. The study also shows how preschool teachers can examine children’s play to continue working with them. Examining children’s spontaneous play in this way can shed light on more aspects of preschool activities. How do the girls communicate during daily work and play with other children? For example, are Bogga and Álfheiður generally in the role of the person in care, or does it depend on who they play with? How do Vilborg and Þuríður generally manage to participate in play with other children? The study also provides an interesting insight into children’s knowledge that is often hidden from adults but often appears in children’s play and their interactions within the preschool.Tilgangur og markmið rannsóknarinnar er að skoða hvernig börn túlka og endurskapa reynslu sína og þekkingu í sjálfsprottnum leik. Um er að ræða tilviksrannsókn sem fór fram í einum leikskóla á höfuðborgarsvæðinu. Rannsóknargögn voru myndbandsskráning. Leitast er við að skilja og túlka leikheim fimm fimm ára stelpna, með áherslu á kyngervi, túlkandi endursköpun, félagslega framsetningu og sameiginlegan spuna stelpnanna í leiknum. Lítið hefur verið rannsakað hvernig ung börn túlka kyngervi og endurskapa slíka þekkingu í leik og hvernig félagsleg framsetning þeirra er þar, líkt og gert er í þessari rannsókn. Niðurstöður sýna yfirgripsmikla þekkingu stelpnanna á viðfangsefninu. Þannig beittu þær mismunandi félagslegri framsetningu í leiknum, svo sem að stjórna á opinn hátt, að stjórna bak við tjöldin og beita fylgjandi framsetningu, og einnig mátti greina áherslur á kvenlæga og karllæga þætti eftir því hvaða hlutverk þær lék
Stigveldi framhaldsskóla: Frjálst skólaval ýtir undir og endurskapar félagslega lagskiptingu
No full textEducation policy in Iceland emphasises inclusive and comprehensive education for all. Upper secondary schooling is open to all students throughout their lifespan (Jón Torfi Jónasson & Gunnhildur Óskarsdóttir, 2016; mennta- og menningarmálaráðuneyti [Ministry of Education, Science and Culture, MoESC], 2012). However, schools set their own admission policies, and some schools are selective (Elsa Eiríksdóttir, 2022; Elsa Eiríksdóttir et al., 2018). Iceland is currently defined as one school district. Admission governance is based on freedom of choice in a decentralised educational system (Dovemark & Rasmussen, 2022; Elsa Eiríksdóttir et al., 2022). This fact means that upper secondary schools create admission policies based on their ability to compete for students. High-status schools are traditionally those that only offer academic programs preparing students for university, while comprehensive schools that include vocational programmes are considered less prestigious (Ásgerður Bergsdóttir & Berglind Rós Magnúsdóttir, 2018; Kristjana Stella Blöndal et al., 2011; Magnús Þorkelsson, 2011). The hierarchy of upper secondary pathways (academic or vocational) in Iceland clearly reflects the disparity of esteem seen elsewhere (i.e., Billett, 2014; Cedefop, 2014; Elsa Eiríksdóttir et al., 2018). Vocational pathways generally have a lower status than academic pathways that prepare students for university education and are often seen as a landing place for students with lower academic achievement (see Elsa Eiríksdóttir et al., 2018; Nylund et al., 2018).
The paper aims to explore how school and pathway selection perpetuate and reflect established hierarchies and social inequalities, especially as it relates to access to upper secondary education for different groups of students and their future prospects. In the study, the 13 upper secondary schools in the Reykjavik metropolitan area were categorised into two school types: Schools that offer only academic programmes and schools that offer both vocational and academic programmes. Systematic patterns in students’ school and pathway choices based on their social and economic background, academic achievement, and educational expectations were analysed. In this longitudinal cohort study, a questionnaire was first administered to all students at the end of compulsory education in the Reykjavik metropolitan area in 2014. Subsequently, data on their standardised grades and progress at upper secondary schools was collected and linked to the questionnaire data. The participants in the study were students of the baseline cohort who attended upper secondary schools the year following compulsory education (in autumn 2015) who participated in the survey at baseline in tenth grade (N = 1869 or 80% of the cohort).
The result shows a clear pattern of school hierarchies and social stratification between and within the 13 upper secondary schools in the Reykjavik metropolitan area. Upper secondary schools offering only academic pathways have a higher proportion of students with stronger socio-economic status and parents with university education compared to schools offering both academic and vocational programmes. The students in the academic schools also have higher academic achievements. They are more likely to see themselves attending universities in the future than students in schools that offer both vocational and academic programmes. The same pattern of results was also seen between the academic and vocational pathways within the schools that offered both programme types. Generally, the results reveal a clear hierarchy of upper secondary schools and pathways, where some schools attract and select high-achieving students with more educated parents with stronger socio-economic status, while other schools have a much more diverse student population. The results also reveal similar disparities between academic and vocational pathways.
