{"id":5,"date":"2016-01-18T10:19:57","date_gmt":"2016-01-18T10:19:57","guid":{"rendered":"http:\/\/uni.hi.is\/jtj\/?page_id=5"},"modified":"2022-11-01T13:29:12","modified_gmt":"2022-11-01T13:29:12","slug":"publications","status":"publish","type":"page","link":"https:\/\/uni.hi.is\/jtj\/publications\/","title":{"rendered":"Ritaskr\u00e1"},"content":{"rendered":"

<\/p>\n

\u00datgefi\u00f0 efni s\u00ed\u00f0astli\u00f0inna \u00e1ra<\/h1>\n

 <\/p>\n

2022<\/strong><\/p>\n

Bj\u00f6rk\u00a0\u00d3lafsd\u00f3ttir<\/span>,\u00a0J\u00f3n Torfi\u00a0J\u00f3nasson<\/span>,\u00a0Anna Kristin\u00a0Sigur\u00f0ard\u00f3ttir\u00a0<\/sup><\/span>, and Thor Aspelund. (2022). The mechanisms by which external school evaluation in Iceland influences internal evaluation and school professionals\u2019 practices. Nordic journal of studies in education. Ahead print. https:\/\/doi.org\/10.1080\/20020317.2022.2076376\u00a0<\/span><\/p>\n

Pascale Mompoint-Gaillard, Gu\u00f0r\u00fan Ragnarsd\u00f3ttir, J\u00f3n Torfi J\u00f3nasson. (2022). The key role of moderators in online communities of teachers: How presences support co-construction of knowledge in asynchronous discussions https:\/\/doi.org\/10.1016\/j.tate.2022.103751<\/p>\n

Volmari, S., Sivesind, K., J\u00f3nasson, J.T. (2022). Regional Policy Spaces, Knowledge Networks, and the \u201cNordic Other\u201d. In: Karseth, B., Sivesind, K., Steiner-Khamsi, G. (eds) Evidence and Expertise in Nordic Education Policy. Palgrave Macmillan, Cham. https:\/\/doi.org\/10.1007\/978-3-030-91959-7_12<\/p>\n

Magn\u00fasd\u00f3ttir, B.R., J\u00f3nasson, J.T. (2022). The Irregular Formation of State Policy Documents in the Icelandic Field of Education 2013\u20132017. In: Karseth, B., Sivesind, K., Steiner-Khamsi, G. (eds) Evidence and Expertise in Nordic Education Policy. Palgrave Macmillan, Cham. https:\/\/doi.org\/10.1007\/978-3-030-91959-7_6<\/p>\n

J\u00f3nasson, J\u00f3n Torfi. Re-thinking and reimagining education. Elm magazine, 18.3.2022.<\/a> \"Essay. The recent UNESCO report is calling us all to rethink our understanding of what education and lifelong learning mean.\"<\/p>\n

2021<\/strong><\/p>\n

J\u00f3nasson, J\u00f3n Torfi, Ragnarsd\u00f3ttir, Gu\u00f0r\u00fan, Bjarnad\u00f3ttir, Valger\u00f0ur S. (2021). The Intricacies of Educational Development in Iceland: Stability or Disruption?<\/a> In J. B. Krejsler & Moos, L. (Eds.), What Works in Nordic School Policies?<\/u><\/em><\/strong> Mapping Approaches to <\/u><\/em>Evidence, Social Technologies and Transnational Influences, (pp 67-86).<\/u><\/em> Cham (CH): Springer (see: https:\/\/www.springer.com\/gp\/book\/9783030666286\u00a0\u00a0 <\/a>https:\/\/doi.org\/10.1007\/978-3-030-66629-3_4<\/p>\n

J\u00f3nasson, J\u00f3n Torfi, Bjarnad\u00f3ttir, Valger\u00f0ur S., & Ragnarsd\u00f3ttir, Gu\u00f0r\u00fan. (2021). Evidence and Accountability in Icelandic Education \u2013 An Historical Perspective?<\/a> In J. B. Krejsler & Moos, L. (Eds.), What Works in Nordic School Policies?<\/u><\/em><\/strong> Mapping Approaches to <\/u><\/em>Evidence, Social Technologies and Transnational Influences (pp 173-194).<\/u><\/em> Cham (CH): Springer (see: https:\/\/www.springer.com\/gp\/book\/9783030666286\u00a0 <\/a>\u00a0https:\/\/doi.org\/10.1007\/978-3-030-66629-3_9<\/p>\n

2020<\/strong><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2020). F\u00e1tt mun breytast sem skiptir m\u00e1li nema drifkrafturinn komi fr\u00e1 kennurum. Sk\u00f3la\u00fer\u00e6\u00f0ir. T\u00edmarit Samtaka \u00e1hugaf\u00f3lks um sk\u00f3la\u00fer\u00f3un.<\/em> Birt 21\/12\/2020 https:\/\/skolathraedir.is\/2020\/12\/21\/jon-torfi-drifkraftur-kennara\/<\/a><\/p>\n

Gu\u00f0r\u00fan Ragnarsd\u00f3ttir, & J\u00f3n Torfi J\u00f3nasson. (2020). \u00a0The Impact of the University on Upper Secondary Education through Academic Subjects According to School Leaders\u2019 Perceptions.\u00a0<\/a>In Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen (Eds.),\u00a0<\/span>Re-centering the Critical Potential of Nordic School Leadership Research,\u00a0<\/a>Fundamental, but often forgotten perspectives,\u00a0pp 191-207. Springer book series<\/a>.\u00a0<\/span><\/p>\n

Gu\u00f0r\u00fan Ragnarsd\u00f3ttir, Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, J\u00f3n Torfi J\u00f3nasson, Brynja E. Halld\u00f3rsd\u00f3ttir. (2020). Evidence-based publications on upper secondary education in Iceland, 2003\u20132012. Icelandic Review of Politics and Administration<\/em> Vol. 16, Issue 1 (43-64). http:\/\/www.irpa.is\/article\/view\/a.2020.16.1.3\/pdf doi.org\/10.13177\/irpa.a.2020.16.1.3\u00a0 \u00a0<\/a><\/span><\/p>\n

J\u00f3nasson, J\u00f3n Torfi. (2020). Etterord. [Epilouge - postscript to the study written in English, while the chapters in the book are written in Norwegian.]. In Oldervik, Heidun; Saur, Ellen; Ulleberg, Hans Petter,<\/span>\u00a0Et mangfold av kvaliteter i videreg\u00e5ende utdanning,<\/span><\/a>\u00a0 <\/span>pp 207-222.<\/span><\/span>Universitetsforlaget.\u00a0 ISBN 978-82-15-03184-2.<\/span><\/p>\n

