Bækur og bókakaflar

Bækur

2005   Fagleg kennsla í fyrirrúmi.Meðhöfundar: Matthildur G. Guðmundsdóttir og Árdís Ívarsdóttir. Reykjavík. HÁM.

2002   Dagur stærðfræðinnar: Stærðfræði og bókmenntir. Meðhöfundur: Matthildur Guðmundsdóttir. Flötur, samtök stærðfræðikennara, 40 bls.

2001   Designing personalized learning for every student.Meðhöfundar: Ferguson, D., Droege, C., Lester, J., Meyer, G., Ralph, G., Sampson, N. og Williams, J. Alexandria, Virginia, Association for Supervision and Curriculum Development.

1999   Skóli fyrir alla: Listin að kenna í mikið getublönduðum bekk. Þýtt, staðfært og endurskrifað m.a. úrDesigning classroom curriculum for personalized learning. Hafnarfirði: Hafdís Guðjónsdóttir.

1996   Designing classroom curriculum for personalized learning. Meðhöfundar: Ferguson, D., Droege, C., Meyer, G., Lester, J., Ralph, G Eugene, Oregon: University of Oregon, Schools Projects, Specialised Training Program, College of Education.

Bókakaflar – ritrýndir

2019   Responsive teachers in inclusive practices. In J. Mena, A. García-Valcárel & F. García Penalvo (Eds.) Teachers’ professional development in global context: Insights from teacher education.Bls. 243–262. Leiden/Boston: Brill/Sense. Meðhöfundar: Edda Óskarsdóttir & Jóhanna Karlsdóttir.

2019   Policies for inclusionin Iceland: Possibilities and Challenges. In M. C. Beaton, D. B. Hirshberg, G. R. Maxwell & J. Spratt (eds.), Including the north: A comparative study of the policies on inclusion and equity in the circumpolar north. Bls. 57-70. Rovaniemi: University of Lapland. Meðhöfundar: Edda Óskarsdóttir & Karen R. Gísladóttir.

2019   Teaching Diverse Learners in Europe: Inspiring Practices and Lessons Learned from Germany, Iceland, Lithuania, Lux-embourg, Spain and Sweden. In: Schuelka, M., Johnstone, C., Thomas, G., & Ar- tiles, A. (Hrsg.), SAGE Handbook of Inclusion and Diversity in Education. Lon- don: SAGE, i.E. Powell, J.J.W., Merz-Atalik, K., et al. (2019).

2018   Methodologies for a culturally diverse educational context. In Hanna Ragnarsdóttir og Lars Anders Kulbrandstad (Eds.), Learning Spaces for inclusion and social justice: Success stories from four nordic countries.Bls. 94-118. Newcastles upon Tyne: Cambridge scholars publishing. Meðhöfundar: Skrefsrud, T., Gísladóttir, K., Hellman, A., Layne, H. Lunneblad, J. og Wozniczka, A. Research

2018   A story of my teaching: Constructing learning spaces for diverse pupils. In Hanna Ragnarsdóttir og Lars Anders Kulbrandstad, Learning Spaces for inclusion and social justice: Success stories from four nordic countries.Bls. 152-175. Newcastles upon Tyne: Cambridge scholars publishing. Meðhöfundar: Wozniczka, A. K., Gísladóttir, K. R., Lunneblad, J., Odenbring, Y., Janhonen-Abruquah, H., Layne, H. og Skrefsrud, T-A.

2017   Collaborative Supervision: Using Core Reflection to Understand Our Supervision of Master’s Projectsí Brandenburg R., Glasswell K., Jones M., Ryan J. (eds.) Reflective Theory and Practice in Teacher Education. Self-study of teaching and teacher education practices, vol 17. Singapor: Springer. pp. 237–255. Meðhöfundar: Svanborg R. Jónsdóttir og Karen Rut Gísladóttir.

2017   The Evolution of Framing Professional Learning í Mary C Dalmau, Hafdís Guðjónsdóttir, Deborah Tidwell (eds.) Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study. 2017. Rotterdam: Sense Publishers. bls. 1-8. Meðhöfundur: Deborah Tidwell

2017   Generating Responsive Pedagogy in Inclusive Practice í Mary C Dalmau, Hafdís Guðjónsdóttir, Deborah Tidwell (eds.)Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study. 2017. Rotterdam: Sense Publishers. bls. 9-28. Meðhöfundur: Mary C Dalmau.