This school and pathway hierarchy reflects a social stratification reinforced by the selection system and free school choice that, in practice, contradicts inclusion policy and highlights the different selection opportunities associated with socio-economic backgrounds (Berglind Rós Magnúsdóttir & Unnur Edda Garðarsdóttir, 2018; Dovemark & Nylund, 2022; Dovemark & Rasmussen, 2022; Elsa Eiríksdóttir et al., 2018; Kristjana Stella Blöndal & Sigrún Aðalbjarnardóttir, 2014). The tension between the actual admission structures and the educational policy can be traced to two contradictory ideas: on the one hand, the idea of inclusive education and, on the other, the ideology of decentralisation and free school choice. Mainly, students with high socioeconomic backgrounds and educated parents have, in fact, the option of choosing upper secondary schools and pathways. Other students are more likely to adjust their choices and prospects to fit this hierarchy. This result also means that only some schools are responsible for the diversity of the student population and upholding inclusion policies. The findings give rise to complex questions on social justice, the need for discussions on the aim of education, and how the admission structure and implementation can lead to results that oppose official education policy.Íslensk menntastefna leggur áherslu á jafnrétti til náms og inngildingu. Þrátt fyrir það geta framhaldsskólar sett sín eigin inntökuskilyrði og sumir þeirra velja inn nemendur út frá bóklegri frammistöðu við lok grunnskóla. Hefðbundnir bóknámsskólar hafa sterkari samkeppnisstöðu í vali á nemendum en framhaldsskólar sem bjóða bæði upp á bók- og starfsnám (blandaðir skólar). Markmið rannsóknarinnar er að kortleggja hvort og þá hvernig skóla- og námsleiðaval viðheldur félagslegri lagskiptingu og mismunun í íslensku samfélagi í andstöðu við gildandi menntastefnu. Greind voru áhrif skólavals á samsetningu nemendahópa framhaldsskóla höfuðborgarsvæðisins með tilliti til félags- og efnahagslegs bakgrunns nemenda, fyrra námsgengis í bóklegum greinum og væntinga um háskólanám. Sömu þættir voru skoðaðir meðal nemendahópa eftir því hvort þeir voru í bóknámi eða starfsnámi. Byggt er á gögnum úr langtímarannsókn á nemendum fæddum 1999. Þátttakendur svöruðu spurningalista við lok grunnskólagöngu sinnar árið 2014 (82% af þýði). Í framhaldinu voru upplýsingar um einkunnir á samræmdum prófum í 10. bekk og skráningu í framhaldsskóla tengdar við. Niðurstöðurnar sýna skýrt mynstur skóla- og námsleiðavals sem viðheldur félagslegri lagskiptingu. Sumir framhaldsskólar velja inn nemendur út frá góðum námsárangri í bóklegum greinum og blandaðir skólar eru ekki þar á meðal. Fyrirkomulag inntöku leiðir til ólíkrar samsetningar nemendahópa eftir skólum. Í þeim skólum þar sem valið er úr nemendum er staða hópsins ekki einungis sterkari námslega heldur einnig félags- og efnahagslega auk þess sem hópurinn er líklegri til að stefna á háskólanám. Sambærilegar niðurstöður komu fram eftir námsleiðum þar sem nemendahópar í bóknámi stóðu betur að vígi en nemendur í starfsnámi. Niðurstöðurnar sýna því skýrt stigveldi framhaldsskóla og námsleiða þar sem félagslegri lagskiptingu er viðhaldið af inntökukerfi sem stangast á við yfirlýst markmið íslenskra menntayfirvalda um jafnrétti til náms og inngildingu
„Ég hreinlega get ekki beðið eftir að hefjast handa“: Áhugahvöt og virkni nemenda í háskólanámi
No full textThis article presents a case study that explored the perceptions and experiences of students in three master’s-level courses offered by the University of Akureyri, within a study program focused on information technology in learning and teaching. The research aimed to shed light on how students perceived and engaged with courses where they were actively involved as co-creators of the curriculum. Furthermore, the study sought to investigate the impact of such participatory roles in curriculum decision-making on their motivation and level of engagement.
The authors had a significant role in designing the courses. They oversaw all three of them and prepared and organised them in collaboration. This preparation entailed gathering diverse resources through reading existing literature and utilising ideas and tools which they considered the most conducive to their goal of fostering student motivation and successful learning. This goal resulted in the authors’ decision to employ a student-centred approach, having the students work in collaboration with the teachers as co-creators of all curricular decision-making. As co-creators, the students made decisions regarding the content, structure, and organization of the courses, including student autonomy to decide what kind of assignments would be completed within the courses, given that these were guided by the learning outcomes underlying the courses.
Data on the student experiences in all three courses were collected for further examination, adopting what has been referred to as scholarly teaching (ST), which is an underlying pillar in the Scholarship of Teaching and Learning (SoTL) ideology. The data obtained from the first course raised the researchers’ interest in fully embracing the stages of SoTL by conducting research where the three courses would be investigated as a case and the results published in a scientific forum.
The case study involved collecting various data. In the first course, students responded to a survey with open questions. In the second course, focus group interviews were conducted, and in the third course, the data were collected through video recordings and reflective journals. All the data were transcribed, and the documents were imported to the NVivo software for coding. The MUSIC model of student motivation, a conceptual framework consisting of five key components known to enhance student motivation and engagement, was employed as analytical framework in coding the data. The key components of the MUSIC model served as the basis for thematic analysis, with coding focused on identifying these key factors.
The data revealed that all five key components in the MUSIC model were present in the courses. The students felt empowered by the sense of control and ownership that they perceived (eMpowerment). They found the courses highly useful, with the perceived freedom to shape assignments particularly valued (Usefulness). The students expressed confidence in their ability to succeed and referred to encouragement from the teachers as a significant factor (Success). The courses sparked considerable interest, with the results indicating that diverse group work and peer teaching played a significant role (Interest). Students perceived caring in interactions with both teachers and peers, which they expressed, for example, by describing how experienced students provided newcomers with significant support and teachers attending to their personal needs (Caring).
