{"id":29,"date":"2010-08-25T20:35:55","date_gmt":"2010-08-25T20:35:55","guid":{"rendered":"http:\/\/uni.hi.is\/sa\/?page_id=29"},"modified":"2014-12-30T11:23:57","modified_gmt":"2014-12-30T11:23:57","slug":"rannsoknir","status":"publish","type":"page","link":"https:\/\/uni.hi.is\/sa\/rannsoknir\/","title":{"rendered":"Ranns\u00f3knir"},"content":{"rendered":"

Ranns\u00f3knarsetri\u00f0 L\u00edfsh\u00e6ttir barna og ungmenna<\/span><\/strong><\/p>\n

\n
F\u00e9lags\u00feroski og samskiptah\u00e6fni barna og unglinga, fr\u00e1 1984<\/a><\/li>\n
Borgaravitund ungs f\u00f3lks \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi, fr\u00e1 2007<\/a><\/li>\n
\u00c1h\u00e6ttuheg\u00f0un og seigla ungs f\u00f3lks: Langt\u00edmaranns\u00f3kn, fr\u00e1 1994<\/a><\/li>\n
Uppeldis- og menntunars\u00fdn: Fagmennska \u00ed sk\u00f3lastarfi, fr\u00e1 1992<\/a><\/li>\n
Sk\u00f3la\u00fer\u00f3un: Ranns\u00f3knir \u00e1 vettvangi, fr\u00e1 1988<\/a><\/li>\n
Ranns\u00f3knarsamstarf<\/a><\/li>\n
Ranns\u00f3knarstykir<\/a><\/li>\n<\/ul>\n
Ranns\u00f3knarsetri\u00f0 L\u00edfsh\u00e6ttir barna og ungmenna
\n<\/strong><\/span><\/a>\u00c9g hef brennandi \u00e1huga \u00e1 hag barna, unglinga og ungs f\u00f3lks og hvernig megi sem best hl\u00faa a\u00f0 heill \u00feeirra \u00ed samt\u00ed\u00f0 og framt\u00ed\u00f0, b\u00e6\u00f0i \u00ed \u00feeirra eigin \u00fe\u00e1gu og samf\u00e9lagsins. \u00cd \u00fev\u00ed efni tel \u00e9g br\u00fdnt a\u00f0 setja \u00ed \u00f6ndvegi a\u00f0 efla sj\u00e1lfsvir\u00f0ingu \u00feeirra og vir\u00f0ingu fyrir \u00f6\u00f0rum, b\u00e6\u00f0i mannf\u00f3lki og n\u00e1tt\u00faru. Samf\u00e9lagi\u00f0 kallar \u00e1 meiri sj\u00e1lfsaga, sam\u00e1byrg\u00f0 og samkennd. \u00dea\u00f0 kallar \u00e1 h\u00e6fni \u00ed samskiptum; \u00fea\u00f0 kallar \u00e1 h\u00e6fni til a\u00f0 setja sig \u00ed spor annarra og til samvinnu, getu til a\u00f0 sko\u00f0a m\u00e1l fr\u00e1 \u00fdmsum sj\u00f3narhornum og komast a\u00f0 fars\u00e6lum ni\u00f0urst\u00f6\u00f0um \u00ed margv\u00edslegum \u00e1greinings- og \u00e1litam\u00e1lum. Og samf\u00e9lagi\u00f0 kallar \u00e1 virkari \u00fe\u00e1ttt\u00f6ku borgaranna \u00ed samf\u00e9lagsm\u00e1lum. Br\u00fdnt er a\u00f0 vi\u00f0 b\u00faum b\u00f6rnin og ungmennin mun betur undir 21. \u00f6ldina \u00ed \u00feessu efni en vi\u00f0 gerum n\u00fa.<\/p>\n
Ranns\u00f3knarverkefni m\u00edn litast af \u00feessum \u00e1huga. \u00cd hnotskurn beinast \u00feau a\u00f0 \u00feroska barna og ungmenna, einkum f\u00e9lags\u00feroska \u00feeirra, samskiptah\u00e6fni og si\u00f0fer\u00f0iskennd, jafnt sem \u00e1h\u00e6ttuheg\u00f0un \u00feeirra, n\u00e1msgengi og seiglu. Og \u00fe\u00e6r beinast a\u00f0 \u00fev\u00ed hvernig uppeldisst\u00e9ttir geti stu\u00f0la\u00f0 a\u00f0 velfer\u00f0 \u00feeirra me\u00f0 f\u00e9lagsau\u00f0 og mannau\u00f0 a\u00f0 lei\u00f0arlj\u00f3si. \u00dear kalla \u00e9g eftir heildst\u00e6\u00f0ri samvinnu heimila, sk\u00f3la, kennaramenntunarstofnana og r\u00e1\u00f0amanna \u00ed uppeldis- og menntam\u00e1lum.<\/p>\n
Helstu ranns\u00f3knarverkefni<\/strong> sem \u00e9g stend fyrir eru:<\/p>\n
\n
F\u00e9lags\u00feroski og samskiptah\u00e6fni barna og unglinga, fr\u00e1 1984<\/li>\n
Borgaravitund ungs f\u00f3lks \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi, fr\u00e1 2007<\/li>\n
\u00c1h\u00e6ttuheg\u00f0un og seigla ungs f\u00f3lks: Langt\u00edmaranns\u00f3kn, fr\u00e1 1994<\/li>\n
Uppeldis- og menntunars\u00fdn \u00ed sk\u00f3lastarfi, fr\u00e1 1992<\/li>\n
Sk\u00f3la\u00fer\u00f3un: Ranns\u00f3knir \u00e1 vettvangi, fr\u00e1 1988<\/li>\n<\/ul>\n
<\/a>
\nF\u00e9lags\u00feroski og samskiptah\u00e6fni barna og unglinga
\n<\/strong><\/span>N\u00fat\u00edminn kallar \u00e1 g\u00f3\u00f0a samskiptah\u00e6fni og \u00e1 \u00fea\u00f0 jafnt vi\u00f0 um samskipti innan fj\u00f6lskyldunnar, \u00ed f\u00e9laga- og vinah\u00f3pnum, \u00e1 starfsvettvangi og \u00ed l\u00fd\u00f0r\u00e6\u00f0islegu fj\u00f6lmenningarsamf\u00e9lagi. Ranns\u00f3knarstarf mitt h\u00f3fst \u00e1 a\u00f0 kanna f\u00e9lags\u00feroska og samskiptah\u00e6fni barna og unglinga. Grunnranns\u00f3knirnar beinast m.a. a\u00f0 \u00fev\u00ed a\u00f0 athuga hvernig hugmyndir barna og unglinga (7-13 \u00e1ra) \u00fer\u00f3ast um \u00fdmis f\u00e9lagsleg og si\u00f0fer\u00f0ileg efni, svo sem hvernig leysa megi \u00e1greiningsm\u00e1l \u00ed samskiptum. Einnig hafa \u00fe\u00e6r beinst a\u00f0 \u00fev\u00ed a\u00f0 kanna tengsl \u00e1 milli samskiptah\u00e6fni barna og r\u00f6khugsunar \u00feeirra, sj\u00e1lfsstj\u00f3rnar, kv\u00ed\u00f0a, f\u00e9lagslegrar einangrunar og n\u00e1ms\u00e1rangurs. Einnig hef \u00e9g sko\u00f0a\u00f0 tengsl \u00e1 milli hugsunar og heg\u00f0unar sem er eil\u00edft athugunarefni; s\u00f6mulei\u00f0is tengsl \u00e1 milli framfara \u00ed hugsun og framfara \u00ed heg\u00f0un.http:\/\/vefsetur.hi.is\/mvsavettvangi\/rannsoknir_vettvangi<\/a>).<\/p>\n
\u00cd framhaldi grunnranns\u00f3knanna f\u00f3r \u00e9g af sta\u00f0 me\u00f0 ranns\u00f3knar- og sk\u00f3la\u00fer\u00f3unarverkefni\u00f0: Hl\u00fa\u00f0 a\u00f0 f\u00e9lags- og tilfinninga\u00feroska nemenda<\/em> \u00fear sem \u00e9g hef kanna\u00f0 hvort grunnsk\u00f3lanemendur sem taka \u00fe\u00e1tt \u00ed sk\u00f3la\u00fer\u00f3unarverkefninu s\u00fdna meiri framfarir \u00ed samskiptah\u00e6fni en nemendur sem ekki taka \u00fe\u00e1tt. \u00der\u00f3unarverkefni\u00f0 felst \u00ed a\u00f0 vinna me\u00f0 kennurum yfir sk\u00f3la\u00e1ri\u00f0 \u00fear sem fjalla\u00f0 er um tengsl fr\u00e6\u00f0a og bekkjarstarfsins og hvernig efla megi samskiptah\u00e6fni nemenda me\u00f0 tilteknum kennslua\u00f0fer\u00f0um. \u00de\u00e1 samdi \u00e9g n\u00e1msefni fyrir nemendur og handb\u00e6kur fyrir kennara og foreldra \u00e1samt \u00c1rn\u00fdju El\u00edasd\u00f3ttur \u00ed tengslum vi\u00f0 \u00feessar ranns\u00f3knir.