2019<\/strong><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2019). \u00d3vissa um lei\u00f0sagnargildi gagna? Notkun gagna vi\u00f0 m\u00f3tun menntastefnu og sk\u00f3lastarfs<\/a>. T\u00edmarit um uppeldi og menntun,<\/a> 28(2), bls. 161-180.<\/p>\n

Bl\u00f6ndal, Kristjana Stella; J\u00f3nasson, J\u00f3n Torfi and Hafth\u00f3rsson, Atli. (2019). Student Disengagement in Inclusive Icelandic Education: A question of School Effect in Reykjav\u00edk. In\u00a0Demanet, Jannick & Van Houtte, Mieke (Eds.),\u00a0<\/span><\/span><\/span>Resisting Education: A Cross-National Study on Systems and School Effects, pp 117-133. Springer.\u00a0https:\/\/www.springer.com\/gp\/book\/9783030042264#aboutBook<\/a><\/p>\n

2018<\/strong><\/p>\n

\n
\n
\n

Lundahl, Lisbeth;\u00a0<\/span>Arnesen; Anne-Lise \u00a0&\u00a0<\/span>J\u00f3nasson, J\u00f3n Torfi. (2018). <\/span><\/span>Justice and marketization of education in three Nordic countries: can existing large-scale datasets support comparisons?\u00a0<\/span>Nordic Journal of Studies in Educational Policy\u00a0<\/a>Volume 4, 2018 -\u00a0Issue 3<\/a>: Comparative perspectives on Nordic education policy. <\/a><\/span>Pages 120-132 Published online: 11 Dec 2018 https:\/\/doi.org\/10.1080\/20020317.2018.1542908<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n

Isopahkala-Bouret, Ulpukka ; B\u00f6rjesson, Mikael ; Beach, Dennis ; Haltia, Nina ; J\u00f3nasson, J\u00f3n Torfi ; Jauhiainen, Annukka ; Jauhiainen, Arto ; Kosunen, Sonja ; Nori, Hanna ; Vab\u00f8, Agnete. (2018). Access and stratification in Nordic higher education. A review of cross-cutting research themes and issues<\/a>. Education Inquiry, 02 January 2018, Vol.9(1), p.142-154<\/p>\n

Elsa Eir\u00edksd\u00f3ttir, Gu\u00f0r\u00fan Ragnarsd\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2018). \u00deversagnir og kerfisvillur?\u00a0 Kortlagning \u00e1 \u00f3l\u00edkri st\u00f6\u00f0u b\u00f3kn\u00e1ms- og starfsn\u00e1msbrauta \u00e1 framhaldssk\u00f3lastigi<\/a>\u00a0 Framhaldssk\u00f3linn \u00ed brennidepli : Netla - veft\u00edmarit um uppeldi og menntun : s\u00e9rrit ; bls.1-23<\/h3>\n

J\u00f3n Torfi J\u00f3nasson, forward to\u00a0Kent den Heyer. Next Acts: Educational Impasse, Events and a One-Legged Magpie. A Resource to Support Curriculum Inquiry and Educational Development. ATA<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson Are we circling the drain of global competencies or will we realize
\nthe meaning of \"public\" in public education?\u00a0 \u00a0Twin Peaks\u2014Exploring the Boundaries of Public Education, 37-40.\u00a0 ATA<\/a><\/p>\n

2017<\/strong><\/p>\n

Anna \u00d3lafsd\u00f3ttir and J\u00f3n Torfi J\u00f3nasson (2017). Quality Assurance in a Small HE System. Is the Icelandic System in Some Ways Special? In S. Georgios, K.M. Joshi and S. Paivandi (eds), Quality Assurance in Higher Education, Chapter 11, (pp. 203-226). \u00a9 Studera Press 2017 Iceland Quality assurance in HE 2017<\/a><\/p>\n

2016<\/strong><\/p>\n

Kristjana Stella Bl\u00f6ndal, J\u00f3n Torfi J\u00f3nasson og S\u00f3lr\u00fan Sigvaldad\u00f3ttir. (2016). S\u00e9rkenni n\u00e1msferils starfsn\u00e1msnemenda \u00ed framhaldssk\u00f3la. Afsta\u00f0a og skuldbinding til n\u00e1ms, l\u00ed\u00f0an og stu\u00f0ningur foreldra og sk\u00f3la<\/em>. Reykjav\u00edk: Menntav\u00edsindastofnun, Menntav\u00edsindasvi\u00f0i H\u00e1sk\u00f3la \u00cdslands. Sj\u00e1 http:\/\/menntavisindastofnun.hi.is\/sites\/menntavisindastofnun.hi.is\/files\/serkenni_starfsnams.pdf<\/a><\/p>\n

\n
\n

J\u00f3n Torfi J\u00f3nasson. (2016).\u00a0Educational change, inertia\u00a0and potential futures.\u00a0Why is it difficult to change the content of education?\u00a0European Journal of Futures Research, \u00a04: 7 \u00a0doi:10.1007\/s40309-016-0087-z\u00a0JTJ Published version<\/a><\/p>\n<\/div>\n<\/div>\n

J\u00f3n Torfi J\u00f3nasson. (2016). Connecting the Past, Present and the Future: A Story about the Travel of Education through Time. In Peter J. Mitchell and Marie McNaughton (Eds.), Storyline. A Creative Approach to Learning and Teaching. Cambridge Scholars Publishing. Lady Stephenson Library, Newcastle upon Tyne,\u00a0UK.\u00a0http:\/\/www.cambridgescholars.com\/storyline\u00a0\u00a0 JTJ Story line book chapter<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson og Gunnhildur\u00a0 \u00d3skarsd\u00f3ttir. (2016). Iceland: Educational structure and development.<\/em> In T. Sprague (Ed.), Education in non-EU countries in Western and Southern Europe, pp. 11-36. Series: Education Around the World. London: Bloomsbury. ePub: 978-1-4725-9250-7\u00a0Book chapter JTJ-G\u00d3<\/a><\/p>\n

2015<\/strong><\/p>\n

Gunnhildur \u00d3skarsd\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2015). Quiet pupils can be effective learners. Nordic Studies in Science Education, 11(3), 238-248<\/em>.https:\/\/www.journals.uio.no\/index.php\/nordina\/article\/view\/968<\/a><\/p>\n

