Háskóli Íslands OJS
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„Ég reyni að taka tillit til aðstæðna þeirra, vera sveigjanleg“ Um gæði fjarnáms og fjarnámið í Menntaskólanum á Egilsstöðum
No full textIn recent years distance education in Icelandic upper secondary schools has been growing in popularity and about half of the upper secondary schools in the country now offer some type of distance learning. That includes Egilsstaðir Upper Secondary School where the distance mode has grown steadily and students have expressed their satisfaction with teacher interaction, course organization and the school’s LMS (learning management system), among other things. Over the years Egilsstaðir Upper Secondary School has become one of the largest providers of distance education in Iceland, despite being located in rural East-Iceland. Their unique semester system has also become an attraction; usually schools in Iceland divide their academic year into two semesters (autumn and spring), whereas in Egilsstaðir Upper Secondary School, each semester is split into two shorter terms. That means students can complete a course in just about 8 weeks.Despite the growth and increased popularity of distance education, it has proved difficult to assess the quality of distance learning globally. Various standards have been developed, but with a difference in emphasis. An ICDE report has shown lack of harmonized standards for organizations to compare with others, which creates a certain ambiguity around assessment and expectations of quality in distance education.Despite this lack, common themes can be found regarding the skills and mentality desirable for teachers to have in order to succeed in online teaching. With those themes in mind, the aim of this article is to shed light on factors contributing to increased quality of distance education. Those factors involve interaction, organization and teacher preparation. Research has shown the importance of interaction in education, which can be categorized in three types of interactions. Those types involve studentteacher interaction, student-student interaction and student-content interaction. The article focuses on student-teacher interaction and student-student interaction, as well as course organization and pedagogy. Teachers’ technical skills also examined and the concerns that have been raised regarding distance teaching preparation.The article also discusses distance education at Egilsstaðir Upper Secondary School and reports on a survey on distance teaching submitted to the school teaching staff in the autumn of 2021. The survey was designed in collaboration with the schools’ internal evaluation committee and contained thirteen multiple choice questions as well as five open questions. The purpose of the survey was to examine how the school’s teaching reflects a previous review of the quality of distance education. The survey also aimed to reveal the strengths and weaknesses of the distance learning programme at Egilsstaðir Upper Secondary School. 19 teachers from the school who currently teach, or have taught, in distance mode participated in the survey. The teachers emphasised the importance of positive interaction, support and flexibility when teaching by distance and the results indicated their strengths regarding course organization and student interaction. The results also showed teachers’ weaknesses when it came to student-student interaction, which in a few cases seemed to be caused by insufficient experience of distance teaching and insufficient knowledge. Only 16% of the participants felt they had received appropriate education concerning distance teaching in their teacher training programmes.There have been concerns about teachers’ technical skills and the lack of necessary preparation for teachers who teach by distance. This article sheds a further light on the importance of teachers acquiring the skills and knowledge required by distance learning, and the need for further teacher training when it comes to teaching from a distance. It is important to understand that factors such as communication, technical skills, learning environment and organization vary depending on whether the education is conducted locally or by distance. It is unreasonable to assume that teachers will acquire those skills by experience alone. Thus, appropriate training must be made available.