The findings also demonstrate explicit signs of these experiences resulting in enhanced engagement, strong motivation, and resilience when students were faced with challenges. Lastly, they provide indications that the students’ participation as curriculum co-creators played a role in their experiences.
The authors, being aware of potential limitations of the study, such as the small sample size, see the richness of data contributing to both the breadth and depth of the findings. Hence, the authors conclude that the study findings provide valuable insight into students’ experiences of being actively involved as co-creators of the curriculum and the positive impact of these on their motivation and engagement. As such, they contribute significantly to university teachers and those involved in higher education policy-making in local and international contexts.
The findings highlight the benefits of the music model in terms of student motivation for curriculum development. In this context, the authors would like to note that as an instrument, the MUSIC model of student motivation Inventory has been developed, translated into Icelandic, and has passed validity tests. Instead of collecting data as reported in the study, university teachers could use the Inventory to test their courses regarding these components. Finally, based on the process involved in the reported research, the authors suggest working in collaboration, adopting SoTL methodologies, and using the MUSIC model to guide curricular developments are effective ways to enhance university education and teaching.Greinin segir frá rannsókn höfunda á þremur námskeiðum áherslusviðsins Upplýsingatækni í námi og kennslu sem kennt er á meistarastigi í Háskólanum á Akureyri. Markmið þess hluta rannsóknarinnar sem greinin beinir athyglinni að var að varpa ljósi á upplifun nemenda af námskeiðum þar sem lögð var áhersla á virka þátttöku nemenda í mótun námskrár og hvort og þá hvernig sú upplifun rímaði við lykilþætti MUSIC-líkansins, en rannsóknir hafa sýnt að þessir lykilþættir efli áhugahvöt og virkni nemenda, séu þeir til staðar. Gagna var aflað um upplifun þátttakenda af námskeiðunum og MUSIC-líkanið nýtt sem greiningarrammi við úrvinnslu gagna.
Niðurstöður rannsóknarinnar eru að nemendur upplifðu valdeflingu, gagnsemi, góðan árangur, áhuga og umhyggju í námskeiðunum, þ.e.a.s. þá lykilþætti sem MUSIC-líkanið samanstendur af. Þær sýna líka ótvíræð merki um að þessir þættir hafi skilað sér í sterkri áhugahvöt, virkni í námsferlinu öllu og eflt með nemendum seiglu þegar þau stóðu frammi fyrir áskorunum. Niðurstöðurnar gefa vísbendingar um að þátttaka nemenda í mótun námskrár námskeiðanna hafi átt þátt í þessari upplifun þeirra.
Um leið og höfundar setja þann fyrirvara að niðurstöðurnar byggja á gögnum frá tiltölulega fáum einstaklingum vegur á móti að fjölbreyttum gögnum var safnað og það skapaði bæði breidd og dýpt þegar horft er á niðurstöðurnar. Að mati greinarhöfunda veitir rannsóknin dýrmætar upplýsingar um nám háskólanemenda sem hafa gildi fyrir háskólakennara, bæði á Íslandi og í alþjóðlegu tilliti, innan fræðasviðs kennslufræðilegra rannsókna á háskólastigi
Málnotkun fjöltyngdra nemenda og tengsl við mat þeirra á eigin íslenskufærni
No full textThis research aims to collect information on how multilingual school children in Grades 6–10 use Icelandic, English, and home language, how they evaluate their skills in these languages, and to test relations between language use and reading habits with their estimated Icelandic language skills. The incentive is to enable teachers and school authorities to better organise the support and instruction that are provided to multilingual children. The research data includes individual interviews with 78 multilingual students in Fellaskóli Reykjavík in spring 2022. This group is 54% of all multilingual students in Grades 6–10 and approximately 43% of the total number of learners at this age in Fellaskóli.
In Iceland, the vast majority of children start preschool at two years of age, and even younger, where they spend eight to nine hours a day, five days a week. In pre- and compulsory school, Icelandic is the main language, whereas, outside school, English is increasingly being used by youth, mainly on the internet. An increasing number of learners speak a third language with their families. Thus, bilingualism is the norm in Iceland, and multilingualism is very common. Despite long school days, the evidence indicates that multilingual children do not learn much Icelandic during the pre-school years (Aneta Figlarska et al., 2017; Hjördís Hafsteinsdóttir et al., 2022; Sigríður Ólafsdóttir & Ástrós Þóra Valsdóttir, 2022). Therefore, they start compulsory school with weak Icelandic language proficiency. Over the next 10 years that follow, the gap between first-language Icelandic learners and multilingual learners tends to grow with each school year (Elín Þöll Þórðardóttir, 2021; Sigríður Ólafsdóttir et al., 2016). According to PISA 2022, 63% of immigrants in Iceland did not reach the minimum level of reading literacy. It is evident that Icelandic schools have to reconsider how they can support and teach multilingual youth and focus better on Icelandic language use. In compulsory school, students must read subject materials and discuss and write about the content, which will enable them to increase their understanding, talking, reading and writing in Icelandic (Hemphill et al., 2019; Lawrence et al., 2016). Thus, active and rich Icelandic language use that is interwoven with studies in all fields and at all school levels should result in regular progress in Icelandic language proficiency.
On the other hand, multilingual children develop skills in English and their home languages according to their use of these languages, inside and outside school, with friends and family and on the internet. Thus, the application of these languages is far from as rich as that in the Icelandic language. The strongest influencing factor on language skills and development is indeed how each language is used (Proctor & Zhang-Wu, 2019). Here, the focus is on the Icelandic language, a foundational social and learning instrument in school activities, which drives the academic progress of multilingual children in Icelandic schools (Sigríður Ólafsdóttir et al., 2016).