2014<\/b><\/p>\n

Gy\u00f0a J\u00f3hannsd\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2014). External and internal influences on the development of Icelandic higher education. Nordic Studies in Education, 34,<\/em> 153-171.\u00a0Johannsdottir Jonasson Nordic Studies 2014<\/a><\/p>\n

2013<\/b><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2013). Fort\u00ed\u00f0 og framt\u00ed\u00f0 fullor\u00f0insfr\u00e6\u00f0slu. G\u00e1tt, \u00c1rsrit um framhaldsfr\u00e6\u00f0slu. 10<\/em>, 7-14<\/p>\n

Gy\u00f0a J\u00f3hannsd\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2013). The Development Dynamics of a Small Higher Education System Iceland: a case in point. Netla \u2013 Online Journal on Pedagogy and Education. University of Iceland \u2013 School of Education.<\/em> http:\/\/netla.hi.is\/introduction-in-english<\/a><\/p>\n

2012<\/b><\/p>\n

J\u00f3n Torfi J\u00f3nasson (2012).\u00a0 Raunverulegt samtal stj\u00f3rnm\u00e1lamanna, st\u00e9ttarf\u00e9laga og fr\u00e6\u00f0imanna.<\/a>\u00a0R\u00e1\u00f0stefna Al\u00fej\u00f3\u00f0asambands kennara 2012. Sk\u00f3lavar\u00f0an<\/em>, 12(1). bls. 24-26.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2012). Huglei\u00f0ingar um Kennaramenntun<\/a>. Netla<\/em>, jan\u00faar 2012. Pdf<\/a>.<\/p>\n

2011<\/b><\/p>\n

J\u00f3nasson, J\u00f3n Torfi & Bl\u00f6ndal, Kristjana Stella. (2011). The development in Icelandic education: the situation in 2011 in the perspective of a century. In Piotr Mikiewicz (Ed.), Social capital and education. Comparative research between Poland and Iceland<\/a> (<\/em>pp. 52-95). Wroc\u0142aw: University of Lower Silesia.<\/p>\n

Mikiewicz, Piotr & J\u00f3nasson, J\u00f3n Torfi. (2011). Is social capital policy through education possible? In Piotr Mikiewicz (Ed.), Social capital and education. Comparative research between Poland and Iceland<\/a><\/em> (pp. 153-159). Wroc\u0142aw: University of Lower Silesia.<\/p>\n

Gy\u00f0a J\u00f3hannsd\u00f3ttir and J\u00f3n Torfi J\u00f3nasson. (2011). What Characterises the Public-Private Distinction in HE in a Nordic Perspective? Comparison of the Essential Features of Private Universities in Denmark, Iceland and Norway. \u00cd Teixeira, Pedro, & Dill, David, D. (Ritstj.), Public Vices, Private Virtues? (bls. 67 \u2013 89). Rotterdam: Sense Publishers.<\/p>\n

Kristjana Stella Bl\u00f6ndal, J\u00f3n Torfi J\u00f3nasson, og Anne-Christine Tannh\u00e4user (2011). Dropout in a Small Society: Is the Icelandic Case Somehow Different?<\/a> \u00cd S. Lamb, E. Markussen, R. Teese, N. Sandberg and J. Polesel (ritstj.) School Dropout and Completion. International Comparative Studies in Theory and Policy, bls. 233-251. London: Springer.<\/p>\n

J\u00f3n Torfi J\u00f3nasson (2011). H\u00e1sk\u00f3lar og gagnr\u00fdnin \u00fej\u00f3\u00f0f\u00e9lagsumr\u00e6\u00f0a<\/a>. Riti\u00f0 1<\/em>\/2011, bls. 47-64.<\/a> Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

2010<\/b><\/p>\n

Kristjana Stella Bl\u00f6ndal og J\u00f3n Torfi J\u00f3nasson (2010). Frafall i skolen og tiltak mot frafall p\u00e5 Island: Ulike perspektiver. \u00cd E. Markussen (ritstj.) \u00a0Frafall i utdanning for 16-20 \u00e5ringer i Norden<\/u><\/a>\u00a0 bls. 91-121.<\/a> K\u00f8benhavn Nordisk ministerr\u00e5d. TemaNord 2010:517.<\/p>\n

Gy\u00f0a J\u00f3hannsd\u00f3ttir and J\u00f3n Torfi J\u00f3nasson (2010). Hvert er eignarhaldsform norr\u00e6nna h\u00e1sk\u00f3la? T\u00edmarit um menntaranns\u00f3knir <\/em>7<\/strong>(1), bls. 28-42.<\/p>\n

2009<\/b><\/p>\n

J\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir. (2009). \u00de\u00e1tttaka \u00ed fr\u00e6\u00f0slu \u00e1 \u00cdslandi. Ni\u00f0urst\u00f6\u00f0ur \u00far vinnumarka\u00f0sranns\u00f3kn Hagstofunnar 2003.<\/a>Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00cd.<\/p>\n

2008<\/b><\/p>\n

J\u00f3n Torfi J\u00f3nasson (2008). Grunnsk\u00f3li ver\u00f0ur til; Samr\u00e6mdur framhaldssk\u00f3li \u00ed m\u00f3tun; Fj\u00f6ldi nemenda og fj\u00e1rmagn; \u00dej\u00f3nustustofnanir sk\u00f3lanna; Innlend og al\u00fej\u00f3\u00f0leg vi\u00f0mi\u00f0; Sk\u00f3li fyrir alla? Kaflar \u00ed Loftur Guttormsson (Ritstj.), Almenningsfr\u00e6\u00f0sla \u00e1 \u00cdslandi 1880-2007. S\u00ed\u00f0ara bindi. Sk\u00f3li fyrir alla. 1946-2007.<\/strong><\/em> Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/b><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2008). Inventing tomorrow\u2019s university. Who is to take the lead?<\/strong><\/i><\/a> Bologna: The Magna Charta Observatory.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2008). L\u00e6rt af s\u00f6gunni?<\/a><\/strong><\/i> \u00cd \u00d3l\u00f6f Gar\u00f0arsd\u00f3ttir, Helgi Sk\u00fali Kjartansson, Gu\u00f0mundur H\u00e1lfdanarson, D\u00f3ra S. Bjarnason og J\u00f3n Torfi J\u00f3nasson (Ritstj.), Menntaspor : rit til hei\u00f0urs Lofti Guttormssyni sj\u00f6tugum 5. apr\u00edl 2008<\/strong><\/em><\/i> (bls. 79-95). Reykjav\u00edk: S\u00f6guf\u00e9lag, 2008.<\/p>\n