Á síðustu árum hefur um helmingur framhaldsskóla á Íslandi boðið upp á fjarnám í ýmsum myndum, þar á meðal Menntaskólinn á Egilsstöðum. Fjarnámið þar hefur vaxið jafnt og þétt og hafa nemendur lýst yfir ánægju sinni meðal annars með spannakerfið, skipulag og samskipti við kennara. Erfitt hefur reynst að meta gæði fjarnáms á heimsvísu en þó hafa verið þróaðir ýmsir staðlar og má finna algeng þemu varðandi hæfni og hugarfar sem æskilegt er að kennarar búi yfir til að ná árangri í kennslu á netinu. Markmið greinarinnar er að varpa ljósi á hvað stuðlar að auknum gæðum fjarnáms og farið er sérstaklega yfir samskipti, námsumhverfi og skipulag ásamt tæknilegum undirbúningi kennara. Einnig er fjallað um fjarnám Menntaskólans á Egilsstöðum og sagt frá könnun um fjarnám sem lögð var fyrir kennara skólans haustið 2021. Alls 19 kennarar skólans sem kenna eða hafa kennt áður í fjarnámi tóku þátt í könnuninni og helstu niðurstöður sýna styrkleika kennara varðandi skipulag og samskipti við nemendur en veikleika þegar kemur að samskiptum milli nemendanna sjálfra. Aðeins tæp 16% þátttakenda taldi sig hafa fengið fullnægjandi menntun um kennslu fjarnema í kennaranámi og hafa áhyggjur verið uppi um skort á nauðsynlegum undirbúningi kennara sem kenna í fjarnámi. Greinin varpar enn frekar ljósi á mikilvægi þess að kennarar öðlist þá hæfni og þekkingu sem kennsla í fjarnámi krefst
Þróun eigin fagmennsku í skapandi starfi: Starfendarannsókn í leikskóla
No full textCreativity is a fundamental pillar of education in Iceland, particularly important for the development of young children. Preschools that use the Reggio Emilia approach treat children as capable individuals born with “a hundred languages / a hundred hands / a hundred thoughts / a hundred ways of thinking / of playing, of speaking.” The teacher’s role in creative work is to facilitate opportunities for working creatively, emphasising the process rather than the outcome. This paper describes an action research project I, the first author, conducted on my work in preschool. The purpose of this project was to promote creative practices in my unit, with emphasis on the children reaching a ‘state of flow’ while working on projects based on their ideas. The research project ran from late January 2018 until the end of October the same year. The research question was: How can I as a preschool teacher support creative practices in the classroom on a daily basis? I analysed the data with the support of the second and third author who were my critical friends and wrote the article in collaboration with them. In this article I analyse how I reflected on my teaching practices and formulated my professional working theory.Data collected included a research journal, observations on creative work practices in the classroom, and photographs. I wrote down my feelings and changes I made in the field. I read my research journal regularly during data collection, made changes based on new approaches, and wrote down the effects they had on my teaching practice. I collected the emails I sent to my critical friends weekly during the data collection and writing phase. In these emails, I reflected on my feelings and on the changes made in the field, and asked questions regarding my actions. Once I had the required permissions, I began observing creative work practices in the classroom and taking photographs.Data were analysed consistently and as a whole by the end of data collection. Alongside gathering data, I regularly analysed them throughout the process. I scrutinized the data vavailable, analysed and evaluated and planned my next steps built on the evaluation. That way I was able to influence my practice and change it on the way. However, I did not become conscious of the changes and their nature until I had gathered all the data and scrutinized as a whole in comparative comparison.I printed out my research journal and the emails. This made the data more tangible, and I found it easier to mark the words, actions, and feelings that interested me. In order to gain a more comprehensive view of the process, I arranged the data in chronological order and viewed the photographs on my computer. My goal was to get to know the data inside out. The findings were organized in three main categories: opportunities in the environment, turning point, and professional confidence. Several themes were analysed