2017   The Fire of Transformation: Enacting the Active Scholarship of Teacher Educationí Mary C Dalmau, Hafdís Guðjónsdóttir, Deborah Tidwell (eds.) Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study. 2017. Rotterdam: Sense Publishers. pp. 73-87. Meðhöfundur: Mary C Dalmau

2017   From the Beginning to the Future í Mary C. Dalmau, Hafdís Guðjónsdóttir og Deborh ritstjórar Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study. 2017. Rotterdam: Sense Publishers. (pp. 129-148). Meðhöfundur: Mary C Dalmau.

2016   Leadership and diversity in Icelandic schools.Nordic Studies in Education, 02,159–172. Meðhöfundar: Helgi Þ. Svavarsson, Börkur Hansen, Samúel Lefever, & Hanna Ragnarsdóttir

2016   Inclusive education, pedagogy and practice. In Silvija Markic & Simone Abels, (eds.) Science Education towards Inclusion.2ndchapter.  New York: Nova Science Publishers. Meðhöfundur:Edda Óskarsdóttir.

2016   "There is always something new after nine" Action research as a mode for teachers to develop a tool for analysing their pupils’ numeracy skills. In Lindenskov (ed), Special Needs in Mathematics Education. CURSIV, 18, (67–80). Aarhus: Danish School of Education Aarhus University.  Meðhöfundar: Jónína Vala Kristinsdóttir & Dóróþea Reimarsdóttir

2015   Confronting the hearing teacher in deaf education. In Pithouse-Morgan, Kathleen, & Samaras, Anastasia P. (eds.) Polyvocal professional learning through self-study research, (pp. 57–73). Rotterdam: Sense. Meðhöfundur: Karen Rut Gísladóttir.

2015   Mathematics teachers responding to children’s resources to create learning for all. In Bob Perry, Amy MacDonald, Ann Gervasoni (eds.), Mathematics and Transition to School, pp. 119–133. Singapore: Springer. Meðhöfundur: Jónína Vala Kristinsdóttir.

2013   The development of a school for all in Iceland: Equality, threats and political conditions. In Ulf Blossing, Gunn Imsen & Lejf Moos (Editors) The Nordic Educational Model: A School for All Encounters Nep-Liberal Policy, pp. 95–113. Dordrecht: Springer. Meðhöfundar: Anna Kristín Sigurðardóttir & Jóhanna Karlsdóttir.

2011   Team-teaching about Mathematics for all. Collaborative self-study. In Suck, S., og Pereira, P. (Eds.) What counts in teaching mathematics: Adding value to self and content. Dordrecht: Springer, pp. 29–44. Meðhöfundur: Jónína Vala Kristinsdóttir.

2010   Developing team-teaching through self-study. In Sriram, B., Bergsten, C., Goodchilds, S., Pálsdóttir, G., Dahl, B. og Haapasalo (eds.) The First sourcebook on Nordic research in mathematics education. Charlotte: Information Age Publishing, pp. 479­–486. Meðhöfundar: Edda Óskarsdóttir & Jónína Vala Kristinsdóttir.

2009   Fjölmenning í kennslufræði. Í Hanna Ragnarsdóttir og Elsa Sigríður Jónsdóttir, (Ritstjórar), Fjölmenning og skólastarf. Reykjavík: Háskólaútgáfan. Meðhöfundur: Jóhanna Karlsdóttir.

2007   Mathematics for all: Preparing teachers to teach in inclusive classrooms

2006 Teaching all children mathematics: How self-study made a difference. Í D. L. Tidwell & L. M. Fitzgerald (ritstj.) Self-study and diversity. (bls. 195-212). Rotterdam: Sense Publishers. Meðhöfundur: Jónína Vala Kristinsdóttir.

2005 Researching with Teachers: Making Responsive Professional Practice Visible (and Viable).Í FranÇoise Bodone (ritstjóri), What difference does research make and for whom? Bfs. 161–176.  New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien: Peter Lang Publishing Group.

2004 How are special education teachers prepared to teach mathematics? Democracy and Participation a Challenge for Special Needs Education. Meðhöfundur: Edda Óskarsdóttir.

2004 Revisioning and recreating practice: Collaboration in self-study. Í J. John Loughran, Mary Lynn Hamilton, Vicki Kubler LaBoskey og Tom Russel (Ritstjórar), International handbook of self-study of teaching and teacher education practices. Bls. 743-784. Dordrecht: Kluwer Academic Publishers. Meðhöfundar: FranÇoise Bodone og Mary Dalmau.

2002Framing professional discourse with teachers: Professional working theory.   Í J. Loughran og T. Russell (Ritstjórar), Improving teacher education practices through self-study, bls. 102-129. London, New York, Routledge/Falmer. Meðhöfundur: Mary C. Dalmau.