Kristjana Stella Bl\u00f6ndal and J\u00f3n Torfi J\u00f3nasson (2008). Education of 15-20 year olds, with special reference to those who drop out of school.<\/em> In Carlemo Majorana (Ed.) The future of learning and teaching<\/strong> (pp. 195-217). Venice: Formazione & Insegnamento.<\/p>\n

2007<\/b>
\nJ\u00f3n Torfi J\u00f3nasson (2007). Increasing Employment of Older Workers through Lifelong Learning<\/a>. EU Peer Review, 10.-11. desember 2007. Sj\u00e1 heimas\u00ed\u00f0u.
\nJ\u00f3n Torfi J\u00f3nasson og Andrea Ger\u00f0ur Dofrad\u00f3ttir (2007). Er s\u00edmenntunar\u00fej\u00f3\u00f0f\u00e9lag \u00e1 \u00cdslandi?<\/a> G\u00e1tt, 4, bls. 17-22.<\/p>\n

2006<\/b>
\nJ\u00f3n Torfi J\u00f3nasson (2006). Fr\u00e1 g\u00e6slu til sk\u00f3la. Um \u00fer\u00f3un leiksk\u00f3la \u00e1 \u00cdslandi<\/i>. Reykjav\u00edk: Ranns\u00f3knarstofa um menntakerfi. F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands.<\/p>\n

Can credentialism help to predict the convergence of institutions and systems of higher education?<\/i> CHER 19th Annual Conference Systems Convergence and Institutional Diversity? Centre for Research on Higher Education and Work, University of Kassel, Germany. September 7th-9th 2006. Paper<\/a><\/p>\n

2005<\/b>
\nJ\u00f3n Torfi J\u00f3nasson og Kristjana Stella Bl\u00f6ndal. (2005). N\u00e1msframvinda \u00ed h\u00e1sk\u00f3la \u00ed lj\u00f3si einkunna \u00e1 samr\u00e6mdu pr\u00f3fi grunnsk\u00f3la<\/a>. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. Sk\u00fdrsla<\/a>. Gl\u00e6rur<\/a>.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2005). We know about them, but how do we deal with them? On the weaknesses inherent in the development of the idea of the university<\/a><\/b>. Counterpoint from an educationist<\/a><\/b>. Managing University Autonomy. University autonomy and the institutional balancing of teaching and research. <\/b><\/a>Proceedings of the Seminar of the Magna Charta Observatory 15 September 2005. Pp. 179-197. Bologna: Boonina University Press.<\/p>\n

J\u00f3n Torfi J\u00f3nasson (2005). Allt \u00e1 eina b\u00f3kina l\u00e6rt? Um reglufestu og einsleitni \u00ed \u00fer\u00f3un h\u00e1sk\u00f3la<\/a><\/b>. Uppeldi og menntun, 14(1), bls. 133-140.<\/p>\n

J\u00f3n Torfi J\u00f3nasson og Kristjana Stella Bl\u00f6ndal. (2005). Early school leavers and the dropout issue in Europe<\/a><\/b>. \u00cd Margr\u00e9t J\u00f3hannsd\u00f3ttir (Ritstj.), Back on Track (bls. 6-9). Reykjav\u00edk: The Icelandic Leonardo da Vinci National Agency.<\/p>\n

2004<\/b>
\nCathy Lewin, Fernand Mesdom, J\u00f3n Torfi J\u00f3nasson, Andrea Ger\u00f0ur Dofrad\u00f3ttir, Candido de Freitas, Donatella Nucci, Andrew Moore, Peter Scrimshaw, David Wood, Harpa Hreinsd\u00f3ttir, Roger Blamire, Anne Gilleran (2004). ValNet Consolidated Report<\/a><\/b>. Brusseles: EUN.<\/p>\n

J\u00f3hanna R\u00f3sa Arnard\u00f3ttir og J\u00f3n Torfi J\u00f3nasson. (2004). Gildi menntunar \u00ed l\u00edfi fullor\u00f0ins f\u00f3lks<\/i>. T\u00edmarit um menntaranns\u00f3knir, 1, 129-143.<\/p>\n

J\u00f3n Torfi J\u00f3nasson (2004). Fullor\u00f0insfr\u00e6\u00f0sla og starfsmenntun \u00e1 \u00cdslandi. Sta\u00f0a og \u00fer\u00f3un starfsfr\u00e6\u00f0slu og s\u00edmenntunar<\/i>. G\u00e1tt, \u00c1rsrit um starfsmenntun og fullor\u00f0insfr\u00e6\u00f0slu, 1, bls. 12-19.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2004). Higher education reforms in Iceland at the transition into the twenty-first century<\/i>. \u00cd Ingemar F\u00e4gerlind og G\u00f6rel Str\u00f6mqvist (Ritstj.), Reforming Higher Education in the Nordic Countries. Studies of change in Denmark, Finland, Iceland, Norway and Sweden<\/a><\/b> (bls. 137-188). Paris: International Institute for Educational Planning.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2004). What determines the expansion of higher education? Credentialism, academic drift, and the growth of education<\/i>. \u00cd Ingjaldur Hannibalsson (Ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum V. Vi\u00f0skipta og hagfr\u00e6\u00f0ideild. Erindi flutt \u00e1 r\u00e1\u00f0 stefnu \u00ed okt\u00f3ber 2004 (bls. 275-290). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands, H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2004, June 28th). Does national policy govern the expansion of higher education? CESE, Comparative Education Society in Europe<\/i>. The Danish University of Education, Copenhagen. [Handrit.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson and Andrea Ger\u00f0ur Dofrad\u00f3ttir. (May 2004). A European Schoolnet project. ValNet. Validation of the ITALES project<\/a><\/b>. May 2004. Centre for the Development of Education. Social Science Research Institute. University of Iceland J\u00f3n Torfi J\u00f3nasson. (2004). [Sk\u00fdrsla].<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2004). Why does the higher education sector expand in the way it does? Credentialism, academic drift, and the growth of education, Society for Research in Higher Education<\/i> (SRHE), Bristol. [Handrit.]<\/p>\n

2003<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (2003). Does the state expand schooling? A study based on five Nordic countries<\/i>. Comparative Education Review, 47(2), 160-183.\u00a0CER 2003 JTJ<\/a><\/p>\n

Kristjana Stella Bl\u00f6ndal og J\u00f3n Torfi J\u00f3nasson. (2003). Brottfall \u00far framhaldssk\u00f3la. Afsta\u00f0a til sk\u00f3la, stu\u00f0ningur foreldra og bakgrunnur nemenda. \u00cd Fri\u00f0rik H. J\u00f3nsson (Ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum IV<\/em> (bls. 669-678). Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