in each category and I show how they reflect my feelings with examples chosen from my research journal.The research findings demonstrate the importance of preschool teachers being active listeners and working to establish mutual respect with the children. When working creatively it is important that children’s learning environments are supportive and that the teacher is aware of environmental factors which increase the likelihood of children attaining a state of flow while working. One of the main lessons of this process was realising the negative effects staff shortage had on my ability to promote creativity in the classroom. I made a conscious decision to think more positively. In so doing, I became more aware of what the children had to say, and thus became better prepared to work with them creatively.Sköpun er mikilvæg þroska barna og er jafnframt einn grunnþáttur menntunar á Íslandi. Leikskólar sem horfa til starfsaðferða Reggio Emilia leggja áherslu á börn sem getumikla og skapandi einstaklinga. Þegar skólinn leggur rækt við meðfædda hæfileika þeirra eru allar líkur á að börnum finnist þau geta haft áhrif á samfélagið. Hlutverk kennara í skapandi skólastarfi felst í að skapa aðstæður sem styðja við skapandi hugsun og verkefni með áherslu á ferli umfram endanlega útkomu. Hér er sagt frá starfendarannsókn leikskólakennara sem rýndi í eigin starfshætti með áherslu á aukið vægi skapandi starfs á einni deild í leikskóla. Gagnaöflun hófst í janúar 2018 og lauk í október sama ár. Gagna var aflað með skrifum í rannsóknardagbók, með vettvangsathugunum og ljósmyndum. Gögnin voru greind reglulega og sem heild í lokin. Niðurstöðurnar voru flokkaðar í eftirfarandi flokka: Tækifærin í umhverfinu, kaflaskil og faglegt sjálfstraust. Meginþættir hvers kafla eru kynntir með dæmum úr rannsóknardagbók. Niðurstöður rannsóknarinnar varpa ljósi á mikilvægi þess að leikskólakennari beiti virkri hlustun í starfi og að gagnkvæm virðing ríki milli kennara og barna. Ein sterkustu skilaboðin sem þessi rannsókn felur í sér eru hversu mikils virði er fyrir faglega vinnu kennara að gera starfendarannsókn og gera breytingar á eigin starfsháttum
Sköpunarsmiðjur í þremur grunnskólum: Þróunarverkefni á góðri siglingu
No full textThis article presents a study on the views of teachers at the halfway point of a threeyear school development project to implement makerspaces in three compulsory schools in Reykjavík: Ingunnarskóli, Selásskóli, and Vesturbæjarskóli. The main emphasis in the project is on students’ agency, engaging learning environments, collaboration, independence, and creativity; it also includes using ICT and integration of school subjects. In this project the teachers at the schools have taken part in educamps involving workshops on different aspects of makerspace pedagogy and practice. The City of Reykjavík supports the project with grants, and a research team from the School of Education at the University of Iceland has from the onset provided the schools with professional advice and research results on the project’s progress.The first study on the project that was published in 2021, based on interviews with teachers and teacher focus groups, described the initial steps of the project and showed that various social issues influenced implementation. In this study we aimed to identify the teachers’ views towards the project – including their interest, efficacy, types of support, and hindrances – around the midpoint of the three-year project.Theoretical backgroundThe theoretical background builds on research and theories about educational change. We discuss the complex and interactive social and tangible elements that influence change, either by facilitating or impeding it. Personal and professional features, such as whether new ways of working align with teachers’ professional working theories, also have an impact.To understand the intricate developmental progress of the implementation, we use the model of social ecology of change, which describes how changes in education occur in steps, and how social systems that influence innovation need to change accordingly in an interactive way.MethodTwo of the schools serve student grades 1–7 (6–12-year-olds) and one serves grades 1–10 (6–16-year-olds). A survey was sent to all 80 teachers in the three schools in February 2021 when the project was well into the second year of implementation. We