\nUm \u00feessar mundir st\u00f6ndum vi\u00f0 \u00e1 ranns\u00f3knasetrinu fyrir ranns\u00f3knar- og sk\u00f3la\u00fer\u00f3unarverkefninu: A\u00f0 r\u00e6kta fars\u00e6l samskipti: Framfarir \u00ed sk\u00f3lastarfi<\/em>. Verkefni\u00f0 byggist \u00e1 ofangreindum ranns\u00f3knum og reynslu \u00e1 \u00feessu svi\u00f0i sem \u00e9g greini fr\u00e1 \u00ed b\u00f3k minni Vir\u00f0ing og<\/em> umhyggja \u2013 \u00c1kall 21. aldar<\/em>. Unni\u00f0 er \u00e1 vettvangi sk\u00f3lastarfs \u00ed samstarfi vi\u00f0 sk\u00f3lastj\u00f3ra og kennara grunnsk\u00f3la. Verkefni\u00f0 mi\u00f0ar a\u00f0 \u00fev\u00ed a\u00f0 r\u00e6kta samskiptah\u00e6fni, saml\u00ed\u00f0an og si\u00f0fer\u00f0iskennd nemenda og leggja um lei\u00f0 grunn a\u00f0 borgaravitund \u00feeirra \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi. Anna\u00f0 markmi\u00f0 verkefnisins er a\u00f0 skapa kennurum a\u00f0st\u00e6\u00f0ur til a\u00f0 \u00edgrunda starf sitt og veita \u00feeim t\u00e6kif\u00e6ri til a\u00f0 \u00fer\u00f3a sig og vaxa \u00ed starfi. (Sj\u00e1<\/p>\n
B\u00f3k<\/strong>, greinar \u00ed ritr\u00fdndum fr\u00e6\u00f0iritum og b\u00f3kakaflar<\/strong><\/em> um \u00feetta efni eru m.a.:
\nSigr\u00fan A\u00f0albjarnard\u00f3ttir (2007). Vir\u00f0ing og umhyggja \u2013 \u00c1kall 21. aldar. Reykjav\u00edk: Heimskringla, H\u00e1sk\u00f3laforlag M\u00e1ls og menningar.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2010). Passion and purpose: Teacher professional development and student social and civic growth. In T. Lovat & R. Toomey (Eds.), International research handbook on values education and student wellbeing (pp. 737-764). New York: Springer.<\/p>\n
\u00c1sd\u00eds Hrefna Haraldsd\u00f3ttir og Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2008). G\u00f3\u00f0ur kennari: Sj\u00f3narhorn grunnsk\u00f3lanemenda. Uppeldi og menntun, 17, 31-54.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2004). \u201cRespect between teachers and students is the basis for all school work:\u201d Teacher-student relationships. In B. Krzywosz-Rynkiewicz & A. Ross (Eds.), Social learning, inclusiveness and exclusiveness in Europe (pp. 39-53). Stoke on Trent, UK: Trentham Books.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2001).\u00a0 Die Reconstruction der Entwiklung von Lehrern und Schulern: Ein Sozio-Moralischer Ansatz in der Schule.\u00a0 In W. Edelstein, F. K. Oser and P. Schuster (Eds.), Moralische Erziehung in der Schule (pp. 213-232). Weinheim und Basel: Beltz Verlag.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1999).\u00a0 \u00der\u00f3un fagvitundar kennara: A\u00f0 efla f\u00e9lags\u00feroska og samskiptah\u00e6fni nemenda.\u00a0 \u00cd Helgi Sk\u00fali Kjartansson, Hrafnhildur Ragnars\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. 247-270). Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1999). Tracing the developmental processes of teachers and students: A sociomoral approach in school. Scandinavian Journal of Educational Research, 43, 57-79.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir.\u00a0 (1995). How school children propose to negotiate: The role of social withdrawal, anxiety, and locus of Control. Child Development, 66, 1739-1751.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1993). Promoting children's social growth in the schools: An intervention study. Journal of Applied Developmental Psychology, 14, 461-484.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Kristjana Bl\u00f6ndal. (1993). N\u00e1ms\u00e1rangur 11 \u00e1ra barna: Tengsl vi\u00f0 vitsmunah\u00e6fni, f\u00e9lagsh\u00e6fni og pers\u00f3nu\u00fe\u00e6tti. Uppeldi og menntun, 2, 25-40.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1992). Reaching consensus in conflict cituations in childhood: A new model integrating Habermas' and Selman's theories. Nordisk Psykologi, 44, 116-137.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1992). Fostering children's social conflict resolutions in the classroom:\u00a0 A developmental approach.\u00a0 In F. Oser, A. Dick and J. Patry (Eds.), Effective and responsible teaching:\u00a0 A new synthesis\u00a0 (bls. 397-412). San Fransisco, CA: Jossey Bass.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir & John B. Willett. (1991). Children's perspectives on conflicts between student and teacher:\u00a0 Developmental and situational variations.\u00a0 British Journal of Developmental Psychology, 9, 377-391.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir (1991).\u00a0 Hl\u00fa\u00f0 a\u00f0 samskiptah\u00e6fni sk\u00f3labarna: \u00deroskaranns\u00f3kn. S\u00e1lfr\u00e6\u00f0iriti\u00f0 - T\u00edmarit S\u00e1lfr\u00e6\u00f0ingaf\u00e9lags \u00cdslands, 2, 15-31.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Robert L. Selman. (1990). Hugmyndir barna um vi\u00f0br\u00f6g\u00f0 \u00feeirra vi\u00f0 gagnr\u00fdni kennara og bekkjarf\u00e9laga:\u00a0 \u00deroskaranns\u00f3kn. S\u00e1lfr\u00e6\u00f0iriti\u00f0 - T\u00edmarit S\u00e1lfr\u00e6\u00f0ingaf\u00e9lags \u00cdslands, 1, 37-48.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Wolfgang Edelstein. (1989). Listening to children's voices:\u00a0 Psychological theory and educational implications. Scandinavian Journal of Educational Research, 33, 79-97.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir & Robert L. Selman. (1989). How children propose to deal with the criticism of their teachers and classmates:\u00a0 Developmental and stylistic cariations. Child Development, 60, 539-551.<\/p>\n
<\/a>
\nBorgaravitund ungs f\u00f3lks \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi<\/strong><\/span>
\n\u00c1hugi minn s\u00ed\u00f0ustu \u00e1rin \u00e1 svi\u00f0i uppeldis- og menntunar hefur jafnframt beinst a\u00f0 borgaravitund ungmenna og \u00fev\u00ed hvernig standa megi sem best a\u00f0 \u00fev\u00ed a\u00f0 gl\u00e6\u00f0a vitund \u00feeirra sem virkra borgara \u00ed l\u00fd\u00f0r\u00e6\u00f0islegu fj\u00f6lmenningarsamf\u00e9lagi. Sk\u00f3lastarf sem mi\u00f0ar markvisst a\u00f0 \u00fev\u00ed a\u00f0 efla samskiptah\u00e6fni nemenda og si\u00f0fer\u00f0iskennd leggur a\u00f0 m\u00ednu mati samt\u00edmis grunn a\u00f0 fj\u00f6lmenningarlegri h\u00e6fni \u00feeirra og borgaravitund. Me\u00f0 \u00f6\u00f0rum or\u00f0um l\u00edt \u00e9g svo \u00e1 a\u00f0 f\u00e9lags\u00feroski og samskiptah\u00e6fni, si\u00f0fer\u00f0iskennd og j\u00e1kv\u00e6\u00f0 sj\u00e1lfsmynd s\u00e9u undirsta\u00f0a \u00feroska\u00f0rar borgaravitundar. E\u00f0lilegt framhald ranns\u00f3kna minna \u00e1 f\u00e9lags\u00feroska og samskiptah\u00e6fni nemenda var \u00fev\u00ed a\u00f0 skipuleggja ranns\u00f3kn \u00e1 borgaravitund ungs f\u00f3lks \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi. Jafnframt hef \u00e9g kanna\u00f0 uppeldis- og menntunars\u00fdn kennara og sk\u00f3lastj\u00f3ra sem standa a\u00f0 fj\u00f6lmenningarlegri kennslu og eflingu l\u00fd\u00f0r\u00e6\u00f0is \u00ed sk\u00f3lastarfi.<\/p>\n