2002<\/b>
\nAllyson Macdonald, Andrea G. Dofrad\u00f3ttir, J\u00f3n Torfi J\u00f3nasson, Michael Dal, Ragna B. Gar\u00f0arsd\u00f3ttir og \u00deur\u00ed\u00f0ur J\u00f3hannsd\u00f3ttir (2002).Samanbur\u00f0ark\u00f6nnun \u00e1 sk\u00f3lakerfum \u00e1 \u00cdslandi, \u00ed Danm\u00f6rku og \u00ed Sv\u00ed\u00fej\u00f3\u00f0<\/i>. (Unni\u00f0 fyrir Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, september 2002). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd og Ranns\u00f3knarstofnun KH\u00cd. [148 bls].<\/p>\n

J\u00f3n Torfi J\u00f3nasson og Kristjana Stella Bl\u00f6ndal. (2002). Ungt f\u00f3lk og framhaldssk\u00f3linn. Ranns\u00f3kn \u00e1 n\u00e1ms gengi og afst\u00f6\u00f0u '75 \u00e1rgangsins til n\u00e1ms<\/i>. {Young people and secondary education. An investigation into the academic achievement and attitude towards school of the cohort born in 1975.}. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun og H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

J\u00f3n Torfi J\u00f3nasson og Kristjana Stella Bl\u00f6ndal. (des. 2002). N\u00e1msferill, n\u00e1mslok og b\u00faseta<\/i>. (Sk\u00fdrsla unnin fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, einkum um tengsl n\u00e1msferils og b\u00fasetu og n\u00e1msferils og starfsmenntunar). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [66 bls, auk vi\u00f0auka.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson, Andrea G. Dofrad\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (J\u00fan\u00ed 2002). Hva\u00f0a l\u00e6rd\u00f3m m\u00e1 draga af \u00fer\u00f3unarsk\u00f3laverkefninu \u00ed uppl\u00fdsingat\u00e6kni. Mat \u00e1 framkv\u00e6md og \u00e1vinningi verkefnisins<\/a><\/b>. (Unni\u00f0 fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. [59 bls.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2002). Comparison of educational systems and student flow in Denmark, Iceland and Sweden<\/i>. [Written in Icelandic. A part of a report commissioned by the Icelandic ministry of education as a part of the decision process to shorten the normal time spent in compulsory and secondary education.]. Reykjav\u00edk: The University of Iceland Social Science Research Institute and the Research Institute at the Iceland University of Education.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2002a). Den kritiske overgangen. Fr\u00e6\u00f0ileg \u00e1litsger\u00f0 um e\u00f0li og vanda brottfalls \u00far sk\u00f3lakerfinu unnin fyrir vinnuh\u00f3p \u00e1 vegum norr\u00e6nu r\u00e1\u00f0herranefndarinnar<\/i>. [Handrit.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (2002b). Policy and reality in educational development: an analysis based on examples from Iceland<\/i>. Journal of Education Policy. 17(6), 659-671.<\/p>\n

Kristjana Stella Bl\u00f6ndal og J\u00f3n Torfi J\u00f3nasson (des. 2002). N\u00e1msferill og brottfall<\/i>. [Sk\u00fdrsla unnin \u00ed fyrir menntam\u00e1lar\u00e1\u00f0uneyti\u00f0, einkum um brottfallsh\u00f3pinn.] Reykjav\u00edk: F\u00e9lagsv\u00edsinda stofnun. [30 bls]<\/p>\n

2001<\/b>
\nJ\u00f3n Torfi J\u00f3nasson, og Albert Tuijnman. (2001a). The Nordic model of adult education: Issues for discussion<\/i>. \u00cd A. Tuijnman & Z. Hellstr\u00f6m (Ritstj.), Curious Minds. Nordic adult education compared (bls. 116-128). Copenhagen: TemaNord & Nordic Council of Ministers.<\/p>\n

J\u00f3n Torfi J\u00f3nasson og Albert Tuijnman. (2001b). Nordic Adult Education Compared: Findings and Interpretation<\/i>. Golden Riches. Nordic Adult Learning, 2, 6-11.<\/p>\n

J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (2001a). Fr\u00e6\u00f0sla fullor\u00f0inna \u00e1 \u00cdslandi. Reykjav\u00edk<\/i>: F\u00e9lagsv\u00edsindastofnun. ISBN 9979-9323-9-2<\/p>\n

J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (2001b). S\u00edmenntun \u00ed lj\u00f3si fyrri sk\u00f3lag\u00f6ngu. S\u00edmenntun \u00e1 \u00cdslandi. Sk\u00fdrsla II<\/i>. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. ISBN 9979 9323-7-6<\/p>\n

J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (2001c). S\u00edmenntun \u00ed atvinnul\u00edfinu. S\u00edmenntun \u00e1 \u00cdslandi. Sk\u00fdrsla III<\/i>. Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun. ISBN 9979-9323-8-4<\/p>\n

2000<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (2000). \u00der\u00f3un h\u00e1sk\u00f3lastigs \u00e1 \u00cdslandi<\/i>. \u00cd Fri\u00f0rik H. J\u00f3nsson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum III (bls. 147-169). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd, Hagfr\u00e6\u00f0istofnun H\u00cd, H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

1999<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1999a). Education, self-esteem and entrepreneurialship. Developing Self-esteem and Entrepreneurialship<\/i>. A Leonardo da Vinci Monitoring Seminar held in Reykjav\u00edk 26-29 February 1999. Reykjav\u00edk: The Icelandic Leonardo da Vinci Co-ordinating Unit.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1999b). Traditional University Responds to Society?<\/i> LLine, 4, 235-243. Traditional University Responds to Society<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1999c). The Predictability of Educational Expansion: Examples from Secondary and Higher Education<\/i>. \u00cd I. F\u00e4gerlind, I. Holmesland, & G. Str\u00f6mqvist (ritstj.), Higher Education at the Crossroads. Tradition or Transformation? (bls. 113-131). Stockholm: Institute of International Education. Stockholm University. The predictability of Educational Expancion<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1999d). L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00ed byrjun 20. aldar<\/i>. \u00cd Hrafnhildur Ragnarsd\u00f3ttir, Krist\u00edn Indri\u00f0ad\u00f3ttir og \u00d3lafur Propp\u00e9 (ritstj.), Steinar \u00ed v\u00f6r\u00f0u, til hei\u00f0urs \u00deur\u00ed\u00f0i J. Kristj\u00e1nsd\u00f3ttur sj\u00f6tugri (bls. 107-129). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.L\u00fd\u00f0h\u00e1sk\u00f3lar \u00e1 \u00cdslandi \u00e1 20. \u00f6ld<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson og J\u00f3hanna R\u00f3sa Arnard\u00f3ttir. (1999). S\u00edmenntun \u00e1 \u00cdslandi. Yfirlit yfir n\u00e1m f\u00f3lks \u00e1 aldrinum 18-75 \u00e1ra og athugun bygg\u00f0 \u00e1 n\u00e1mskei\u00f0as\u00f3kn, vori\u00f0 1998<\/i>. Reykjav\u00edk: F\u00e9lagsv\u00edsinda stofnun. (38 s\u00ed\u00f0ur og t\u00f6flur.)<\/p>\n