asked the teachers about their professional background, knowledge regarding technology and creative work, attitudes towards the project, engagement, and the support and hindrances they identified in working in the spirit of making and makerspaces. Responses were anonymous and the response rate 94%.FindingsMost of the teachers considered themselves to have a good comprehension (70%) of the project, and many (58%) saw opportunities and importance for student learning and competence enfolded in the project. Four out of five said they had tried some of the approaches presented in educamps, and many indicated increased emphasis on creativity and technology in their teaching. Generally, the teachers felt the project was conducted well. Some teachers were less interested than others, while 78% expressed interest much or very much. Many wanted more advice and protected time to work on the implementation. Many of the teachers indicated that they had changed their emphasis and approach in teaching since the project began (44%), increased creative work (56%), increased use of information technology (56%), and increased emphasis on integrating subjects (53%). Some differences could be seen between the schools and can be explained by different levels of creative work already in place at each school, the available technology, differences in the age spans of students, and requirements for social distancing (which especially influenced older students only found in Ingunnarskóli) mandated in response to Covid-19.The social ecology of development of makerspace in schoolsWe identified supportive elements from both the macrosystem in Iceland and international influences. The national curriculum for compulsory schools expects creativity and emphasizes technological literacy, and international trends have infused ideas about makerspaces into school practice. Hindering elements may be seen in increased demands on teachers in general and specifically in relation to Covid-19.The “exo” system in the social ecology model includes attitudes in society, parents’ views, and local policies. The City of Reykjavík supports creative and progressive endeavours with grants and supplies advisors. According to the school principals and project leaders, the participation of our research team from the University of Iceland has also proved a supportive element.The “meso” system is about how the main emphasis within each school emerges, how the timetable is organized, the school curriculum, and the general school culture. Overall, the schools had experienced teachers, and all built on established practices such as collaboration, team teaching, and technology use.The “macro” system included interactions within the schools, interest shown, and the collective efficacy of administrators and other staff. Even though all teachers´ participation is obligatory, the findings showed varying levels of interest and enthusiasm. Pressure from other developmental projects and other duties constrained the time teachers could allocate to the makerspace project. In Iceland research shows that the timeframes for compulsory schoolteachers are not commensurate with the many demands they must meet. Additional demands in the wake of Covid-19 also affected the work of teachers in the schools, as they constantly had to rearrange teaching according to the trajectory of the pandemic.ConclusionsWe hope that this research elucidates some of the many influencing elements in implementing developmental projects such as makerspaces in schools, with the goal of equipping the rising generation to handle the constant changes and demands of modern societies.Þrír grunnskólar austast og vestast í Reykjavík; Ingunnarskóli, Selásskóli og Vesturbæjarskóli, standa að þróunarstarfi um innleiðingu á sköpunarsmiðjum (e. makerspaces). Þar er kallað eftir atbeina nemenda og lögð áhersla á sköpun. Stefnt er að bættu námsumhverfi, aukinni samvinnu, sjálfstæði nemenda, skapandi efnistökum við lausn verkefna, tækninotkun og samþættingu námsgreina. Kennarar hafa komið saman í menntabúðum til að kynna sér efnivið, tæki, hugbúnað og kennsluhugmyndir og gert ýmsar tilraunir tengdar smiðjustarfi í sinni kennslu. Reykjavíkurborg hefur stutt verkefnið og við rannsakendur við Háskóla Íslands lagt verkefninu lið. Nýleg rannsóknargrein (Svanborg R. Jónsdóttir o.fl., 2021) endurspeglar upphafið, byggt á