The language participants claimed to mainly use at home was Polish. Icelandic seems to be the dominant language in the classroom (90%), but this use drops during breaks. Approximately 45% of students use Icelandic on school breaks, and 44% use English. English seems to be the dominant language when reading information on the internet and communicating with peers on school breaks.
Just below half of the participants claimed they read at home five times per week or more and just above half of the participants claimed they read in Icelandic. Approximately 85% of students found it very important or important to learn Icelandic, 82% English, and 73% the home language. Most students said they understand (81%), speak (77%), read (73%) and write (77%) English well or very well. These proportions were lower for Icelandic, regarding understanding (69%), speaking (63%), reading (69%) and writing (60%).
Those students who spoke Icelandic at home assessed themselves with a significantly better understanding of Icelandic than the others. Those who read Icelandic at home assessed their proficiency in writing Icelandic higher than the others. The more often the students read Icelandic at home, the better they assess their proficiency in speaking Icelandic.
The implications of these research findings are twofold. First, it is important to increase reading at home and ensure that reading is in Icelandic. Second, the multilingual learner’s self-assessment of their own proficiency in Icelandic is very likely an overestimation. Therefore, it is important to respect the right of multilingual learners to receive realistic feedback about their current situation and progress and organise the teaching around individual needs.Markmið rannsóknarinnar voru að afla upplýsinga um hvernig fjöltyngdir nemendur í 6.–10. bekk Fellaskóla nota íslensku, ensku og móðurmál, hvernig þau meta færni sína í tungumálunum og hvort tengsl séu á milli málnotkunar og mats þeirra á íslenskufærni sinni. Hvatinn að rannsókninni var að afla upplýsinga svo skipuleggja megi markvissari kennslu og stuðning við fjöltyngda nemendur skólans til eflingar læsisfærni þeirra í íslensku. Tekin voru einstaklingsviðtöl við 78 fjöltyngda nemendur vorið 2022 en það voru 54% af fjöltyngdum nemendum í 6.–10. bekk skólans og um 43% af heildarfjölda nemenda þessara árganga. Helstu niðurstöður eru að íslenska var megintungumálið sem notað var í kennslustundum, en nemendur notuðu bæði íslensku og ensku í frímínútum og aðallega ensku við lestur á netinu. Tæpur helmingur nemenda las fimm sinnum eða oftar heima á viku og ríflegur helmingur á íslensku. Rétt um 85% nemenda fannst mikilvægt eða mjög mikilvægt að læra íslensku, 82% ensku og 73% móðurmál. Langflest töldu sig skilja (81%), tala (77%), lesa (73%) og skrifa (77%) ensku vel eða mjög vel, en lægra hlutfall taldi sig skilja (69%), tala (63%), lesa (69%) og skrifa (60%) íslensku vel eða mjög vel. Þau sem töluðu íslensku heima mátu sig marktækt með meiri skilning á íslensku en hin. Þau sem lásu á íslensku heima mátu færni sína í að skrifa íslensku marktækt betur en hin. Því oftar sem nemendur lásu heima því betur mátu þau færni sína í að tala íslensku. Hagnýting niðurstaðna er tvíþætt. Annars vegar að auka þurfi heimalestur og hann fari fram á íslensku. Hins vegar að mat fjöltyngdu nemendanna á íslenskufærni sinni er líklega ofmat. Því er áríðandi að virða rétt nemenda á raunsærri endurgjöf um stöðu sína og framfarir í náminu og skipuleggja kennsluna í ljósi þarfa hvers og eins
Á samfélagsmiðlum eru byggðar brýr: Netvinátta unglinga í félagslega viðkvæmri stöðu
No full textThis study aims to investigate the interplay between adolescent psychological distress and the quantity of friends, emphasising online relationships. The research specifically explores the social compensation hypothesis by analysing the associations among socially vulnerable adolescents, including those characterised by social anxiety and individuals with diverse linguistic and cultural backgrounds. Extensive adolescent screen time and engagement in social media have been linked to increased levels of anxiety and depressive symptoms, albeit exhibiting generally modest correlations (Santos et al., 2023). Notably, an excessive amount of time spent on social media has been found to correlate with depressive symptoms, particularly among girls (Santos et al., 2023; Twenge et al., 2020). Additionally, various social media platforms have been associated with internal and external problems (Vannucci & McCauley Ohannessian, 2019). Despite these negative associations, there is a body of literature highlighting the positive aspects of social media, such as the creation of opportunities for adolescents to form communities, foster new relationships, aid in identity development, offer emotional support, and enhance a sense of belonging among adolescents. Furthermore, social media communication has the potential to build bridges between diverse groups and reduce social anxiety (Best et al., 2014). However, the causal relationship of these studies remains unclear, necessitating further analysis of the risks and benefits of social media use. Two conflicting hypotheses regarding the potential benefits of online friendships for adolescents are presented: the social compensation hypothesis posits that individuals who experience fragile real-world relationships may enhance the quantity and quality of their friendships online, while the rich-get-richer hypothesis suggests that online interactions supplement real-world friendships, enriching the overall social experience (Kraut et al., 2002; 1998). Although only a limited number of studies have explored these hypotheses, the existing evidence leans towards supporting the rich-get-richer hypothesis (Abbas & Mesch, 2018; Gadekar & Ang, 2020; Weiqin et al., 2016). Some scholars propose that online friendships may benefit shy adolescents (Van Zalk et al., 2013), socially insecure and anxious adolescents (Pouwels et al., 2021; Scott et al., 2021), especially boys (Desjarlais & Willoughby, 2010) and adolescents with autism (van Schalkwyk et al., 2017). This study examines the psychological distress of adolescents regarding the number of friends they have, with a specific focus on online friendships. The social compensation hypothesis is tested by investigating the associations among socially vulnerable adolescents, including those with social anxiety and those from diverse linguistic and cultural backgrounds. A survey was conducted in nine schools. Eighth to tenth graders participated. They were asked how many friends of Icelandic and foreign origin they had and about the number of friends they only communicated with on the Internet. Psychological distress was assessed using the Kessler’s K6 screening scale for psychological distress (Furukawa et al., 2003; Kessler et al., 2002; Mewton et al., 2016), while anxiety was measured using a 12-item questionnaire about fear of negative evaluation (Sigrún Aðalbjarnardóttir, 1995). Based on a sample of 806 participants, the findings indicate a statistically significant but weak positive correlation between psychological distress and the number of online friends. Gender and age were identified as factors associated with psychological distress, with girls and older adolescents more likely to experience distress. However, these demographic variables could not fully account for the association between social anxiety and psychological distress. Having more friends of Icelandic origin was linked to reduced psychological distress, while adolescents from diverse linguistic and cultural backgrounds reported higher distress scores and had more online friends. Interestingly, no statistically significant interaction was observed between the number of online friends and foreign background or social anxiety, thereby refuting the social compensation hypothesis in this study. The presence of more Icelandic friends was associated with decreased distress for socially anxious adolescents while having more friends of foreign origin was linked to lower distress for adolescents with diverse linguistic and cultural backgrounds. The findings suggest a potential curvilinear relationship for adolescents from diverse linguistic and cultural backgrounds, hinting that online friendships may correspond to less distress as the number of online friends increases. However, it is important to note that this study has certain limitations and further research employing alternative measures of online relationships is encouraged. The current study did not provide sufficient insights into the nature of online friendships. In conclusion, fostering an awareness of valuable social contact and online and offline friendships is crucial for promoting social relationships and social skills among young people.Tengsl finnast á milli mikillar skjá- og samfélagsmiðlanotkunar unglinga og aukinna kvíða- og þunglyndiseinkenna. Jafnframt sýna rannsóknir að samfélagsmiðlar skapa unglingum tækifæri til að stofna til samskipta, til sjálfsmyndarþróunar og auka tilfinningu þeirra fyrir að tilheyra. Samkvæmt tilgátu um félagslega uppbót gætu ungmenni með slök tengsl við jafnaldra í raunheimi bætt sér þau upp með tengslum á netinu. Markmið rannsóknarinnar er að kanna líðan unglinga eftir fjölda vina í raunheimi og netheimi. Til rannsóknar eru tengsl vinafjölda unglinga og líðanar eftir því hvort uppruni unglinga er íslenskur eða ekki og eftir einkennum félagskvíða. Gögnum var safnað með spurningalistakönnun sem lögð var fyrir í 8.–10. bekk níu grunnskóla. Alls svöruðu 806 unglingar listanum og var svarhlutfall 82%. Niðurstöður sýndu marktæka en veika fylgni sálrænnar líðanar og fjölda vina á netinu; því fleiri netvini sem ungmenni áttu þeim mun verr leið þeim. Meiri vanlíðan fannst meðal unglinga með fjölbreyttan tungumála- og menningarbakgrunn og þeir áttu fleiri vini sem þeir hittu aðeins á netinu samanborið við ungmenni sem áttu foreldra er fæddir voru á Íslandi. Fjöldi netvina hafði ekki áhrif á tengsl félagskvíða við sálræna líðan né fannst marktækur munur á sálrænni líðan eftir uppruna hvort sem netvinir voru fleiri eða færri. Tilgátan um félagslega uppbót hlaut því ekki stuðning í þessari rannsókn. Vísbendingar um að fjöldi netvina sé ekki tengdur vanlíðan í sama mæli meðal ungmenna sem áttu foreldra sem fæddir voru utan Íslands samanborið við ungmenni sem áttu foreldra fædda á Íslandi kalla á frekari rannsóknir. Mikilvægt er að forráðamenn og uppeldisstéttir leiðbeini ungu fólki um samskipti á netinu en hafi jafnframt í huga að dýrmæt vinatengsl geta skapast á þeim vettvangi
Kynjað starfsumhverfi kvenkyns nýliða í grunnskólakennslu
No full textThe study focuses on how four female, early career teachers in Icelandic compulsory schools fared during their first years and how and to what extent their experience related to gender issues. These teachers were each interviewed three or four times: in autumn 2021, spring 2022, autumn 2022, and spring 2023. Altogether there were 14 interviews because in the last round, two of the interviewees did not participate. The participants were 27–32 years old when the study commenced, and they had none to three years of experience at that time. They taught at the youngest levels of the compulsory schools, that is, grades 1–7 (6–12 years old students). Two research questions are posed. How does a gendered and feminised working environment manifest to the female, early career teachers? And what is supportive and what is challenging in their work?