Ranns\u00f3knin \u00e1 borgaravitund ungs f\u00f3lks h\u00f3fst formlega \u00e1ri\u00f0 2007. Markmi\u00f0i\u00f0 er a\u00f0 afla \u00feekkingar og skilnings \u00e1 borgaravitund ungmenna til sj\u00e1var og sveita. Leita\u00f0 er me\u00f0al annars eftir gildismati \u00feeirra og hugmyndum um l\u00fd\u00f0r\u00e6\u00f0i, mannr\u00e9ttindi, \u00feeim \u00e1hrifum sem \u00feau telja sig hafa \u00ed samf\u00e9lagi s\u00ednu og hva\u00f0a \u00e1hrif \u00feau vildu hafa. \u00de\u00e1tttakendur eru 11, 14 og 18 \u00e1ra, 1500 talsins \u00ed \u00feremur bygg\u00f0akj\u00f6rnum landsins. G\u00f6gnum er safna\u00f0 b\u00e6\u00f0i me\u00f0 vi\u00f0t\u00f6lum og spurningalistum. Ni\u00f0urst\u00f6\u00f0ur ranns\u00f3knarinnar \u00e6ttu a\u00f0 geta or\u00f0i\u00f0 mikilv\u00e6gt framlag til ranns\u00f3kna \u00e1 borgaravitund barna og ungmenna b\u00e6\u00f0i h\u00e9r \u00e1 landi og \u00e1 al\u00fej\u00f3\u00f0avettvangi og hafa fr\u00e6\u00f0ilegt gildi sem sl\u00edkar.<\/p>\n
\u00de\u00e1 eru vonir bundnar vi\u00f0 a\u00f0 ni\u00f0urst\u00f6\u00f0urnar geti lagt grunn a\u00f0 hagn\u00fdtum ranns\u00f3knum. \u00dear v\u00e6ri kanna\u00f0 hvernig efla megi borgaravitund ungmenna sem f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 vinna markvisst a\u00f0 \u00fdmsum samf\u00e9lags- og mannr\u00e9ttindam\u00e1lum \u00e1 l\u00fd\u00f0r\u00e6\u00f0islegan m\u00e1ta.<\/p>\n
\u00darvinnsla gagna ofangreindar ranns\u00f3knar \u00e1 borgaravitund ungs f\u00f3lks h\u00f3fst \u00e1ri\u00f0 2010 og hafa \u00fev\u00ed ekki enn birst greinar um ni\u00f0urst\u00f6\u00f0urnar. Aftur \u00e1 m\u00f3ti hafa birst greinar b\u00e6\u00f0i um \u00fer\u00f3un fr\u00e6\u00f0il\u00edkans vi\u00f0 a\u00f0 greina borgaravitund ungmenna og um s\u00fdn \u00feeirra sem byggja \u00e1 vi\u00f0t\u00f6lum vi\u00f0 \u00feau. Jafnframt hef \u00e9g fjalla\u00f0 um uppeldis- og menntunars\u00fdn kennara og sk\u00f3lastj\u00f3ra sem standa a\u00f0 fj\u00f6lmenningarlegri kennslu og eflingu l\u00fd\u00f0r\u00e6\u00f0is \u00ed sk\u00f3lastarfi.<\/p>\n
Helstu b\u00f3kakaflar<\/em><\/strong> sem vi\u00f0 samstarfsf\u00f3lk mitt h\u00f6fum rita\u00f0 \u00e1 undanf\u00f6rnum \u00e1rum um \u00feetta efni eru m.a. auk efnis \u00ed b\u00f3k minni<\/p>\n
Vir\u00f0ing og umhyggja \u2013 \u00c1kall 21. aldar.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2009). Borgari \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi: S\u00fdn ungmenna. \u00cd Gunnar \u00de\u00f3r J\u00f3hannesson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum X (bls. 715-724). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofun H\u00e1sk\u00f3la \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Margr\u00e9t A. Mark\u00fasd\u00f3ttir. (2009). Civic protest before and after Iceland\u2019s economic crisis: Adolescents speak about participation. In A. Ross (Ed.), Human rights and citizenship education (pp. 251-258). London: CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2008). Young people\u2019s civic awareness and engagement: Listening to their voices using thematic and developmental analysis. In A. Ross (Ed.), Reflecting on identities: Research, practice and innovation (pp. 717-727). London: CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2006). L\u00edfsgildi. \u00cd \u00dalfar Hauksson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum VII (bls. 779-787). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofun H\u00e1sk\u00f3la \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir & Eyr\u00fan M. R\u00fanarsd\u00f3ttir. (2006).\u00a0 A leader\u2019s experiences of intercultural education in an elementary school: Changes and challenges. In V. Collinson (Ed.), Theme issue: Learning, teaching, leading: A global perspective, Theory Into Practice, 44, 177-186.<\/p>\n
Eyr\u00fan M. R\u00fanarsd\u00f3ttir, Hafd\u00eds Ingvarsd\u00f3ttir, & Sigr\u00fan Adalbjarnard\u00f3ttir. (2006). Intercultural education: Cases of good practice in Iceland. In A. Ross (Ed.), The citizens of Europe and the World (pp. 63-75). London: CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir, Hafd\u00eds Ingvarsd\u00f3ttir og Eyr\u00fan M. R\u00fanarsd\u00f3ttir. (2005). Fj\u00f6lmennningarleg kennsla: Sj\u00f3narhorn sk\u00f3laf\u00f3lks. \u00cd \u00dalfar Hauksson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum VI (bls. 707-720). Reykjav\u00edk: F\u00e9lagsv\u00edsindastofun H\u00e1sk\u00f3la \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir, Eyr\u00fan M. R\u00fanarsd\u00f3ttir & Hafd\u00eds Ingvarsd\u00f3ttir. (2005). National policy and practitioner practice in multicultural education in Iceland. In A. Ross (Ed.), Teaching citizenship (pp. 35-41). London: CiCe publication.<\/p>\n
Hafdis Ingvarsd\u00f3ttir, Eyr\u00fan M. R\u00fanarsd\u00f3ttir & Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2005).Teaching new citizens: Challenges and opportunities. In A. Ross (Ed.), Teaching citizenship (pp. 365-371). London: a CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir & Eyr\u00fan M. R\u00fanarsd\u00f3ttir. (2003). Educational aims in a changing society: Equal opportunities in citizenship, culture, and identity. In A. Ross (Ed.), A Europe of many cultures (pp.71-78). London: a CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2002). At dyrke demokratiske v\u00e6rdier \u2013 N\u00f8glen til en bedre verden [A\u00f0 r\u00e6kta l\u00fd\u00f0r\u00e6\u00f0isleg gildi: Lykillinn a\u00f0 betri heimi]. \u00cd Gun-Marie Fr\u00e5nberg og D. Kellos (ritstj.), Demokrati \u00ed skolans vardag [L\u00fd\u00f0r\u00e6\u00f0i \u00ed daglegu sk\u00f3lastarfi, bls. 101-149]. Rit Nor\u00f0urlandar\u00e1\u00f0s \u00ed tilefni 50 \u00e1ra samstarfsafm\u00e6lis Nor\u00f0urlanda. Ume\u00e5 universitet f\u00f6r NSS: Nordiska Ministerr\u00e5det.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2002). Citizenship education and teachers' professional awareness. In D., Scott, & H. Lawson (Eds.), Citizenship, education, and the curriculum (pp.131-150). London: Ablex Publ.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2002). The challenging process of preparing education professionals to promote citizenship awareness. In A. Ross (Ed.), Future citizens in Europe (pp. 25-32). London: a CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2001). Cultivating citizenship awareness: The school setting. In A. Ross (Ed.) Learning for a democratic Europe (pp. 167-173). London: a CiCe publication.<\/p>\n
<\/a>
\n\u00c1h\u00e6ttuheg\u00f0un og seigla ungs f\u00f3lks: Langt\u00edmaranns\u00f3kn<\/strong><\/span>
\n\u00c1hugi \u00e1 velfer\u00f0 barna og ungmenna leiddi mig inn \u00e1 ranns\u00f3knir \u00e1 \u00e1h\u00e6ttuheg\u00f0un \u00feeirra \u00ed leit a\u00f0 sv\u00f6rum vi\u00f0 hvernig megi styrkja \u00feau \u00ed gl\u00edmu vi\u00f0 \u00f6grandi vi\u00f0fangsefni l\u00edfsins.