viðtölum við stjórnendur og rýnihópa kennara en hér segir frá könnun á viðhorfi kennara til verkefnisins á miðri leið. Alls 22 spurningar voru í febrúar 2021 settar upp á vef og 75 af 80 kennurum skólanna þriggja brugðust við þeim. Flestir sögðust hafa góðan skilning á verkefninu, sáu í því tækifæri og töldu það mikilvægt fyrir nám og hæfni nemenda. Fjórir af hverjum fimm sögðust hafa prófað sumt sem kynnt hafði verið í menntabúðum og margir höfðu aukið áherslu á sköpun og tækni í sinni kennslu. Þá þótti verkefninu vel stýrt. Ekki voru allir jafn áhugasamir og sumir kennaranna töldu sig þurfa aukinn tíma eða ráðgjöf. Nokkur munur var á viðhorfum eftir skólum og gæti hann ráðist af skapandi starfi sem fyrir var, stöðu tæknivæðingar, aldursspönn og sóttvörnum við einstaka skóla. Hér verður í inngangsköflum gerð grein fyrir félagslegri vistfræðisýn á kennsluhætti og í ályktunum um niðurstöður stuðst við hana. Dregið er fram hvernig þættir í nærkerfi, grenndarkerfi, ytra kerfi og lýðkerfi skólanna þriggja gætu haft áhrif á þróunarstarfið. Um frekari athuganir okkar á síðari stigum verður fjallað síðar enda viljum við greina sem best hvernig finna megi sköpunarsmiðjum farveg í starfi íslenskra grunnskóla
Þjóðleg fjölbreytni í stjórnun íslenskra hlutafélaga
No full textNational diversity of company boards has not been subject to much research internationally and not at all in Iceland and its effect on companies’ operations are not clear. There has been little research into the diversity of Icelandic company boards and mainly focused on gender diversity but not national diversity. The Icelandic labour market has become significantly more diverse since Iceland joined the EEA area. The economic forces behind this are analysed in the article. However, Icelandic company boards do not reflect this newfound diversity. Immigrants still have few board seats although their numbers have gone up significantly in recent years. The presentation of immigrants on company boards differs significantly across industries and different nationalities tend to be represented better in some industries than others. The causes of this are not clear but the division to some extent reflects the distribution of immigrants across industries.Þjóðleg fjölbreytni stjórna hlutafélaga og einkahlutafélaga hefur lítið verið rannsökuð erlendis og ekkert hérlendis og niðurstöður um áhrif hennar á rekstur fyrirtækja eru nokkuð misvísandi. Þær takmörkuðu rannsóknir sem fyrir liggja á fjölbreytni stjórna hérlendis hafa einkum horft til kynjaskiptingar en ekki þjóðernis. Íslenskur vinnumarkaður hefur orðið sífellt fjölbreyttari hvað varðar þjóðerni starfsmanna undanfarna áratugi, allt frá EES samningnum. Það á sér augljósar hagrænar skýringar sem raktar eru í greininni. Hins vegar endurspegla félagsstjórnir íslenskra hlutafélaga illa þennan nýja veruleika. Innflytjendur eiga enn sæti í mjög fáum félagsstjórnum þótt þeim hafi fjölgað ört hlutfallslega undanfarin ár. Talsverður munur er á milli atvinnugreina hvað varðar fjölda erlendra stjórnarmanna og þeir skiptast einnig misjafnlega á greinar eftir þjóðerni. Skýringar þessa liggja ekki fyrir með vissu en endurspegla þó að nokkru marki skiptingu innflytjenda á starfsgreinar
Frá ritstjórum
No full textÞrettánda útgáfuár Íslenska þjóðfélagsins – tímarits Félagsfræðingafélags Íslands líður senn í aldanna skaut. Uppskera ársins var góð og COVID-frestaður en vel heppnaður Félagsfræðidagur í upphafi árs var tileinkaður tímaritinu. Ritstjórarnir Guðmundur Oddsson og Margrét Valdimarsdóttir klára fyrsta tveggja ára skipunartíma sinn nú um áramótin og munu sitja áfram næstu tvö ár. Sóllilja Bjarnadóttir hefur gegnt starfi að[1]stoðarritstjóra síðustu tvö ár og mun gera það áfram á nýju ári
Stofnunareðli framhaldsskóla í faraldurskreppu. Ný reynsla og breytt umboð skólastjórnenda