Two main types of research literature formed the base for the study: feminist research about female and male teachers; and research about issues that appeared in the data, that is, team work and teaching assistants. We relied on two key concepts from the feminist literature: gendered work, and feminisation of teaching. In the latter case, we focused on the numbers of the genders in the schools’ personnel but also on the cultural issues, that is, the claim that school culture is more geared to women teachers than men and that the pedagogy is better suited to girls than boys. Moreau (2019) and Skelton (2012) criticise the latter view. The literature has also revealed different expectations of male and female teachers: women tend to be expected to show care and male teachers to perform disciplinary actions (e.g., Hjalmarsson & Löfdahl, 2014).
The analysis was data-driven, focusing on capturing the gendered processes and the professional characteristics of the working environment. Three themes were reported: gender issues and views; team work and team teaching; and cooperation with teaching assistants.
Very few male teachers worked in the schools in question, from 5–20%, according to the websites of the schools, and most of them did not teach in grades 1–7 where our interviewees taught. This meant that the majority of the males working with them were teaching assistants (Icelandic: stuðningsfulltrúar). While the interviewees found the work of the teaching assistants important, with the above working conditions in mind, we were told anecdotes about the work of some male assistants that portrayed stereotypical gendered carelessness on their behalf. Such findings support the thesis that there may be differences in the expectations of female and male teachers as well as teaching assistants. In fact, one of the larger challenges was working with non-professional support staff, mostly teaching assistants of different ages, and the gendered practices and behaviours of these individuals. They either ‘followed’ one particular student, or they were working with the whole class under the supervision of the teachers. The number of the teaching assistants tended to vary during the research time, both because the need was defined as greater or lesser, or a substitute teaching assistant was not hired when another one was absent. The teaching assistants tended not have time for preparation with the teachers because they were to do other tasks immediately after the children’s school day was over.
When the research period ended, our interviewees had taught for between two to five years, they had become active in forming the working conditions, and some of them were now among the most experienced teachers teaching that age group. The ideal arrangement, however, would be that a newly qualified teacher would be one of two or three teachers in a team, and formal mentoring would be a part of the team’s function. Our findings also suggest that there is a rather urgent need to reconsider the work of support staff, including teaching assistants, not least so they can have more preparation time with the teachers, and thus become more active participants with the teachers.Rannsóknin er um hvernig nýlega brautskráðum kvenkyns kennurum í grunnskólum vegnaði í starfinu fyrstu árin, að hvaða leyti starfsumhverfi þeirra var kynjað og kvenvætt, og hvað reyndist styðjandi og hvað krefjandi. Greinin er byggð á viðtölum við fjóra kvenkyns nýliða sem rætt var við þrisvar til fjórum sinnum, á eins til tveggja ára tímabili. Konurnar fjórar voru á aldrinum 27–32 ára haustið 2021 þegar fyrstu viðtölin fóru fram og höfðu frá engri starfsreynslu til þriggja ára í fullu starfi sem kennarar eða leiðbeinendur. Fáir karlar voru að störfum með ungu konunum og þannig unnu kvenkyns kennararnir hver með annarri í margvíslegu teymissamstarfi og með kvenkyns stuðningsfulltrúum – með frekar fáum undantekningum; skólarnir sem vinnustaðir voru að miklu leyti kvennavinnustaðir. Viðmælendum okkar fannst munur á væntingum og kröfum til stuðningsfulltrúa innan skólanna eftir kyni. Minni kröfur væru gerðar til karlkyns stuðningsfulltrúa og þá virtust þeir bera minni ábyrgð. Í stöku tilvikum fannst þeim sama viðhorf eiga við um karlkyns kennara. Þeir styðjandi og krefjandi þættir sem voru mest áberandi voru víðtækt teymissamstarf kennaranna og samstarf við stuðningsfulltrúa. Viðmælendur upplifðu að teymissamstarf, dreifing álags og stuðningur samkennara væru miklir kostir við að vinna í teymi. Teymissamstarfið hjálpaði kennurunum ungu við að komast inn í starfið og veittist mikilvægur stuðningur við nýliðana. Vinna með stuðningsfulltrúunum reyndist vera krefjandi þáttur á sama tíma og starf þeirra var nauðsynlegt. Í sumum tilvikum var hlutverk þeirra óljóst. Höfundar telja að gjarna megi formgera nýliðaleiðsögn í kennsluteymum og brýn þörf sé á að skýra betur hlutverk stuðningsfulltrúa.