\n\u00c1ri\u00f0 1994 f\u00f3r \u00e9g af sta\u00f0 me\u00f0 langt\u00edmaranns\u00f3knina: \u00c1h\u00e6ttuheg\u00f0un og seigla ungs f\u00f3lks. Meginmarkmi\u00f0 ranns\u00f3knarinnar er a\u00f0 athuga \u00e1h\u00e6ttu\u00fe\u00e6tti \u00ed l\u00edfi unglinga og ungs f\u00f3lks sem tengist v\u00edmuefnaneyslu \u00feeirra, n\u00e1ms\u00e1rangri og brotthvarfi fr\u00e1 n\u00e1mi. Neysla og n\u00e1msgengi eru sko\u00f0u\u00f0 \u00ed tengslum vi\u00f0 \u00fdmsa f\u00e9lagslega \u00fe\u00e6tti (st\u00e9tt, fj\u00f6lskylduger\u00f0), uppeldislega \u00fe\u00e6tti (uppeldisa\u00f0fer\u00f0ir foreldra, stu\u00f0ning foreldra og vina) og s\u00e1lfr\u00e6\u00f0ilega \u00fe\u00e6tti (s.s. sj\u00e1lfsmat, tr\u00fa \u00e1 eigin getu, streitu, depur\u00f0, andf\u00e9lagslega heg\u00f0un).<\/p>\n
Anna\u00f0 markmi\u00f0 ranns\u00f3knarinnar felst \u00ed \u00fev\u00ed a\u00f0 hanna \u00feroskal\u00edkan til a\u00f0 greina s\u00e1lf\u00e9lagslegan \u00feroska ungmenna (\u00feekkingu, samskiptah\u00e6fni, pers\u00f3nulega merkingu) \u00ed tengslum vi\u00f0 neyslu \u00feeirra og er \u00fea\u00f0 n\u00fdtt framlag til v\u00edsindaranns\u00f3kna \u00e1 al\u00fej\u00f3\u00f0vettvangi. \u00der\u00e6\u00f0irnir, samskipti og \u00feroski, hafa \u00fev\u00ed fylgt m\u00e9r \u00ed \u00feessum ranns\u00f3knum eins og \u00f6\u00f0rum ranns\u00f3knum m\u00ednum.<\/p>\n
\u00de\u00e1tttakendur ranns\u00f3knarinnar eru allir unglingar Reykjav\u00edkurborgar sem voru \u00ed 9. bekkjum grunnsk\u00f3la Reykjav\u00edkur vori\u00f0 1994 (f. 1979). S\u00f6mu g\u00f6gnum hj\u00e1 s\u00f6mu einstaklingum hefur veri\u00f0 safna\u00f0 me\u00f0 spurningalistum fr\u00e1 1994 til 2002. Einnig hafa veri\u00f0 tekin dj\u00fapvi\u00f0t\u00f6l vi\u00f0 hluta \u00feeirra um v\u00edmuefnaneyslu \u00feeirra og samskipti vi\u00f0 fj\u00f6lskyldu og vini. Jafnframt hafa \u00feessi langt\u00edmag\u00f6gn annars vegar veri\u00f0 tengd vi\u00f0 n\u00e1ms\u00e1rangur h\u00f3psins \u00e1 samr\u00e6mdum pr\u00f3fum vi\u00f0 lok grunnsk\u00f3la (10. bekkur) og hins vegar vi\u00f0 uppl\u00fdsingar fr\u00e1 Hagstofu \u00cdslands um n\u00e1msferla og \u00fatskriftir til \u00e1rsloka 2004. Unga f\u00f3lkinu hefur \u00fev\u00ed veri\u00f0 fylgt eftir fr\u00e1 14 \u00e1ra aldri fram \u00e1 26. aldurs\u00e1r.
\nMi\u00f0a\u00f0 er a\u00f0 \u00fev\u00ed a\u00f0 n\u00fdta ni\u00f0urst\u00f6\u00f0ur \u00feessarar ranns\u00f3knar \u00ed fyrirbyggjandi starfi me\u00f0 b\u00f6rnum og ungmennum og leggja jafnframt grunn a\u00f0 hagn\u00fdtum ranns\u00f3knum \u00e1 \u00feessu svi\u00f0i.<\/p>\n
\u00c1herslu\u00fe\u00e6ttir ranns\u00f3knarinnar<\/em><\/strong> sem vi\u00f0 samstarfsf\u00f3lk mitt h\u00f6fum unni\u00f0 a\u00f0 til \u00feessa hafa m.a. veri\u00f0:<\/p>\n
\n
Uppeldish\u00e6ttir foreldra og tengsl \u00feeirra vi\u00f0\n
\n
v\u00edmuefnaneyslu ungs f\u00f3lks<\/li>\n
samskiptah\u00e6fni, sj\u00e1lfsmat og depur\u00f0 ungs f\u00f3lks<\/li>\n
n\u00e1ms\u00e1rangur ungmenna og brotthvarf fr\u00e1 n\u00e1mi \u00far framhaldssk\u00f3la<\/li>\n<\/ul>\n<\/li>\n
Tr\u00fa \u00e1 eigin getu til a\u00f0 hafa \u00e1hrif \u00e1 l\u00edf sitt og v\u00edmuefnaneysla ungs f\u00f3lks<\/li>\n
\u00c1r\u00e1sarhneig\u00f0 ungmenna og v\u00edmuefnaneysla<\/li>\n
S\u00e1lf\u00e9lagslegur \u00feroski ungmenna og v\u00edmuefnaneysla<\/li>\n
Vi\u00f0horf ungmenna til v\u00edmuefnaneyslu og v\u00edmuefnaneysla \u00feeirra<\/li>\n
Kortlagning v\u00edmuefnaneyslu sama h\u00f3ps ungmenna fr\u00e1 14 til 22 \u00e1ra aldurs eftir kyni, st\u00e9ttarst\u00f6\u00f0u, fj\u00f6lskylduger\u00f0, fyrri neyslu og neyslu foreldra og vina<\/li>\n<\/ul>\n
Rit, ritr\u00fdndar greinar og b\u00f3kakaflar<\/em><\/strong> sem byggjast \u00e1 g\u00f6gnum ranns\u00f3knarinnar eru m.a. eftirfarandi:
\nSigr\u00fan A\u00f0albjarnard\u00f3ttir, Andrea G. Dorfad\u00f3ttir, \u00de\u00f3r\u00f3lfur R. \u00de\u00f3r\u00f3lfsson og Krist\u00edn L. Gar\u00f0arsd\u00f3ttir (2003). V\u00edmuefnaneysla og vi\u00f0horf \u2013 Ungu f\u00f3lki \u00ed Reykjav\u00edk fylgt eftir fr\u00e1 14 \u00e1ra til 22 \u00e1ra aldurs. Rv\u00edk: F\u00e9lagsv\u00edsindastofnun og H\u00e1sk\u00f3la\u00fatg\u00e1fan.
\nSigr\u00fan A\u00f0albjarnard\u00f3ttir, Sigurl\u00edna Dav\u00ed\u00f0sd\u00f3ttir og Eyr\u00fan Mar\u00eda R\u00fanarsd\u00f3ttir. (1997). \u00c1h\u00e6ttuheg\u00f0un reykv\u00edskra unglinga: T\u00f3baksreykingar, \u00e1fengisneysla, hassneysla og neysla annarra v\u00edmuefna \u00e1rin 1994-1996.\u00a0 Reykjav\u00edk: F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands. B\u00e6kur F\u00e9lagsv\u00edsindastofnunar nr. 22.