No full textIn the spring of 2020, the closure of upper secondary schools was authorised, and all on-site teaching was transferred to distance settings due to COVID-19. The schools were closed almost the entire spring semester. In the autumn, the organisation of schoolwork changed repeatedly concurrently with ever-changing regulations. The aim of this study is to gain understanding of the work experience, tasks and the cooperation school principals and assistant principals had with different stakeholders outside and inside the upper secondary schools during the first year of the pandemic and reflect changes in their agency. The results are based on a mixed method, relying on two questionnaire surveys submitted to all upper secondary school staff in Iceland, as well as interviewees with six school principals and assistant school principals from three upper secondary schools. In the light of neo-institutional theories, de-institutionalization in some degree was identified. The findings show that the tasks of the school leaders increased in complexity, and so did the workload. As the pandemic progressed, contact with the external environment, staff members, students and parents increased. At the same time, they had to lead the most extensive changes that have been made to schoolwork to date on top of their traditional working duties. Certain aspects of schooling changed significantly during the pandemic, at least temporarily, while the centralised and institutional-oriented emphases of external stakeholders harmonised with the schools’ institutional framework. Concurrently, school leaders responded either as organisational leaders or institutional leaders. The tasks of school leaders developed during this time. In parallel with the increased call for pedagogical support, they took the lead on certain organisational aspects of the teaching. However, they did not go beyond their agency and thus they respected the professional independence of teachers. There were substantial distances between professionals and a certain gap formed between staff members, especially at the beginning of the pandemic, which fostered isolation of school leaders. The results raise pressing questions about division of labour and mandates, work related stress and professional support. In addition, the article highlights weaknesses in communication between different groups within the school community, at least during the pandemic.Á vormánuðum 2020 hóf COVID-19 innreið sína. Í kjölfarið var öll staðbundin kennsla í framhaldsskólum færð í fjarkennslu út vorönnina og um haustið breyttist fyrirkomulag skólastarfs ítrekað í takt við síbreytilegar sóttvarnareglur. Markmið þessarar rannsóknar er að öðlast skilning á verkefnum og aðstæðum skólastjórnenda, skólameistara og aðstoðarskólameistara, og samskiptum þeirra við ýmsa hagaðila úr ytra og innra umhverfi framhaldsskólanna á fyrsta ári faraldursins. Jafnframt er leitast við að skoða hvernig niðurstöðurnar speglast í nýstofnanakenningum (e. neo-institutional theories). Leitað var eftir reynslu skólastjórnenda við mjög breyttar aðstæður og breytt umboð þeirra til aðgerða. Byggt var á blandaðri rannsóknaraðferð. Stuðst var við gögn úr tveimur spurningalistakönnunum frá Menntavísindastofnun sem náði til framhaldsskólastigsins alls og sex viðtöl við skólameistara og aðstoðarskólameistara úr þremur framhaldsskólum. Vissir þættir starfsins losnuðu úr viðjum stofnanaramma framhaldsskólans, afstofnanavæddust (e. deinstitutionalised) og breyttust mikið í faraldrinum á meðan áherslur aðila úr ytra umhverfi skóla styrktu stofnanaumgjörð skólanna og drógu úr umboði skólastjórnenda til áhrifa. Rannsóknin staðfestir fyrri niðurstöður um að í sumum tilvikum sé eðlilegt að túlka viðbrögð skólastjórnenda sem viðbrögð stjórnenda skipulagsheilda (e. organizational leadership) og í öðrum tilfellum sem stjórnenda stofnana (e. institutional leadership). Samskiptaform milli ólíkra aðila breyttust og verkefni og verkaskipting þróuðust eftir því sem á leið. Samhliða auknu ákalli kennara um kennslufræðilegan stuðning tóku stjórnendur forystu um vissa tæknilega þætti. Þeir fóru þó ekki út fyrir það umboð sem þeir töldu sig hafa og virtu faglegt sjálfstæði kennara. Mikið álag var á skólastjórnendum og gjá myndaðist á milli starfsfólks að mati viðmælenda, einkum í upphafi faraldursins, sem aftur ýtti undir einangrun í starfi skólastjórnenda. Niðurstöðurnar vekja athygli á eðli skóla sem stofnana annars vegar og skipulagsheilda hins vegar og vekja upp áleitnar spurningar, m.a. um álag, verkaskiptingu og umboð stjórnenda til aðgerða. Þá dregur rannsóknin fram veikleika í samskiptum á milli ólíkra hópa í faraldrinum
„Leyfum börnunum að blómstra þar sem þau hafa styrkleikana“. Reynsla foreldra af stuðningi við börn með námserfiðleika
