2022: Netla - Ársrit

Ritrýndar greinar

• Oral communications between preschool staff and children with Icelandic as their second language and children with Icelandic as their first language

  Sigríður Ólafsdóttir, Ástrós Þóra Valsdóttir

  • PDF (Icelandic)

• Boundaries in close space: #MeToo in the performing arts and sports

  Ásta Jóhannsdóttir, Ingólfur V. Gíslason

  • PDF (Icelandic)

• The workplace PERMA-profiler: wellbeing of compulsory school teachers

  Björg Kristín Ragnarsdóttir, Ingibjörg V. Kaldalóns, Amalía Björnsdóttir

  • PDF (Icelandic)

• Icelandic preschool staff attitudes towards language stimulation for children whose home language is other than Icelandic

  Sigríður Ólafsdóttir, Jóhanna Thelma Einarsdóttir, Jóhanna Runólfsdóttir

  • PDF (Icelandic)

• The quality of distance education and distance learning at Egilsstaðir Upper Secondary School

  Marta Kristín Sverrisdóttir

  • PDF (Icelandic)

• An opportunity or an illusion? Student evaluations of teaching and other quality assessments in higher education

  Ragný Þóra Guðjohnsen, Eygló Rúnarsdóttir, Védís Grönvold, Lóa Guðrún Gísladóttir

  • PDF (Icelandic)

• I think this gave us the courage to make ourselves heard. About the initiative of a few students in a compulsory school in Iceland to improve the curriculum

  Anna Magnea Hreinsdóttir

  • PDF (Icelandic)

• Bilingual children’s Icelandic skills: Standardized language tests and language samples

  Hjördís Hafsteinsdóttir, Jóhanna Thelma Einarsdóttir, Iris Edda Nowenstein

  • PDF (Icelandic)

• Experiences and views of parents with diverse background of belonging to a preschool community in the transition from home to preschool.

  Hrönn Pálmadóttir

  • PDF (Icelandic)

• Preschool teacher’s preparation time

  Anna Magnea Hreinsdóttir, Kristín Karlsdóttir, Margrét Sigríður Björnsdóttir, Sara M. Ólafsdóttir

  • PDF (Icelandic)

• Creating something out of nothing: Developing my professional creative practices

  Ásta Möller Sívertsen, Svanborg Rannveig Jónsdóttir, Hafdís Guðjónsdóttir

  • PDF (Icelandic)

• The working environment of upper secondary school teachers during the first year of the COVID-19 pandemic

  Guðrún Ragnarsdóttir, Súsanna Margrét Gestsdóttir, Amalía Björnsdóttir, Elsa Eiríksdóttir

  • PDF (Icelandic)

• Students at University of Iceland, School of Education. Online learning, a key to university education for students with diverse backgrounds

  Amalía Björnsdóttir, Þuríður Jóna Jóhannsdóttir

  • PDF (Icelandic)

• The validation of informal learning in preschool teacher education at the University of Iceland. Students’ experience of assessment method

  Anna Magnea Hreinsdóttir, Ingibjörg Ósk Sigurðardóttir

  • PDF (Icelandic)

• Implementation of PBIS in an Icelandic Municipality: School Administrators’ Perspectives

  Leifur S. Garðarsson, Bergljót Gyða Guðmundsdóttir, Margrét Sigmarsdóttir

  • PDF (Icelandic)

• A development project in good progress – Makerspaces in three compulsory schools

  Svava Pétursdóttir, Svala Jónsdóttir, Torfi Hjartarson, Svanborg Rannveig Jónsdóttir, Skúlína Hlíf Kjartansdóttir

  • PDF (Icelandic)

• “It was weird coming back to school, difficult…” to be a teenager in primary school after the loss of a parent

  Heiður Ósk Þorgeirsdóttir, Jórunn Elídóttir

  • PDF (Icelandic)

• Inertial constraints to educational change: The case of human rights education in Iceland

  Sue E. Gollifer

  • PDF (Icelandic)

• Teachers’ voices on well-being: An in-depth look at PERMA with (happy) Icelandic teachers

  Guðbjörg Pálsdóttir, Ingibjörg V. Kaldalóns, Bryndís Jóna Jónsdóttir

  • PDF (Icelandic)

• Under an open sky: Reflections and challenges of university students

  Jakob Frímann Þorsteinsson, Hervör Alma Árnadóttir, Karen Rut Gísladóttir, Ólafur Páll Jónsson

  • PDF (Icelandic)