\nKristjana S. Bl\u00f6ndal og Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2009). School dropout, parenting style, and parental involvement: A longitudinal study. Adolescence, 44, 729-749.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2007). Iceland. In J.J. Arnett and R. Silbereisen (Eds.), Routledge International Encyclopedia of Adolescence (pp. 425-441). London: Routledge.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2005) \u201eVi\u00f0 erum b\u00e6\u00f0i m\u00e6\u00f0gin og vinir\u201c: Uppeldish\u00e6ttir foreldra og samskipta\u00feroski unglinga. Ungir \u00cdslendingar \u00ed lj\u00f3si v\u00edsindanna (bls. 121\u2013128). Reykjav\u00edk: Umbo\u00f0sma\u00f0ur barna og H\u00e1sk\u00f3li \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Kristjana Bl\u00f6ndal. (2005). Brotthvarf ungmenna fr\u00e1 n\u00e1mi og uppeldisa\u00f0fer\u00f0ir foreldra: Langt\u00edmaranns\u00f3kn. T\u00edmarit um menntaranns\u00f3knir, 2, 11-23.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Krist\u00edn L. Gar\u00f0arsd\u00f3ttir. (2004). Uppeldisa\u00f0fer\u00f0ir foreldra og sj\u00e1lfs\u00e1lit ungs f\u00f3lks \u00e1 aldrinum 14 til 21 \u00e1rs. Uppeldi og menntun, 13, 9-24.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Krist\u00edn L. Gar\u00f0arsd\u00f3ttir. (2004). Depur\u00f0 ungs f\u00f3lks og uppeldisa\u00f0fer\u00f0ir foreldra: Langt\u00edmaranns\u00f3kn. S\u00e1lfr\u00e6\u00f0iriti\u00f0 \u2013 T\u00edmarit S\u00e1lfr\u00e6\u00f0ingaf\u00e9lags \u00cdslands, 9, 151-166.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Kristjana Stella Bl\u00f6ndal. (2004). Uppeldish\u00e6ttir foreldra og n\u00e1m\u00e1rangur unglinga \u00e1 samr\u00e6mdum pr\u00f3fum vi\u00f0 lok grunnsk\u00f3la. \u00cd \u00dalfar Hauksson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum V (bls. 415-426). Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2002). Adolescent psychosocial maturity and alcohol use: Quantitative and qualitative analysis of longitudinal data. Adolescence, 37, 19-53.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Fj\u00f6lvar D. Rafnsson. (2002). Adolescent antisocial and substance use: Longitudinal analyses. Addictive Behaviors, 27, 227-240.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Leifur G. Hafsteinsson (2001). Parenting Styles and Adolescent Substance Use:\u00a0 A longitudinal study. Journal of Research on Adolescence, 11, 401-423.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2001). Uppeldisa\u00f0fer\u00f0ir foreldra og v\u00edmuefnaneysla unglinga: Langt\u00edmaranns\u00f3kn. \u00cd Herd\u00eds Sveinsd\u00f3ttir og Ari Nyysti (ritstj.), Framt\u00ed\u00f0ars\u00fdn innan heilsug\u00e6sluhj\u00fakrunar (bls. 168-177). Reykjav\u00edk: H\u00e1sk\u00f3la\u00fatg\u00e1fan og Ranns\u00f3knastofnun \u00ed hj\u00fakrunarfr\u00e6\u00f0i vi\u00f0 H\u00e1sk\u00f3la \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Fj\u00f6lvar D. Rafnsson. (2001). Perceived control in adolescent substance use: Concurrent and longitudinal analyses. Psychology of Addictive Behaviors, 15, 25-32.<\/p>\n
Selman, R. L., og\u00a0 Adalbjarnardottir, S. (2000). A developmental method to analyze the personal meaning adolescents make of risk and relationship: The case of \u201cdrinking.\u201d Applied Developmental Science, 4, 47-65.<\/p>\n
\u00de\u00f3roddur Bjarnason og Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2000). Anonymity and confidentiality in school surveys on alcohol, tobacco, and cannabis use.\u00a0 Journal of Drug Issues, 29, 335-343.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1998).\u00a0 \u00c1h\u00e6ttuheg\u00f0un unglinganna \u00d3\u00f0ins og \u00de\u00f3rs:\u00a0 N\u00fd \u00feroskan\u00e1lgun.\u00a0 \u00cd Fri\u00f0rik H. J\u00f3nsson (ritstj.), Ranns\u00f3knir \u00ed f\u00e9lagsv\u00edsindum II (bls. 217-227).\u00a0 F\u00e9lagsv\u00edsindastofnun H\u00e1sk\u00f3la \u00cdslands og Hagfr\u00e6\u00f0istofnun H\u00e1sk\u00f3la \u00cdslands.\u00a0 H\u00e1sk\u00f3la\u00fatg\u00e1fan.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Leifur Geir Hafsteinsson. (1998).\u00a0 T\u00f3baksreykingar ungmenna:\u00a0 Tengsl vi\u00f0\u00a0 uppeldish\u00e6tti foreldra og reykingar foreldra og vina.\u00a0 Uppeldi og menntun, 7, 83-98.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Kristjana Bl\u00f6ndal. (1996). T\u00f3baksreykingar og hassneysla reykv\u00edskra unglinga og vi\u00f0horf \u00feeirra til sl\u00edkrar neyslu. Uppeldi og menntun, 5, 43-62.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Kristjana Bl\u00f6ndal. (1995). \u00c1fengisneysla reykv\u00edskra unglinga og vi\u00f0horf \u00feeirra til sl\u00edkrar neyslu.\u00a0 Uppeldi og menntun, 4, 35-57.<\/p>\n
<\/a>
\nUppeldis- og menntunars\u00fdn \u00ed sk\u00f3lastarfi<\/strong><\/span><\/p>\n
\u00cd \u00feessu ranns\u00f3knarverkefni huga \u00e9g s\u00e9rstaklega a\u00f0 fagmennsku e\u00f0a uppeldis- og menntunars\u00fdn kennara og sk\u00f3lastj\u00f3rnenda. S\u00fa hugsun liggur a\u00f0 baki a\u00f0 kennarar og sk\u00f3lastj\u00f3rnendur sem b\u00faa yfir v\u00ed\u00f0ri og dj\u00fapri uppeldis- menntunars\u00fdn n\u00e1i betri \u00e1rangri \u00ed sk\u00f3lastarfi. Markmi\u00f0 verkefnisins er a\u00f0 \u00f6\u00f0last d\u00fdpri skilning \u00e1 hugmyndum \u00feeirra um kennslu sem byggja megi \u00e1 vi\u00f0 a\u00f0 efla \u00fe\u00e1 \u00ed starfi og stu\u00f0la a\u00f0 sk\u00f3la\u00fer\u00f3un. \u00cd \u00feessu skyni er sett fram fr\u00e6\u00f0il\u00edkan um uppeldis- og menntunars\u00fdn. \u00c1hersla er l\u00f6g\u00f0 \u00e1 a\u00f0 greina lei\u00f0arlj\u00f3s \u00feeirra, gildi \u00ed starfi, markmi\u00f0, lei\u00f0ir a\u00f0 markmi\u00f0um og daglega starfsh\u00e6tti. Auk \u00feess er kanna\u00f0 hvernig l\u00edfssaga \u00feeirra tengist markmi\u00f0um \u00feeirra og starfsh\u00e1ttum. Fr\u00e6\u00f0il\u00edkani\u00f0 veitir \u00fe\u00e1 m\u00f6guleika a\u00f0 greina annars vegar hvernig s\u00fdn og starfsh\u00e6ttir einstakra kennara \u00fer\u00f3ast og hins vegar a\u00f0 sko\u00f0a mismunandi s\u00fdn \u00feeirra og starfsh\u00e6tti. Fr\u00e6\u00f0il\u00edkani\u00f0 er n\u00fdtt framlag til ranns\u00f3kna \u00e1 fagmennsku kennara og sk\u00f3lastj\u00f3rnenda \u00e1 al\u00fej\u00f3\u00f0legum vettvangi og hefur v\u00edsindalegt gildi sem sl\u00edkt. \u00cd umr\u00e6\u00f0u um og \u00ed ranns\u00f3knum \u00e1 \u00fer\u00f3un sk\u00f3lastarfs eru vonir bundnar vi\u00f0 a\u00f0 kennarar, sk\u00f3lastj\u00f3rnendur, \u00feeir sem a\u00f0 kennaramenntun standa og rannsakendur geti n\u00fdtt s\u00e9r \u00feetta l\u00edkan \u00ed \u00fev\u00ed skyni a\u00f0 efla sk\u00f3lastarf. \u00c1herslu\u00fe\u00e6ttir innan \u00feessa ranns\u00f3knasvi\u00f0s hafa m.a. veri\u00f0 a\u00f0 kanna:<\/p>\n
\n
hvernig hugmyndir kennara um uppeldis- og menntunars\u00fdn s\u00edna --markmi\u00f0, gildi, kennslua\u00f0fer\u00f0ir og kennslust\u00edl -- \u00fer\u00f3ast<\/li>\n
l\u00edfss\u00f6gur kennara og hvernig \u00fe\u00e6r tengjast uppeldis- og menntunars\u00fdn \u00feeirra; markmi\u00f0um, gildum, \u00e1huga \u00e1 starfinu\u00a0 og kennslua\u00f0fer\u00f0um<\/li>\n
kennslua\u00f0fer\u00f0ir kennara \u00ed bekkjarstarfi me\u00f0 \u00e1herslu \u00e1 umr\u00e6\u00f0ur og tengsl \u00feeirra vi\u00f0 markmi\u00f0 kennara og uppeldis- og menntunars\u00fdn<\/li>\n<\/ul>\n
Fr\u00e6\u00f0il\u00edkani\u00f0 hefur \u00ed fyrsta lagi veri\u00f0 nota\u00f0 til a\u00f0 greina uppeldis- og menntunars\u00fdn kennara \u00ed sk\u00f3la\u00fer\u00f3unarverkefnum \u00feegar \u00feeir leitast vi\u00f0 a\u00f0 efla f\u00e9lags\u00feroska nemenda og samskiptah\u00e6fni. \u00cd \u00f6\u00f0ru lagi hefur \u00fea\u00f0 veri\u00f0 nota\u00f0 til a\u00f0 sko\u00f0a uppeldis- og menntunars\u00fdn sk\u00f3lastj\u00f3ra og kennara sem standa a\u00f0 fj\u00f6lmenningarlegri kennslu. \u00cd \u00feri\u00f0ja lagi hefur \u00fea\u00f0 veri\u00f0 nota\u00f0 til a\u00f0 greina uppeldis- og menntunars\u00fdn kennara sem vinna a\u00f0 \u00fev\u00ed a\u00f0 efla l\u00fd\u00f0r\u00e6\u00f0islega borgaravitund nemenda.<\/p>\n