Get PDFThe primary school years are an age of significant developmental changes and the demands of schools, families and society regarding adaptability and progress are considerable. Not everyone is able to meet these requirements and achieve the desired results without difficulty. In the Compulsory School Act from 2008, important measures were taken to ensure the welfare of children with the implementation of the policy on segregation schools. This can be seen, among other things, in Article 17 of the Act (no. 91/2008), which states that students with learning disabilities have the right to have their learning needs met in a general compulsory school without exclusion and without regard to physical or mental ability. A recent survey on the implementation of an inclusive school policy states that 17% of primary school students have special educational needs. About 20–25% of primary school students receive support teaching of some kind for a longer or shorter period of time (Mennta- og menningarmálaráðuneyti, 2017).The 2008 Act states that the school, in collaboration with parents, should promote the all-round development of all students and prepare them for participation in a democratic society. The law also states that the compulsory school must promote good co-operation between home and school with the aim of ensuring successful school work, general welfare and student safety. These provisions show that emphasis is placed on the responsibility of parents and that they are seen as active participants in the implementation of school policy, in close co-operation with school staff. The National Curriculum Guide for Compulsory Schools (Mennta- og menningarmálaráðuneyti, 2013) also discusses the role of parents and states that the welfare of children and successful academic progress is not least based on parents supporting their children’s schooling and safeguarding their interests in all respects. Mutual provision of information between home and school and consultation between teachers and parents on learning and teaching is an important prerequisite for successful school work. It also states that schools are responsible for establishing such co-operation and for maintaining it throughout the child’s schooling.This article discusses the findings of focus groups consisting of parents of children with learning disabilities in elementary schools, who have been diagnosed with ADHD, ASD, learning disabilities, emotional or social difficulties and Tourette syndrome. The research emphasized acquiring a clear notion as to which kinds of support and services were considered successful, what were the main strengths and which aspects needed improvement. The main research question was: What is the experience of parents of children with learning disabilities of support within elementary schools? Five focus group interviews were organized with 22 parents from 45 schools all over Iceland.The main themes of the discussion in the parents focus groups were as follows, (a) dissatisfaction about the information flow between school and homes, (b) homework puts a lot of pressure on the homes, (c) support and resources. Results show that parents were pleased with an individual curriculum, study groups or workshops and educational adjustments to individual needs. Parents, on the other hand, were not as pleased with the information flow and communication between school and home, pressure of homework and limited supply of educational material for children with learning disabilities. Overall results show that parents call for an improved flow of information and communication between schools and homes, more support for children with learning disabilities and a different educational approach.In the overall conclusion of the research the parents of children with learning disabilities call for trust, respect and improved communication between school and home, increased equality of support and services, quality control concerning support, services and teaching methods and better education materials for children with learning disabilities. This group of children and adolescents are in most danger of wastage from school when they reach college and that can affect their whole lifespan. There is evidence that those who for some reason leave school at college are at more risk of impaired quality of life and are more likely to be dependent on the services of the welfare system.Hér er sagt frá niðurstöðum rannsóknar á upplifun og reynslu foreldra barna sem stríða við námserfiðleika