Team 7 Upper Secondary School Practices in Iceland: Teaching and Learning – Student Engagement and Initiative

The main objective of the research is to provide understanding of teaching and learning practices in upper secondary schools in Iceland and the moulding forces of their evolution.

Research questions include:

  1. What is the spectrum of current practices in teaching and learning in Icelandic upper secondary schools and what do these practices indicate about the evolvement of the schools, with reference to educational structures, administration, physical learning environment and curriculum?
  2. How are the views of educators and students related to school practices and development?
  3. How do school practices succeed in engaging the students and fostering their initiative as well as ensuring students’ educational performance and progress towards their educational aims?

In all cases special attention is paid to disadvantaged, special or marginal groups. The project is located in the Center for Research in Educational Development at the University of Iceland, School of Education. The research team brings together researchers from educational and social sciences, as well as doctoral and master students.

The structural framework is organized around five integrated strands:

a) external structures,
b) views of students, teachers and leaders on teaching and learning,
c) physical learning environment,
d) teaching and learning, and
e) student engagement.

A team has been created for each strand, headed by a member from the project management team, including other researchers, and doctoral and master students. Data is provided from observations in classrooms in nine schools, photographs, interviews with students, teachers, and leaders, document analysis, and questionnaire surveys.

A side-study, based on interviews with experienced teachers on their experience of changes, was conducted in spring 2012. Data will be collected in the fall of 2013 and in spring and fall of 2014, in collaboration with practitioners in the field.

Results will be used as a base for developmental work within the participating schools. Being the first comprehensive research of the secondary school level in Iceland, the aim is that it will enhance the previously fragmented and limited research about current practices and the evolution of the upper secondary school level in Iceland.

Furthermore, the research is meant to provide a data base for further studies on the upper secondary schools in Iceland. The aim of the project is also to use the data for Nordic and international comparison, especially to observe the impact of policy and focus on how systems, cultures, and actors in education enable and constrain justice in education.

Team members

Ingólfur Ásgeir  Jóhannesson, Professor (Team leader)
School of Education, University of Iceland
ingo(a)hi.is
Education policy, curriculum, teachers, gender and education.  Methodological expertise: poststructural and historical analysis of discourse

Anna Kolbrún Árnadóttir, PhD Student
Faculty of Educational Science, School of Education, University of Iceland
aka19(a)hi.is
Inclusive education and social capital in compulsory school

Valgerður S. Bjarnadóttir, PhD student
School of Education, University of Iceland
vsb1(a)hi.is
Students’ active participation in their education, roles and responsibility of students/teachers, culture of democracy, upper secondary schools.

Bjarni Benedikt  Björnsson, PhD student
School of Education, University of Iceland
bbb8(a)hi.is
Student engagement, agency and active participation in class

Kristjana Stella Blöndal, assistant professor
School of Social Sciences, University of Iceland
kb(a)hi.is
Young peoples’ progress through the educational system with emphasis on school dropout and graduation focusing specially on student engagement and risk and protective factors

Elsa  Eiríksdóttir, assistant professor
School of Education, University of Iceland
elsae(a)hi.is
Skill acquisition and instructional design; Vocational education and training; Transfer of training

Súsanna Margrét Gestsdóttir, Adjunct teacher, PhD student
School of Education, University of Iceland/University of Amsterdam
susmar(a)hi.is
History teaching in upper secondary schools. Former president of EUROCLIO, European Association of History Educators

Hafdís Ingvarsdóttir, Professor
School of Education, University of Iceland
hei(a)hi.is
Teacher development from initial teacher education and onwards

Ingólfur Ásgeir  Jóhannesson, Professor
School of Education, University of Iceland
ingo(a)hi.is
Upper Secondary School Practices in Iceland Teaching and learning – student engagement and initiative

Jón Torfi Jónasson, Professor
School of Education, University of Iceland
jtj(a)hi.is
Policy at all levels of education, i.e. pre-primary, compulsory (primary and lower secondary) upper-secondary (both academic and vocational), higher education and adult education

Jón Ingvar Kjaran, Post-doctoral researcher
School of Education, University of Iceland
jik1(a)hi.is
Queer pedagogy and the upper secondary school

Gerður G.  Óskarsdóttir, senior researcher
School of Education, University of Iceland
ggo(a)hi.is
Project manager of the study Upper secondary school practices in Iceland: Teaching and learning – Student engagement and initiative

Guðrún Ragnarsdóttir, PhD student
School of Education, University of Iceland
gudrunr(a)hi.is
The use educational research and innovation activities in educational change at the upper secondary school level in Iceland

Anna Kristín  Sigurðardóttir, assistant professor
School of Education, University of Iceland
aks(a)hi.is
Educational leadership, school development, learning environment, professional learning community

Bergljót Þrastardóttir, PhD student
School of Education, University of Iceland
Bth38(a)hi.is
Gender relations in the compulsory school and implementation of gender equality education policy

Anna Björk Sverrisdóttir, PhD student
School of Education, University of Iceland
annabjork(a)hi.is
Disabled students’ experience of upper secondary school in Iceland with regard to participation and support in inclusive school settings.

 

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