Ritr\u00fdndar greinar og b\u00f3kakaflar<\/em><\/strong> sem vi\u00f0 samstarfsf\u00f3lk mitt h\u00f6fum unni\u00f0 a\u00f0 um \u00feetta efni eru m.a. auk efnis \u00ed b\u00f3k minni<\/p>\n
Vir\u00f0ing og umhyggja \u2013 \u00c1kall 21. aldar.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2010). Passion and purpose: Teacher professional development and student social and civic growth. In T. Lovat & R. Toomey (Eds.), International research handbook on values education and student wellbeing (pp. 737-764). New York: Springer.<\/p>\n
Katr\u00edn Fri\u00f0riksd\u00f3ttir & Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2010). Relating life story and pedagogical vision: A teacher\u2019s voice. In B. Sriraman, C. Bergsten, S. Goodchild, C. Michelsen, G. Palsdottir, O. Steinthorsdottir, & L. Haapasalo (Eds.), The sourcebook on Nordic research in mathematics education (pp. 495-504). Charlotte, NC: Information Age Publishing.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir & Eyr\u00fan M. R\u00fanarsd\u00f3ttir. (2006). A leader\u2019s experiences of intercultural education in an elementary school: Changes and challenges. In V. Collinson (Ed.), Theme issue: Learning, teaching, leading: A global perspective, Theory Into Practice, 44, 177-186.<\/p>\n
Selman, R. L. & Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2003). Supporting teachers\u2019 professional development. Lessons from Iceland, \u00ed R. L. Selman, The promotion of social awareness: Powerful lessons from the partnership of developmental theory and classroom practice (pp. 113-127). N.Y.C., N.Y. Russell Sage.<\/p>\n
Selman, R. L. & Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2003).Teachers\u2019 reflections on promoting social competence. Lessons from Iceland, \u00ed R. L. Selman, The promotion of social awareness: Powerful lessons from the partnership of developmental theory and classroom practice (pp. 128-146). N.Y.C., N.Y. Russell Sage.<\/p>\n
Selman, R. L.,\u00a0 Buitrago, C. & Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2003). Terms of engagement: Personal meaning and the professional lives of teachers. Lessons from Iceland, \u00ed R. L. Selman, The promotion of social awareness: Powerful lessons from the partnership of developmental theory and classroom practice (pp. 147-169). N.Y.C., N.Y. Russell Sage.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2002). Citizenship education and teachers' professional awareness. In D., Scott, & H. Lawson (Eds.), Citizenship, Education, and the Curriculum (pp.131-150). London: Ablex Publ.<\/p>\n
Katr\u00edn Fri\u00f0riksd\u00f3ttir og Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2002). \u201c\u00c9g \u00e1kva\u00f0 a\u00f0 ver\u00f0a kennari \u00feegar \u00e9g var\u00f0 sj\u00f6 \u00e1ra\u201d - L\u00edfssaga kennara og uppeldiss\u00fdn. Uppeldi og menntun, 11, 121-145.<\/p>\n
Eyr\u00fan M. R\u00fanarsd\u00f3ttir & Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (2000). \u201cWho wants to employ a bossy loudmouth?\u201d Teacher\u2019s pedagogical vision and strategies when promoting students\u2019 self perceptions and social awareness. \u00cd A. Ross (ritstj.) Developing Identities in Europe: Citizenship Education and Higher Education (bls. 461-467). London: a CiCe publication.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1999).\u00a0 \u00der\u00f3un fagvitundar kennara:\u00a0 A\u00f0 efla f\u00e9lags\u00feroska og samskiptah\u00e6fni nemenda.\u00a0 \u00cd Helgi Sk\u00fali Kjartansson, Hrafnhildur Ragnars\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. 247-270).\u00a0 Reykjav\u00edk: Ranns\u00f3knarstofnun Kennarah\u00e1sk\u00f3la \u00cdslands.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir og Robert L. Selman. (1997). \"I feel I received a new vision:\" An analysis of teachers professonal development as they work with students on interpersonal issues.\u00a0 Teaching and Teacher Education, 13, 4, 409-428.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir.\u00a0 (1994). Understanding children and ourselves:\u00a0 Teachers' reflections on social development in the classroom.\u00a0 Teaching and Teacher Education, 10, 4, 409-421.<\/p>\n
Sigr\u00fan A\u00f0albjarnard\u00f3ttir. (1992). Samskipti \u00ed bekkjarstarfi:\u00a0 Sj\u00f3narhorn kennara.\u00a0 Uppeldi og menntun, 1, 258-273.<\/p>\n
<\/a>Sk\u00f3la\u00fer\u00f3un<\/strong><\/span>
\nRanns\u00f3knar- og sk\u00f3la\u00fer\u00f3unarverkefni\u00f0: Hl\u00fa\u00f0 a\u00f0 f\u00e9lags- og tilfinninga\u00feroska nemenda fellur undir \u00feennan li\u00f0 ranns\u00f3kna. Sj\u00e1 n\u00e1nar h\u00e9r a\u00f0 ofan um ranns\u00f3knarverkefnin: \u201eF\u00e9lags\u00feroski og samskiptah\u00e6fni barna og unglinga\u201c og Uppeldis- og mennuntars\u00fdn \u00ed sk\u00f3lastarfi. \u00cd daglegu sk\u00f3lastarfi gegna kennarar lykilhlutverki vi\u00f0 a\u00f0 efla margv\u00edslegan \u00feroska nemenda. Sk\u00f3la\u00fer\u00f3unar\u00fe\u00e1tturinn felst \u00ed \u00fev\u00ed a\u00f0 skapa kennurum a\u00f0st\u00e6\u00f0ur til a\u00f0 \u00edgrunda kenningar s\u00ednar um kennslu um lei\u00f0 og \u00feeir vinna markvisst a\u00f0 \u00fev\u00ed a\u00f0 fjalla me\u00f0 nemendum s\u00ednum um margv\u00edsleg f\u00e9lagsleg, si\u00f0fer\u00f0ileg og pers\u00f3nuleg efni. Haldin eru vetrarl\u00f6ng n\u00e1mskei\u00f0 me\u00f0 kennurum \u00fear sem fr\u00e6\u00f0i og framkv\u00e6md eru tengd n\u00e1num b\u00f6ndum. Unni\u00f0 er me\u00f0 fj\u00f6lbreyttar kennslua\u00f0fer\u00f0ir og a\u00f0 skipulagningu vi\u00f0fangsefna. Samli\u00f0a \u00edgrunda kennararnir starf sitt.<\/p>\n
\u00cd umfj\u00f6llun minni um f\u00e9lags\u00feroska, samskiptah\u00e6fni og si\u00f0fer\u00f0iskennd s\u00e6ki \u00e9g \u00ed smi\u00f0ju \u00fdmissa fr\u00e6\u00f0a, m.a. heimspeki, f\u00e9lagsfr\u00e6\u00f0i, s\u00e1lfr\u00e6\u00f0i, uppeldis- og menntunarfr\u00e6\u00f0i og kennslufr\u00e6\u00f0i og set framangreind ranns\u00f3knar- og sk\u00f3la\u00fer\u00f3unarverkefni \u00ed \u00fea\u00f0 fr\u00e6\u00f0ilega samhengi. Auk umfj\u00f6llunar um framfarir nemenda og uppeldis- og menntunars\u00fdn kennara og sk\u00f3lastj\u00f3ra fjalla \u00e9g \u00ed b\u00f3k minni Vir\u00f0ing og umhyggja \u2013 \u00c1kall 21. aldar um \u00fdmsa mikilv\u00e6ga \u00fe\u00e6tti sem stu\u00f0la a\u00f0 \u00e1rangursr\u00edku sk\u00f3lastarfi \u00e1 \u00feessu svi\u00f0i. \u00dear m\u00e1 nefna samskipti kennara og nemenda; einnig \u00fe\u00e6r s\u00e9rst\u00f6ku \u00e1skoranir \u00ed sk\u00f3lastarfi sem felast \u00ed \u00fev\u00ed a\u00f0 vinna markvisst me\u00f0 f\u00e9lagslega og si\u00f0fer\u00f0ilega \u00fe\u00e6tti; hvernig megi sty\u00f0ja sem best vi\u00f0 kennara og sk\u00f3lastj\u00f3rnendur \u00ed \u00fev\u00ed starfi; mismunandi form n\u00e1mskei\u00f0a \u00ed starfi me\u00f0 kennurum og hva\u00f0a form m\u00e9r hefur reynst \u00e1rangursr\u00edkast. Einnig r\u00e6\u00f0i \u00e9g mikilv\u00e6gi fagmennsku kennara og sk\u00f3lastj\u00f3ra til a\u00f0 n\u00e1 \u00e1rangri og tengsl uppeldis- og menntunars\u00fdnar \u00feeirra og framfara nemenda, \u00e1samt mikilv\u00e6gi kennaramenntunar b\u00e6\u00f0i menntunar kennaraefna og s\u00edmenntunar starfandi kennara. Jafnframt kalla \u00e9g eftir samvinnu heimila og sk\u00f3la og p\u00f3lit\u00edskum vilja stj\u00f3rnvalda og fr\u00e6\u00f0sluyfirvalda \u00ed hverju sveitarf\u00e9lagi um styrka stefnu og stu\u00f0ning vi\u00f0 starf \u00e1 \u00feessu svi\u00f0i. Allt eru \u00feetta \u00fe\u00e6ttir sem a\u00f0 m\u00ednu mati er mikilv\u00e6gt a\u00f0 huga a\u00f0 vi\u00f0 a\u00f0 \u00fer\u00f3a sk\u00f3lastarf.