í grunnskólum og hafa verið greind með ADHD, einhverfu, almenna og sértæka námserfiðleika, tilfinninga- og félagslega erfiðleika og tourette-heilkenni. Rannsóknin er hluti af stærra rannsóknarverkefni sem snýst um stuðning við grunnskólanemendur með námserfiðleika. Markmið þessa hluta rannsóknarinnar var að kanna reynslu foreldra af þeim stuðningi sem börnum þeirra stendur til boða innan skóla. Leitað var svara við eftirfarandi rannsóknarspurningu: Hver er upplifun og reynsla foreldra barna með námserfiðleika af stuðningi innan grunnskóla? Tekin voru fimm rýnihópaviðtöl við foreldra. Alls tóku 22 foreldrar þátt. Niðurstöður sýna ánægju foreldra með ýmsa þætti í skólastarfinu, svo sem einstaklingsnámskrá, námsver og hvernig unnið var með aðlögun náms til að mæta þörfum barnanna. Foreldrar voru aftur á móti ekki eins ánægðir með samskiptin milli skóla og heimilis, álag vegna heimanáms og framboð á námsefni fyrir börnin. Heildarniðurstöður sýna að foreldrar kalla eftir bættum samskiptum milli skóla og heimila, auknum stuðningi fyrir börnin og breyttum áherslum í námi
Stefnumót við brennuvarg hjartans: Emmaus-gangan og guðsþjónusta þjóðkirkjunnar
Get PDFAbstractThis article compares Luke’s narrative (24.13-35) of the two disciples on the road to Emmaus, and their companionship with the risen Christ in the guise of a stranger, with the Sunday service of the Evangelical Lutheran Church of Iceland, as it is prescribed in ELCI´s current Worship Book (Handbók). Reflecting on the four building blocks of the service (Gathering, Service of the Word, Service of the Table, Sending), the article claims that they can be compared and correlated with the four main parts of the Emmaus narrative. The comparison serves a twofold purpose: a deeper understanding of the spiritual meaning and goal of Sunday worship, and supporting an ongoing innovation in the church, where the “Emmaus-paradigm” might be a guidance for creating new forms and texts for worship. Examples of innovation are cited and correlated with the paradigm, and with questions regarding the dynamics between liturgy and culture.ÚtdrátturÍ greininni er rakin frásögn Lúkasarguðspjalls (24.13–35) af för tveggja lærisveina Jesú til Emmaus og móti þeirra við óþekktan samferðamann sem reynist hinn upprisni Kristur og frásögnin borin saman við guðsþjónustu íslensku þjóðkirkjunnar eins og hana er að finna í gildandi helgisiðabók (Handbók). Sérhverjum hinna fjögurra meginþátta messunnar, þ.e. messuupphafi, þjónustu Orðsins, samfélagi altarisgöngunnar og messulokum, er hér lyft að ljósi og því haldið fram að finna megi samsvörun við hvern þeirra í fjórum hlutum Emmaus-frásagnarinnar. Samanburðurinn sé til hvors tveggja fallinn: að dýpka skilning á andlegri merkingu og tilgangi messunnar og að leggja grunn að áframhaldandi nýsköpun í helgi-þjónustunni, þar sem ný messuform geti byggst á grundvelli „Emmaus-módelsins“. Í greinarlok eru nefnd dæmi um slíka nýsköpun í samhengi við módelið og settar fram spurn-ingar um tengsl menningar og helgihalds.
AbstractThis article compares Luke’s narrative (24.13-35) of the two disciples on the road to Emmaus, and their companionship with the risen Christ in the guise of a stranger, with the Sunday service of the Evangelical Lutheran Church of Iceland, as it is prescribed in ELCI´s current Worship Book (Handbók). Reflecting on the four building blocks of the service (Gathering, Service of the Word, Service of the Table, Sending), the article claims that they can be compared and correlated with the four main parts of the Emmaus narrative. The comparison serves a twofold purpose: a deeper understanding of the spiritual meaning and goal of Sunday worship, and supporting an ongoing innovation in the church, where the “Emmaus-paradigm” might be a guidance for creating new forms and texts for worship. Examples of innovation are cited and correlated with the paradigm, and with questions regarding the dynamics between liturgy and culture
Um Virgilio Piñera Llera
No full textVirgilio Piñera Llera fæddist árið 1912 í bænum Cárdenas í Matanzas-sýslu á Kúbu. Hann var af fátæku fólki kominn, einn af sex systkinum. Faðir hans var landmælingamaður og móðir hans kennari.Virgilio Piñera Llera fæddist árið 1912 í bænum Cárdenas í Matanzas-sýslu á Kúbu. Hann var af fátæku fólki kominn, einn af sex systkinum. Faðir hans var landmælingamaður og móðir hans kennari