Hvar eru gögnin? Yfirlit yfir rannsóknir á skólaíþróttum á Íslandi á árunum 2013-2023
Get PDFEvidence-based education should be the modus operandi of any institution of higher learning. The educators should, therefore, be involved in field-specific research, and the students should participate in such research to some degree. Practically oriented disciplines such as physical education should not be exempted from this principle. While two institutions offer physical education as part of their teacher education in Iceland (the University of Iceland and Reykjavik University), the research production of the teachers that provide the above-mentioned education appears to be mainly related to other fields. Thus, the aim of this research article was to examine the scope of research focusing on physical education within the Icelandic context. The study adhered to the principles of scoping reviews, and utilized both a systematic search on the Web of Science and a manual search on Google Scholar (the snowball method).The inclusion criteria covered all peer-reviewed research articles on physical education in Iceland from 2013–2023. The findings revealed that the subject has in fact not been prioritized during that period, as only a single research article fulfilled the inclusion criteria for this study; and that particular project was instigated from an institution outside of Iceland. Seeing that so few research articles fulfilled the inclusion criteria, a comprehensive manual search of all research produced by all teachers involved in the education of future physical education teachers at the two universities was performed. Out of 783 unique research articles published by the relevant academic staff, only eight articles were on physical education, and they were all published by two adjunct lecturers from Norway. Prevalent research themes during the studied period were coaching, performance analysis, health, physical activity and sociology. These findings are problematic from an evidence-based education perspective, considering how many of the sport science students end up as physical education teachers. If these students are educated by sport scientists who adhere to the logic and principles of sports in their teaching, and public health experts that are more interested in health outcomes than learning, and not by experts in the field of physical education, it is likely that the students’ teaching will be in line with the sports discourse or the health/activity discourse. In other words, their teaching would revolve around a sportified curriculum inspired by the multiactivity model, where physical activity and time devoted to moderate to vigorous physical exertion would be important criteria of excellence. Certain structural impediments play a role in the current system (e.g., size of the study programmes and funding). However, the author believes there are solutions at hand that could ameliorate the predicament he has outlined. Some of the solutions offered include 1) encouraging researchers who are already active to focus more on physical education, 2) prioritizing the field of study the next time funding for a doctoral student is available, 3) encouraging the use of more small-scale, practically oriented, research projects such as action research or lesson study projects as final course examinations. The projects that maintain the required academic standards could subsequently be processed and published as peer-reviewed research articles. By increasing fieldspecific research production and gathering relevant data from the field at hand, educators and students alike would probably gain important perspectives and experiences helping them to improve their understanding of the subject. These practices would also give the students the necessary tools to meet the competency criteria set by the Ministry of Education, which state that “teachers should be capable of applying their knowledge to develop and research their own work and practices,” and “have the foundation to renew their practices and contribute to better results by conducting research on their own work and utilizing the research of others.”Þessi yfirlitsgrein veitir yfirlit yfir rannsóknir á skólaíþróttum á Íslandi á árunum 2013–2023. Markmiðið var að fá yfirsýn yfir allar þær rannsóknargreinar sem tóku fyrir skólaíþróttafagið síðan ný námskrá í skólaíþróttum tók gildi. Niðurstöður sýndu að einungis ein rannsóknargrein um skólaíþróttir á Íslandi var gefin út á umræddu tímabili. Þess vegna var ákveðið að athuga einnig hvaða rannsóknarþemu voru tekin fyrir á áðurnefndu tímabili af þeim sem sinna menntun verðandi íþróttakennara. Þrjú algengustu rannsóknarþemun voru þjálffræði, heilsa og frammistöðugreining. Niðurstöðurnar vekja spurningar um það hversu rannsóknamiðuð menntun íþróttakennaranema er, en þeir eru umtalsverður hluti nemendahópsins í íþróttafræði hverju sinni. Meðal annars er lagt til að kennarar séu hvattir til að rannsaka skólaíþróttir í auknum mæli. Umræddar breytingar gætu stuðlað að breyttum áherslum í kennslu íþróttakennara sem og íþróttafræðinga
Mat á sérfræðiáliti eftir kyni sérfræðings: Tilraun meðal almennings á Íslandi
No full textThe aim of this study was to examine Icelanders’ tendency to evaluate expert opinion on the basis of the expert’s gender, as many international studies report a tendency to evaluate women’s expert opinion as less important than men’s expert opinion. In this study, an experimental design was used to assess whether this tendency exists in Iceland. A survey was administered to a sample from the Social Science Research Institute’s online panel where the gender of the expert, whom the participants were asked to rate, was randomly assigned (male or female). Participants read an interview with an “expert” and were then asked to rate the expert’s qualifications and express their opinions on matters that the experts discussed in the interview. The results indicate a slight tendency to evaluate expert opinion on the basis of gender. There were no differences in ratings of the qualification of a pediatrician and a financial consultant depending on the expert’s gender, which is probably due Icelanders having become as accustomed to female experts as male experts. However, opinions towards matters discussed by the financial consultant were affected by the consultant’s gender, as female consultants were found to be more persuasive, contrary to what was expected.Markmið þessarar rannsóknar var að kanna hvort Íslendingar hafi tilhneigingu til að meta sérfræðiálit á grundvelli kyns sérfræðings en margar erlendar rannsóknir hafa sýnt tilhneigingu til að meta sérfræðiálit kvenna veigaminna en sérfræðiálit karla. Í rannsókninni er tilraunasnið nýtt til að meta hvort viðhorf fólks á Íslandi til sérfræðinga sé ólíkt eftir því hvort sérfræðingurinn er karl eða kona. Könnun var lögð fyrir úrtak úr netpanel Félagsvísindastofnunar og réði tilviljun því hvort kyn sérfræðings, sem þátttakendur voru beðnir að meta, var karl eða kona. Þátttakendur lásu viðtal við „sérfræðinga“ og voru í framhaldi beðnir að meta hæfi sérfræðingsins og lýsa viðhorfum sínum til málefna sem sérfræðingurinn fjallaði um í viðtalinu. Niðurstöður benda til lítillar tilhneigingar til að meta sérfræðiálit á grundvelli kyns. Enginn munur var á mati á hæfni karlkyns og kvenkyns barnalæknis og fjármálaráðgjafa sem líklega stafar af því að Íslendingar eru orðnir vanir því að sérfræðingar á þessum sviðum geti verið konur ekki síður en karlar. Viðhorf til málefna sem fjármálaráðgjafinn fjallaði um í viðtalinu voru þó misjöfn eftir kyni fjármálaráðgjafans og benda niðurstöður til að fólk taki meira mark á konum en körlum í umfjöllun um fjármál sem er andstætt því sem búist var við