\nB\u00f3k<\/strong><\/em>
\nSigr\u00fan A\u00f0albjarnard\u00f3ttir (2007). Vir\u00f0ing og umhyggja \u2013 \u00c1kall 21. aldar. Reykjav\u00edk: Heimskringla, H\u00e1sk\u00f3laforlag M\u00e1ls og menningar.<\/p>\n
<\/a>
\nRanns\u00f3knarsamstarf<\/strong><\/span><\/p>\n
Ranns\u00f3knarsamstarf \u00e1 al\u00fej\u00f3\u00f0vettvangi<\/em><\/strong><\/p>\n
\n
Harvard University: The Group for the Study of Interpersonal Development (GSID). \u00c1hersla \u00e1 f\u00e9lags\u00feroska barna og ungmenna, si\u00f0fer\u00f0iskennd, samskiptah\u00e6fni og \u00e1h\u00e6ttuhegun, fr\u00e1 1988<\/li>\n
Evr\u00f3pskt samvinnunetverkefni: Children's Identity and Citizenship in Europe (CiCe). \u00c1hersla 30 r\u00edkja \u00ed Evr\u00f3pu \u00e1 borgaravitund ungs f\u00f3lks og samborgaramennt (Citizenship Education), fr\u00e1 1998<\/li>\n
Evr\u00f3pskt ranns\u00f3knaverkefni: Teacher Education Addressing Multiculturism in Europe (TEAM), \u00c1hersla \u00e1 hvernig l\u00f6nd breg\u00f0ast vi\u00f0 margmenningu \u00ed sk\u00f3lum. \u00de\u00e1ttt\u00f6kul\u00f6nd auk \u00cdslands: Frakkland, Grikkland, P\u00f3lland og Bretland. 2004-2006<\/li>\n
Harvard University og Facing History and Ourselves: Ranns\u00f3knaverkefni: National Professional Development and Evaluation Project (NPDEP), 2005-2010<\/li>\n
Harvard University: The Group for the Study of Teacher Growth in the Humanities (GSTGH), fr\u00e1 2010. \u00c1hersla er m.a. \u00e1 \u00fer\u00f3un uppeldis- og menntunars\u00fdnar kennara og tengsl vi\u00f0 \u00fdmsan \u00feroska nemenda og \u00e1rangur, fr\u00e1 2010.<\/li>\n<\/ul>\n
Ranns\u00f3knarsamstarf \u00e1 innlendum vettvangi<\/em><\/strong><\/p>\n
\n
Samstarfsf\u00f3lk \u00e1 ranns\u00f3knarsetrinu L\u00edfsh\u00e6ttir barna og ungmenna http:\/\/www.rlbu.hi.is\/<\/a><\/li>\n
H\u00e1sk\u00f3li \u00cdslands, Menntav\u00edsindasvi\u00f0, Steinunn Gestsd\u00f3ttir d\u00f3sent<\/li>\n
H\u00e1sk\u00f3li \u00cdslands, ranns\u00f3knarsetri\u00f0 Kennarastarfi\u00f0 og sk\u00f3la\u00fer\u00f3un, Hafd\u00eds Ingvarsd\u00f3ttir pr\u00f3fessor og Gu\u00f0r\u00fan Geirsd\u00f3ttir d\u00f3sent<\/li>\n
H\u00e1sk\u00f3li \u00cdslands, Heilbrig\u00f0isv\u00edsindasvi\u00f0, s\u00e1lfr\u00e6\u00f0ideild, Fanney \u00de\u00f3rsd\u00f3ttir lektor<\/li>\n
H\u00e1sk\u00f3linn \u00e1 Akureyri, \u00de\u00f3roddur Bjarnason pr\u00f3fessor<\/li>\n<\/ul>\n
Doktorsnemar - Doktorsverkefni<\/em><\/strong><\/p>\n
Nemendur sem skrifa doktorsritger\u00f0 undir lei\u00f0s\u00f6gn Sigr\u00fanar<\/p>\n
\n
Kristjana Stella Bl\u00f6ndal 2004- Brotthvarf ungmenna \u00far framhaldssk\u00f3la: Langt\u00edmaranns\u00f3kn<\/li>\n
Hiroe Terada 2007- Exploring young children\u2018s activeness: Interpretation, emotional response, and action choice<\/li>\n
Hrund \u00de\u00f3rarinsd\u00f3ttir 2009-Uppeldiss\u00fdn foreldra<\/li>\n
Ragn\u00fd \u00de\u00f3ra Gu\u00f0johnsen 2009-Sj\u00e1lfbo\u00f0ali\u00f0st\u00f6rf ungs f\u00f3lks<\/li>\n
Eva Har\u00f0ard\u00f3ttir 2012 - Borgaravitund ungs f\u00f3lks<\/li>\n<\/ul>\n
Meistarnemar - Meistaraverkefni<\/em><\/strong><\/p>\n
Nemendur sem hafa skrifa\u00f0 MA-ritger\u00f0 undir lei\u00f0s\u00f6gn Sigr\u00fanar
\nAthuga skal a\u00f0 einingar eru \u00ed eldra einingakerfi 15e = 30ECTS; 30e = 60 ECTS<\/p>\n
\n
Inga \u00de\u00f3ra Ingad\u00f3ttir. \u201e\u00c9g hef \u00feurft a\u00f0 \u00edhuga margt\u201c: Upplifun ungra fe\u00f0ra af f\u00f6\u00f0urhlutverkinu (30 ECTS). \u00datskrift okt\u00f3ber 2011.<\/li>\n
Eygl\u00f3 R\u00fanarsd\u00f3ttir. \u201eMa\u00f0ur l\u00e6rir l\u00edka a\u00f0 vera g\u00f3\u00f0ur\u201c: S\u00fdn unglinga \u00e1 f\u00e9lagsmi\u00f0st\u00f6\u00f0var og eigin \u00fe\u00e1ttt\u00f6ku \u00ed starfi \u00feeirra (30 ECTS). \u00datskrift febr\u00faar 2011.<\/li>\n
Krist\u00edn Hei\u00f0a J\u00f3hannesd\u00f3ttir. S\u00fdn ungmenna \u00e1 l\u00edfsleiknikennslu \u00ed framhaldssk\u00f3lum (30 ECTS). \u00datskrift j\u00fan\u00ed 2010.<\/li>\n
Ragn\u00fd \u00de\u00f3ra Gu\u00f0johnsen. S\u00fdn ungmenna \u00e1 sj\u00e1lfbo\u00f0ali\u00f0astarf: Tilviksathugun. H\u00e1sk\u00f3li \u00cdslands (30\u00a0 ECTS). \u00datskrift j\u00fan\u00ed 2009.<\/li>\n
Hildur Gr\u00f3a Gunnarsd\u00f3ttir. \u201eVi\u00f0 erum hluti af heild\u201c- Tilviksathugun \u00e1 borgaravitund \u00edslenskra ungmenna. H\u00e1sk\u00f3li \u00cdslands (30\u00a0 ECTS). \u00datskrift febr\u00faar 2009.<\/li>\n
Hrund \u00de\u00f3rarinsd\u00f3ttir. Uppeldishlutverk foreldra. H\u00e1sk\u00f3li \u00cdslands (15 einingar 30\u00a0 ECTS). \u00datskrift okt\u00f3ber 2008.<\/li>\n
\u00d3lafur Ingi Gu\u00f0mundsson. \u201eKennarinn hefur allt a\u00f0 segja\u201c: Sj\u00f3narhorn framhaldssk\u00f3lanema \u00e1 samskipti kennara og nemenda. H\u00e1sk\u00f3li \u00cdslands (15 ranns\u00f3knarritger\u00f0; 30\u00a0 ECTS). \u00datskrift j\u00fan\u00ed 2008.<\/li>\n
Bj\u00f6rk Einisd\u00f3ttir. Breytingar \u00ed starfsumhverfi grunnsk\u00f3la: Upplifun kennara \u00e1 \u00e1lagi og \u00e1greiningi. H\u00e1sk\u00f3li \u00cdslands (15 e ranns\u00f3knarritger\u00f0; 30\u00a0 ECTS). \u00datskrift febr\u00faar 2008.<\/li>\n