1998<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1998a). Upphaf n\u00fat\u00edmamenntakerfis \u00e1 \u00cdslandi<\/i>. \u00cd Gu\u00f0mundur J. Gu\u00f0mundsson og Eir\u00edkur K. Bj\u00f6rnsson (ritstj.), \u00cdslenska s\u00f6gu\u00feingi\u00f0, 30. 5. 1997 (bls. 355-358). Reykjav\u00edk: Sagnfr\u00e6\u00f0istofnun H\u00cd, Sagnfr\u00e6\u00f0ingaf\u00e9lag \u00cdslands. Upphaf n\u00fat\u00edma menntakerfis \u00e1 \u00cdslandi<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1998b). \u201eLandspr\u00f3fi\u00f0 er banafleygur \u00edslenskrar menningar<\/i>.\u201c \u00cd Fri\u00f0rik H. J\u00f3nsson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum II (bls. 175-180). [R\u00e1\u00f0stefnurit vi\u00f0skipta- og hagfr\u00e6\u00f0ideildar og f\u00e9lagsv\u00edsinda deildar fr\u00e1 r\u00e1\u00f0stefnunni: Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum, 21.-22. febr\u00faar 1997.] Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00cd, Hagfr\u00e6\u00f0istofnun H\u00cd, H\u00e1sk\u00f3la\u00fatg\u00e1fan.\u00a0 Landspr\u00f3f er banafleygur \u00edslenskrar menntunar<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1998c). The Foes of Icelandic Vocational Education at the Upper Secondary Level<\/i>. \u00cd Arild Tjeldvoll (ritstj.), Education and the Scandinavian Welfare State in the Year 2000 (bls. 267-304). New York: Garland Publishing. The Foes of Icelandic Vocationall Education<\/a><\/p>\n

1997<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1997a). Students Passing the Icelandic University Entrance Examination (UEE) 1911-94<\/i>. European Journal of Education, 32, (2) 209-220\u00a0\u00a0\u00a0JTJ 1997 Students Passing the Icelandi University Entrance Examination (UEE) 1911 -94<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1997b). \u00dej\u00f3\u00f0s\u00f6gur \u00far sk\u00f3lakerfinu<\/i>. \u00cdslensk f\u00e9lagsrit, 7.-8, 41-69 \u00dej\u00f3\u00f0s\u00f6gur \u00far \u00edslenska menntakerfinu<\/a><\/p>\n

1996<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1996a). \u00der\u00f3un \u00edslenska sk\u00f3lakerfisins<\/i>. \u00cd Gu\u00f0bj\u00f6rg Vilhj\u00e1lmsd\u00f3ttir, \u00c1rn\u00fd El\u00edasd\u00f3ttir og Hafd\u00eds Finnbogad\u00f3ttir (ritstj.), Margt er um a\u00f0 velja: Starfsfr\u00e6\u00f0i handa efstu bekkjum grunnsk\u00f3la (bls. 63-75). Reykjav\u00edk: N\u00e1msgagnastofnun. \u00der\u00f3un \u00cdslensk sk\u00f3lakerfisins<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1996b). \u00cd hverju felst starf h\u00e1sk\u00f3lakennarans: Er h\u00e1sk\u00f3lakennari kennari?<\/i> \u00cd Hvert er hlutverk h\u00e1sk\u00f3lakennarans. Safn erinda flutt \u00e1 r\u00e1\u00f0stefnu Kennslum\u00e1lanefndar H\u00e1sk\u00f3la \u00cdslands, 28. jan\u00faar 1994 um st\u00f6rf h\u00e1sk\u00f3lakennara (bls. 16-22). Reykjav\u00edk: Kennslum\u00e1la nefnd H\u00e1sk\u00f3la \u00cdslands. H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1996c). Um gildi verk- og listgreina \u00ed almennri menntun<\/i>. \u00cd Dan\u00edel \u00d3lason (ritstj.), Handverk (bls. 9-15). Reykjav\u00edk: Samnorr\u00e6n handverkss\u00fdning. Um gildi verk- og listgreina \u00ed almennri menntun<\/a><\/p>\n

1995<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1995a). Bar\u00e1ttan \u00e1 milli b\u00f3kn\u00e1ms og starfsmenntunar \u00e1 framhaldssk\u00f3lastigi<\/i>. \u00cd Fri\u00f0rik H. J\u00f3nsson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu \u00ed september 1994 (bls. 277-285). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands, H\u00e1sk\u00f3la\u00fatg\u00e1fan.\u00a0 Bar\u00e1ttan milli b\u00f3kn\u00e1ms og starfsmenntunar \u00e1 framhaldssk\u00f3lastigi<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1995b). Er sk\u00f3lakerfi\u00f0 a\u00f0 springa? Um \u00fer\u00f3un h\u00e1sk\u00f3lastigsins \u00e1 \u00cdslandi<\/i>. \u00cd Fri\u00f0rik H. J\u00f3nsson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum. Erindi flutt \u00e1 r\u00e1\u00f0stefnu \u00ed september 1994 (bls. 341-355). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands, H\u00e1sk\u00f3la\u00fatg\u00e1fan. Er sk\u00f3lakerfi\u00f0 a\u00f0 springa<\/a><\/p>\n

1994<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1994a). Skipt um sko\u00f0un. Um flutning nemenda \u00e1 milli \u00ferenns konar n\u00e1msbrauta \u00ed framhaldssk\u00f3la<\/i>. Uppeldi og menntun, 3, 63-81. Skipt um sko\u00f0un<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1994b, 8. desember). Hvers vir\u00f0i er H\u00e1sk\u00f3li \u00cdslands? Morgunbla\u00f0i\u00f0, bls. 32.<\/p>\n