„Ef við náum ekki bekkjarstjórn þá getum við gleymt þessu“: Mat á námskeiði í bekkjarstjórnun fyrir starfsfólk skóla
No full textTeachers and school staff must reach a diverse group of students and support every child’s learning, behaviour, and well-being. Positive teacher-student communication is important, where efficacious classroom management is crucial. Effective classroom management increases the quality of teaching and learning. It contributes to both teacher and student well-being. In contrast, ineffective classroom management may cause strain and stress for both students and teachers. Across numerous studies, primary school teachers in Iceland have reported a lack of guidance and training regarding classroom and behaviour management best practices. This lack, in turn, has been linked to high levels of emotional exhaustion and symptoms of burnout among educators, as well as teacher attrition. This paper discusses findings from a research study regarding primary school teacher perceptions of a professional development programme on evidence-based classroom management methods. The participants’ views and experiences of the strategies they learned through the programme and applied in the field with their students were emphasised, such as their usefulness, and whether and which methods they envisioned continuing to use in the future. The eleven participants were in-service primary school teachers who completed the programme and evaluated its impact and effectiveness. The programme consisted of five sessions; four were conducted online via Zoom (due to COVID-19 restrictions), and the fifth one was held in person at the University of Iceland. Mixed research methods were used to gather and analyse data, including questionnaires, assessments of attendance and participation, and focus group interviews with two different participant subgroups. Participant attendance and participation/homework completion was 100%. Quantitative data analysis indicated that most participants agreed that the strategies were helpful (70–100%), that they practised applying them (70–90%), and they would continue using them (50–90%). The focus group data analysis revealed four themes, namely: 1) A practical and enjoyable opportunity for professional development, 2) Professional learning communities and teamwork are supportive, 3) Self-regulation and awareness of one’s own emotion regulation matter, and 4) Differing ideologies and points of view within the school community have an impact. Taken together, the results suggested that the programme content had been applied successfully in the participants’ respective classrooms and they would continue using these methods. The participants also agreed that this type of training is necessary for educators, especially early career teachers. Additionally, the participants noted how they would have enjoyed having a team of coworkers attend the programme alongside them to allow for greater collaboration in applying programme content in the classroom and more in-person class meetings rather than online. Due to COVID-19 restrictions, however, in-person class meetings were challenging. Although up to 80% of the participants agreed they would continue using encouragement-based methods (e.g., token economy) and setting limits, a few participants shared that these strategies were inconsistent with their school policy. Thus, they were hesitant to continue their use. This point is noteworthy because in-service teachers in Iceland have themselves expressed a dire need for professional development in classroom and behaviour management, the lack of which has been associated with teacher exhaustion and, eventually, attrition from the profession. Given a robust body of evidence demonstrating the effectiveness of encouragement and limit-setting in promoting positive behaviour and preventing behavioural challenges, some teachers may require additional support and coaching in using and aligning these methods with their respective school policies. Overall, the present findings are consistent with previous research in this field. They indicate a need for and interest in classroom management training among educators in Icelandic schools. The importance and implications of these findings are discussed because the research shows that effective classroom management practices contribute to enhanced student and teacher well-beingKennarar og starfsfólk skóla þurfa að ná til fjölbreytts hóps barna og styðja við nám, hegðun og líðan hvers og eins. Mikilvægt er að samskipti kennara og nemenda séu farsæl og þar skiptir bekkjarstjórnun miklu máli. Árangursrík bekkjarstjórnun eykur gæði kennslu og námsástundun og stuðlar auk þess að bættri líðan kennara og nemenda. Ef hún er ómarkviss getur það hins vegar valdið álagi og streitu, bæði fyrir nemendur og kennara. Þessi rannsókn fjallar um mat starfandi grunnskólakennara á námskeiði í gagnreyndum bekkjarstjórnunaraðferðum fyrir starfsfólk skóla, sem meðal annars voru sóttar í smiðju PMTO-foreldrafærni og SMT-skólafærni. Hagkvæmni og gagnsemi aðferðanna var metin; hvort það að takast markvisst á við að efla eigin bekkjarstjórnun og stuðning við félagsfærni nemenda nýttist starfandi grunnskólakennurum. Áhersla var lögð á að kanna sýn kennaranna á aðferðir sem þeir lærðu á námskeiðinu og nýttu svo á vettvangi með nemendum sínum, svo sem gagnsemi þeirra og hvort og hvaða aðferðir þeir sæju fyrir sér að nota áfram. Þátttakendur, alls ellefu talsins, voru starfandi grunnskólakennarar sem luku námskeiðinu og mátu afrakstur þess. Blönduðum rannsóknaraðferðum var beitt, meðal annars spurningalistum og mati á mætingu og þátttöku. Einnig voru tekin rýnihópaviðtöl við tvo mismunandi undirhópa þátttakenda. Samhljómur var um að það sem þátttakendur lærðu á námskeiðinu hefði borið árangur og að þeir myndu halda áfram að nýta aðferðirnar á vettvangi. Þá töldu þátttakendur þjálfun sem þessa nauðsynlega fyrir kennara, sérstaklega nýliða í stéttinni. Niðurstöður samræmast fyrri íslenskum rannsóknum á þessu sviði og benda til þess að þörf sé fyrir og áhugi á þjálfun í bekkjarstjórnun meðal kennara og starfsfólks skóla hérlendis. Fjallað er almennt um aðferðirnar og mikilvægi þeirra fyrir aðlögun nemenda og kennara