\u00c1sd\u00eds Hrefna Haraldsd\u00f3ttir: \u201cMeiri kurteisi \u2013 meira bros\u201d: Hugmyndir grunnsk\u00f3lanemenda um g\u00f3\u00f0an kennara. H\u00e1sk\u00f3li \u00cdslands (15 einingar). \u00datskrift okt\u00f3ber, 2006.<\/li>\n
\u00c1rni Einarsson: \"Vorum aldrei spur\u00f0\" - S\u00fdn barna \u00e1 skilna\u00f0 foreldra. H\u00e1sk\u00f3li \u00cdslands (30 einingar). \u00datskrift febr\u00faar, 2006.<\/li>\n
Gu\u00f0r\u00fan Kjer\u00falf \u00c1rnad\u00f3ttir: \"Faglegt sj\u00e1lfstraust eykst\" \u2013 Teymisvinna kennara. H\u00e1sk\u00f3li \u00cdslands (15 einingar). \u00datskrift febr\u00faar, 2005.<\/li>\n
Sigurlaug Hauksd\u00f3ttir: \u201cKynl\u00edf er ekkert gr\u00edn! Kynfr\u00e6\u00f0sla sem m\u00e6\u00f0ur veita unglingum\u201d. H\u00e1sk\u00f3li \u00cdslands (15 einingar). \u00datskrift j\u00fan\u00ed, 2005.<\/li>\n
Sn\u00e6bj\u00f6rn Reynisson. Hva\u00f0 ungur nemur. Menntun sem fj\u00f6lskyldusaga (MA verkefi 15 e). \u00datskrift j\u00fan\u00ed, 2004.<\/li>\n
Krist\u00edn Lilja Gar\u00f0arsd\u00f3ttir. Depur\u00f0 og sj\u00e1lfsmat st\u00falkna og pilta eftir uppeldish\u00e1ttum foreldra: Langt\u00edmaranns\u00f3kn (MA verkefi 30 e). \u00datskrift okt\u00f3ber, 2003.<\/li>\n
Arnar \u00deorsteinsson. \u201c\u00c9g man \u00feegar \u00e9g h\u00e6tti \u00ed sk\u00f3lanum; \u00fea\u00f0 var yndislegt\u201d : F\u00e9lagsleg eingarun unglinga (MA verkefni 15e). \u00datskrift febr\u00faar 2003.<\/li>\n
Eyr\u00fan Mar\u00eda R\u00fanarsd\u00f3ttir. \u201cA\u00f0 skapa vettvang \u00fear sem allir hafa j\u00f6fn t\u00e6kif\u00e6ri\u201d: Uppeldiss\u00fdn kennara og umr\u00e6\u00f0ur \u00ed bekkjarstarfi (MA verkefni 30e). \u00datskrift haust 2002.<\/li>\n
Katr\u00edn Fri\u00f0riksd\u00f3ttir. Uppeldiss\u00fdn og l\u00edfssaga kennara: Tilviksathugun. (MA verkefni 30e). \u00datskrift vor 2001.<\/li>\n
Kolbr\u00fan P\u00e1lsd\u00f3ttir. Skipulagt h\u00f3pastarf \u00e1 leikssk\u00f3lum. (MA verkefni 30e). \u00datskrift vor 2001.<\/li>\n
V\u00e9d\u00eds Gr\u00f6nvold. Lengd vi\u00f0vera \u00ed grunnsk\u00f3lum (MA verkefni 25e). \u00datskrift febr\u00faar 2001.<\/li>\n
Birgir Einarsson. Fr\u00e1 stefnu til starfs: Er menntabreyting \u00f3vissufer\u00f0?\u00a0 (MA verkefni 30e). \u00datskrift\u00a0 2000 (lei\u00f0beinandi \u00e1samt J\u00f3ni Torfa J\u00f3nassyni pr\u00f3fessor).<\/li>\n
Kristjana Stella Bl\u00f6ndal.\u00a0 \u00c1fengisneysla reykv\u00edskra unglinga: Tengsl vi\u00f0 f\u00e9lags- og pers\u00f3nu\u00fe\u00e6tti. (MA verkefni 30e). \u00datskrift vor 1996.<\/li>\n<\/ul>\n
<\/a>Ranns\u00f3knarstyrkir<\/strong><\/span><\/p>\n
\n
V\u00edsindar\u00e1\u00f0 \u00cdslands, hug- og f\u00e9lagsv\u00edsindadeild 1985-1991, 1993-1997, 2001-2006, 2009-<\/li>\n
Ranns\u00f3knarsj\u00f3\u00f0ur H\u00e1sk\u00f3la \u00cdslands fr\u00e1 1990<\/li>\n
H\u00e1sk\u00f3lasj\u00f3\u00f0ur Eimskipaf\u00e9lags \u00cdslands til handa doktorsnemum 2006-<\/li>\n
Kristnih\u00e1t\u00ed\u00f0arsj\u00f3\u00f0ur 2002-2004<\/li>\n
Fulbrightranns\u00f3knastyrkur sem gistiv\u00edsindama\u00f0ur vi\u00f0 Harvard University, 1999-2000<\/li>\n
Ranns\u00f3knan\u00e1mssj\u00f3\u00f0ur Rann\u00eds til handa meistaranemum 1994-1996 og 2000-2002<\/li>\n
Menntam\u00e1lar\u00e1\u00f0uneyti\u00f0 1990, 1998<\/li>\n
T\u00f3baksvarnanefnd 1998, 2003<\/li>\n
Forvarnasj\u00f3\u00f0ur 1998, 2001-2003, 2006, 2009<\/li>\n
Reykjav\u00edkurborg 1997, 2003<\/li>\n
European Commission: Socrates programmes til CiCe fr\u00e1 1998<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Ranns\u00f3knarsetri\u00f0 L\u00edfsh\u00e6ttir barna og ungmenna F\u00e9lags\u00feroski og samskiptah\u00e6fni barna og unglinga, fr\u00e1 1984 Borgaravitund ungs f\u00f3lks \u00ed l\u00fd\u00f0r\u00e6\u00f0is\u00fej\u00f3\u00f0f\u00e9lagi, fr\u00e1 2007 \u00c1h\u00e6ttuheg\u00f0un og seigla ungs f\u00f3lks: Langt\u00edmaranns\u00f3kn, fr\u00e1 1994 Uppeldis- og menntunars\u00fdn: Fagmennska \u00ed sk\u00f3lastarfi, fr\u00e1 1992 Sk\u00f3la\u00fer\u00f3un: Ranns\u00f3knir \u00e1 vettvangi, fr\u00e1 1988 Ranns\u00f3knarsamstarf Ranns\u00f3knarstykir Ranns\u00f3knarsetri\u00f0 L\u00edfsh\u00e6ttir barna og ungmenna \u00c9g hef brennandi \u00e1huga \u00e1 hag […]<\/p>\n","protected":false},"author":260,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-29","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/pages\/29","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/users\/260"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/comments?post=29"}],"version-history":[{"count":8,"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/pages\/29\/revisions"}],"predecessor-version":[{"id":224,"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/pages\/29\/revisions\/224"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/sa\/wp-json\/wp\/v2\/media?parent=29"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}