1993<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1993a). Grunnsk\u00f3linn lengdur: Enn eitt b\u00f3kn\u00e1ms\u00e1r?<\/i> N\u00fd menntam\u00e1l, 11(1), 54-55.Grunnsk\u00f3linn lengdur. Enn eitt b\u00f3kn\u00e1ms\u00e1r<\/a>
\nJ\u00f3n Torfi J\u00f3nasson. (1993b). Nokkrar \u00e1bendingar og athugasemdir vegna \u00e1fangask\u00fdrslu um m\u00f3tun menntastefnu. [Sk\u00fdrsla ger\u00f0 a\u00f0 \u00f3sk menntam\u00e1lar\u00e1\u00f0uneytisins.] 20 bls.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1993c). H\u00e1sk\u00f3linn, v\u00edsindin og atvinnul\u00edfi\u00f0<\/i>. Quadrivium. H\u00e1sk\u00f3linn \u00ed dag, framt\u00ed\u00f0 hans og \u00fer\u00f3un. AIESEC-\u00cdsland.<\/p>\n

1992<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1992a). \u00c1byrg\u00f0 og stj\u00f3rn \u00ed \u00edslenskum sk\u00f3lum<\/i>. Samf\u00e9lagst\u00ed\u00f0indi, 12, 131-148.\u00c1byrg\u00f0 og stj\u00f3rn - Samf\u00e9lagst\u00ed\u00f0indi<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1992b). \u00der\u00f3un framhaldssk\u00f3lans: Fr\u00e1 starfsmenntun til almenns b\u00f3kn\u00e1ms<\/i>. Uppeldi og menntun, 1(1), 173-189. \u00der\u00f3un framhaldssk\u00f3lans<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1992c). Hugur og heili<\/i>. \u00cd Einar Logi Vignisson og \u00d3lafur P\u00e1ll J\u00f3nsson (ritstj.), Af l\u00edkama og s\u00e1l. Sex erindi um manninn og mannshugann (bls. 28-55). Reykjav\u00edk.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1992d). N\u00e1msferill og n\u00e1mslok \u00ed framhaldssk\u00f3la<\/i>. N\u00fd menntam\u00e1l, 10(3), 22-23.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1992e). Some important components in reading? A variant of component skills analysis<\/i>. [Handrit.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1992f). V\u00f6xtur menntunar \u00e1 \u00cdslandi og tengsl hennar vi\u00f0 atvinnul\u00edf<\/i>. \u00cd Menntun og atvinnul\u00edf (bls. 54-83). Reykjav\u00edk: Sammennt.\u00a0 V\u00f6xtur menntunar \u00e1 \u00cdslandi og tengsl hennar vi\u00f0 atvinnul\u00edf<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson og Gu\u00f0bj\u00f6rg Andrea J\u00f3nsd\u00f3ttir. (J\u00fan\u00ed 1992). N\u00e1msferill \u00ed framhaldssk\u00f3la<\/i>. [F\u00e9lags v\u00edsinda stofnun: Sk\u00fdrsla sem F\u00e9lagsv\u00edsindastofnun vann fyrir menntam\u00e1la r\u00e1\u00f0uneyti\u00f0, 100 bls. auk vi\u00f0auka.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson og Gu\u00f0bj\u00f6rg Andrea J\u00f3nsd\u00f3ttir. (September 1992). N\u00e1msferill \u00ed framhalds sk\u00f3la. Helstu ni\u00f0urst\u00f6\u00f0ur<\/i>. [F\u00e9lagsv\u00edsinda stofnun: Samantekt sem F\u00e9lagsv\u00edsindastofnun vann fyrir mennta m\u00e1la r\u00e1\u00f0uneyti\u00f0, 21 bls.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson, \u00c1sd\u00eds Ragnarsd\u00f3ttir og Gu\u00f0bj\u00f6rg Andrea J\u00f3nsd\u00f3ttir. (Febr\u00faar 1992). K\u00f6nnun \u00e1 \u00fe\u00f6rf i\u00f0na\u00f0ar fyrir menntun<\/i>. [F\u00e9lagsv\u00edsindastofnun: Sk\u00fdrsla sem F\u00e9lagsv\u00edsinda stofnun vann fyrir mennta m\u00e1lar\u00e1\u00f0uneyti\u00f0, 140 bls.]<\/p>\n

Stef\u00e1n \u00d3lafsson, J\u00f3n Torfi J\u00f3nasson og Gu\u00f0bj\u00f6rg Andrea J\u00f3nsd\u00f3ttir. (March 1992). Scientific and Technical Manpower (Preliminary Report)<\/i>. [Efni \u00ed bakgrunns-sk\u00fdrslu vegna athugunar OECD \u00e1 st\u00f6\u00f0u v\u00edsinda og t\u00e6knim\u00e1la \u00e1 \u00cdslandi. Sk\u00fdrsla F\u00e9lagsv\u00edsindastofnunar, 24 bls. {JTJ, skrifa\u00f0i \u00e1lyktunar kafla sk\u00fdrslunnar en haf\u00f0i ekki umsj\u00f3n me\u00f0 verkinu \u00ed upphafi vegna fjarveru \u00ed ranns\u00f3knarleyfi.}]<\/p>\n

1991<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1991). T\u00f6lur og v\u00edsbendingar um fj\u00f6lda h\u00e1sk\u00f3lanemenda \u00e1 komandi \u00e1rum og kostna\u00f0 fyrr og n\u00fa<\/i>. [F\u00e9lagsv\u00edsindastofnun: Sk\u00fdrsla, 22 bls.]<\/p>\n

1990<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1990). Menntun og sk\u00f3lastarf \u00ed 25 \u00e1r 1985-2010\u00a0 menntun og skolastarf<\/a>. Reykjav\u00edk: Framkv\u00e6mdanefnd um framt\u00ed\u00f0ar-k\u00f6nnun. [143 s\u00ed\u00f0ur]<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1990a). Fjarkennsla. \u00cd Uppl\u00fdsingar eru au\u00f0lind: greinar um uppl\u00fdsingastarfsemi \u00ed \u00fe\u00e1gu v\u00edsinda og mennta<\/i> (bls. 281-289). Reykjav\u00edk: Samstarfsnefnd um uppl\u00fdsingam\u00e1l. Fjarkennsla<\/a><\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1990c). N\u00e1m og aldur. Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir<\/i> (bls. 29-37). Reykjav\u00edk: Framkv\u00e6mdanefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1990d). Nokkrir punktar um Open University \u00ed Bretlandi og Open Universit\u00e4t \u00ed Hollandi. Fjarkennsla og fjarkennslua\u00f0fer\u00f0ir<\/i> (bls. 22-27). Reykjav\u00edk: Framkv\u00e6mda nefnd um fjarkennslu. Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0.<\/p>\n

J\u00f3n Torfi J\u00f3nasson og Halld\u00f3r J\u00f3nsson. (1990). Samantekt um st\u00f6rf kennara, yfirkennara og sk\u00f3lastj\u00f3ra vi\u00f0 grunnsk\u00f3la. Athugun \u00e1 starfi kennara og sk\u00f3lastj\u00f3ra \u00ed \u00edslenskum grunn sk\u00f3lum<\/i>. [F\u00e9lagsv\u00edsindastofnun: Sk\u00fdrsla unnin fyrir nefnd sem starfar samkv\u00e6mt 11. gr. kjarasamnings Kennarasambands \u00cdslands og fj\u00e1rm\u00e1lar\u00e1\u00f0herra, fyrir h\u00f6nd r\u00edkissj\u00f3\u00f0s, fr\u00e1 22. ma\u00ed 1989, 50 bls.]<\/p>\n

1989<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1989). Lenging sk\u00f3ladags og einsetinn grunnsk\u00f3li. Sk\u00fdrsla um hugsanlegan kostna\u00f0 vi\u00f0 einsetningu grunnsk\u00f3la \u00e1 landinu<\/i>. [F\u00e9lagsv\u00edsinda-stofnun: Sk\u00fdrsla, 12 s\u00ed\u00f0ur \u00e1samt 20 s\u00ed\u00f0um t\u00f6flur og l\u00ednurit.<\/p>\n

J\u00f3n Torfi J\u00f3nasson og \u00c1sta B\u00e1r\u00f0ard\u00f3ttir. (1989). Forgangsverkefni \u00ed \u00edslenskum sk\u00f3lam\u00e1lum<\/i>. [Sk\u00fdrsla.]<\/p>\n

1988<\/b>
\nBessi A\u00f0alsteinsson, J\u00f3n Torfi J\u00f3nasson og Stef\u00e1n Briem. (J\u00fan\u00ed 1988). Hugmyndir um skr\u00e1ningu og t\u00f6lvuvinnslu uppl\u00fdsinga um \u00cdsland. D\u00e6mi teki\u00f0 af Hafnahreppi \u00ed Kirkjuvogss\u00f3kn<\/i>. [Handrit.]<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1988). Sk\u00f3lar og menntastefna<\/i>. BHMR t\u00ed\u00f0indi. 2(1), bls. 4-9.<\/p>\n

1987<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1987a). Forritun me\u00f0 LOGO<\/i>. Reykjav\u00edk: Svart \u00e1 hv\u00edtu. [176 s\u00ed\u00f0ur]<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1987b). Ranns\u00f3knir \u00e1 lestri<\/i>. \u00cd Indri\u00f0i G\u00edslason og Gu\u00f0mundur B. Kristmundsson (ritstj.), Lestur \u2014 M\u00e1l. Ritr\u00f6\u00f0 Kennarah\u00e1sk\u00f3la \u00cdslands og I\u00f0unnar (bls. 29-49). Reykjav\u00edk: I\u00f0unn.<\/p>\n

1986<\/b>
\nH\u00f6r\u00f0ur L\u00e1russon, J\u00f3n Torfi J\u00f3nasson, Ragnhei\u00f0ur Benediktsson og Yngvi P\u00e9tursson. (1986). Fr\u00e1s\u00f6gn fr\u00e1 f\u00f6r til Bandar\u00edkjanna \u00ed n\u00f3vember 1986<\/i>. [30 s\u00ed\u00f0ur.<\/p>\n

J\u00f3n Torfi J\u00f3nasson. (1986, 10. og 11. j\u00fal\u00ed). T\u00f6lvur \u00ed sk\u00f3lastarfi<\/i>. Morgunbla\u00f0i\u00f0.<\/p>\n

1985<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1985). Er vit \u00ed t\u00f6lvuviti?<\/i> St\u00fadentabla\u00f0i\u00f0, 61(4), 13-16.<\/p>\n

1984<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1984). T\u00f6lvur \u00ed sk\u00f3lastarfi<\/i>. Uppeldi [Bla\u00f0 uppeldisfr\u00e6\u00f0inema vi\u00f0 H\u00e1sk\u00f3la \u00cdslands], bls. 8-13.<\/p>\n

1983<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1983). LOGO: kennslub\u00f3k \u00ed forritun handa kennurum og framhaldssk\u00f3lanemum<\/i>. Reykja-v\u00edk: Svart \u00e1 hv\u00edtu. [130 s\u00ed\u00f0ur.]<\/p>\n

1980<\/b>
\nJ\u00f3n Torfi J\u00f3nasson. (1980). What's in a word?<\/i> \u00d3birt doktorsritger\u00f0:H\u00e1sk\u00f3linn \u00ed Reading.<\/p>\n

1979<\/b>
\nColtheart, M., Besner, D., Jonasson, J.T. and Davelaar, E. (1979). Phonological recoding in the lexical decision task<\/i>. Quarterly Journal of Psychology, 31, 489-508.<\/p>\n

1978<\/b>
\nDavelaar, E., Coltheart, M., Besner, D. and Jonasson, J.T. (1978). Phonological recoding and lexical access<\/i>. Memory and Cognition, 6, 391-402.<\/p>\n

1977<\/b>
\nColtheart, M., Davelaar, E., Jonasson, J.T. and Besner, D. (1977). Access to the mental lexicon<\/i>. \u00cd Dornic, S. (Ritstj.), Attention and Performance, VI (bls. 535-555). Hillsdale, N.J.: Erlbaum.<\/p>\n

<\/h1>\n

<\/p>","protected":false},"excerpt":{"rendered":"

\u00datgefi\u00f0 efni s\u00ed\u00f0astli\u00f0inna \u00e1ra   2022 Bj\u00f6rk\u00a0\u00d3lafsd\u00f3ttir,\u00a0J\u00f3n Torfi\u00a0J\u00f3nasson,\u00a0Anna Kristin\u00a0Sigur\u00f0ard\u00f3ttir\u00a0, and Thor Aspelund. (2022). The mechanisms by which external school evaluation in Iceland influences internal evaluation and school professionals\u2019 practices. Nordic journal of studies in education. Ahead print. https:\/\/doi.org\/10.1080\/20020317.2022.2076376\u00a0 Pascale Mompoint-Gaillard, … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1403,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-5","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/pages\/5","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/users\/1403"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/comments?post=5"}],"version-history":[{"count":133,"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/pages\/5\/revisions"}],"predecessor-version":[{"id":899,"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/pages\/5\/revisions\/899"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/jtj\/wp-json\/wp\/v2\/media?parent=5"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}