Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.

The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.

Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational issues and problems.

Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and dilemmas in administration; the school as an open system; the school as an organizational type; bureaucracy and the school; structure, power and politics; the school and its environment; motivation, human resources, equality, goals and goal setting; orgaizational climate and culture; organizatinal effectiveness, decision making and conflicts in organizations.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The course covers the concepts and procedures of discourse analysis, as practiced by, amongst others, Foucault and Bourdieu, further shaped by several feminist scholars. The course is intended to tackle ideas and trends in various fields within education and social matters. The process of analysis is also well suited to examine other topics, and examples from other fields, such as environmental studies, will also be used. There will be selected required readings, and students will work on assignments. Students are advised to have in mind a research topic well suited for this approach when taking part in the course.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.

Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The aim of the course is for the participants to gain an increased understanding of schools´ external environment and the interplay between use of financial resources and education policies. Financing of education, cost structure in education and budget as management tool are discussed.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.

The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.

At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.

The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.

Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational issues and problems.

Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and dilemmas in administration; the school as an open system; the school as an organizational type; bureaucracy and the school; structure, power and politics; the school and its environment; motivation, human resources, equality, goals and goal setting; orgaizational climate and culture; organizatinal effectiveness, decision making and conflicts in organizations.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The course covers the concepts and procedures of discourse analysis, as practiced by, amongst others, Foucault and Bourdieu, further shaped by several feminist scholars. The course is intended to tackle ideas and trends in various fields within education and social matters. The process of analysis is also well suited to examine other topics, and examples from other fields, such as environmental studies, will also be used. There will be selected required readings, and students will work on assignments. Students are advised to have in mind a research topic well suited for this approach when taking part in the course.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.

Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The aim of the course is for the participants to gain an increased understanding of schools´ external environment and the interplay between use of financial resources and education policies. Financing of education, cost structure in education and budget as management tool are discussed.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.

The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.

At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.

Ideas of inclusion, multicultural education, and special needs education are important factors for effective schools with diverse groups of students.

The main purpose of the course is to give students the opportunity to deepen their knowledge and understanding of research and theories in the field of inclusive education and multicultural studies in Iceland and in other countries.

Research and theories concerning the marginalization of children and youth in the school system will be discussed based on ideas about equity, equality, and human rights. Inclusive and multicultural education in a historical and international context, the status of minorities and refugees will also be discussed.

The term intersectionality draws attention to the fact that when variables such as race, language, religion, ethnicity, disability, and sexuality intersect, they have a cumulative effect on students' status.

In this course the emphasis is on discussion and theories in international and comparative education. These fields are defined as the systematic study of similarities and differences in and among education systems across regions, countries, and cultures. 

The course consists of a series of seminars and workshops. In seminars the students will get practice in discussing the various topics of the course within a critical setting and by placing them in a wide theoretical and practical context. In the workshops students will have the opportunity to apply what they are learning. Comparative International Education is a required course for undergraduate and graduate students the Department of International studies in education in the Faculty of Education and Diversity at the University of Iceland.

The purpose of this course is to enhance students understanding of some major concepts and thories of schools and other eductional institutions as organizations. An emphasis is put on assisting students in applying these concepts and theories to relevant organizational issues and problems.

Outline of content is as follows: A short overview of history and thought in educational administration; conflicts and dilemmas in administration; the school as an open system; the school as an organizational type; bureaucracy and the school; structure, power and politics; the school and its environment; motivation, human resources, equality, goals and goal setting; orgaizational climate and culture; organizatinal effectiveness, decision making and conflicts in organizations.

The main aim of the course is to enable students to recognize the importance of current global social, political and economic changes to gain understanding of contemporary education policies. The aim is to explore, from different angles based on critical theories, the complex relationships between developments in policy at global, national, local and institutional levels. The emphasis is on the understanding of different forms of marketization in education, both externally through private sector participation in education and internally through the changes of the education system and governance towards business models.

Subject:
Education systems and –policies and their relationship with the social context in society and institutions will be discussed with the intersecting lenses of students‘ gender, social class, residence, (dis-)ability, and ethnicity. Important concepts as quality, choices, effectiveness and governance will be of discussion.

Work process:
Lectures and discussions in weekly-sessions. Students co-operate to put theories and concepts into practice for particular issues. Student assessment comprices of written assignments and a shorter research projects. Further details and guidance will be available during the course.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The main aim of the course is for the participants to gain knowledge and competencies in curriculum studies and to be able to apply their knowledge in the field of education. Key concepts of curriculum studies will be discussed. The historical development of the curriculum development in Iceland will be reviewed and it will be placed in the context of international trends. Leadership styles that actively engage practitioners (teachers, school leaders, and other stakeholders), students, and parents in curriculum development and curriculum implementation will be examined. There will be a critical discussion of curriculum development concerning the implementation and enactment of national policy. Possible effects on different student groups will also be considered. Participants will be able to design and implement school curricula based on current policies, trends, and local context. In that regard, they need to be able to analyse and work with curricula from different perspectives based on critical theory and research. The course will also discuss the assumptions, purpose, and methods when evaluating school curricula and the discussion will be related to the prevailing evaluation policies, international influence, and discussion about the aim and purpose of education.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The course covers the concepts and procedures of discourse analysis, as practiced by, amongst others, Foucault and Bourdieu, further shaped by several feminist scholars. The course is intended to tackle ideas and trends in various fields within education and social matters. The process of analysis is also well suited to examine other topics, and examples from other fields, such as environmental studies, will also be used. There will be selected required readings, and students will work on assignments. Students are advised to have in mind a research topic well suited for this approach when taking part in the course.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The choice of topic is primarily the responsibility of the student in collaboration with his or her project supervisor. The topic of the project should fall within the student's area of study, i.e. course of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials, and more.

In most cases preparation for and work on the project takes at least two semesters. Students should follow the more detailed instructions and rules for the M.Ed. projects which are published on the Ugla (Owl) intranet: Schools >> School of Education >> Master's projects.

Participants will acquire knowledge and competencies in the field of human resource management and be able to apply their knowledge in schoolwork or within other educational fields. The development of human resource management will be discussed, and emphasis will be placed on the latest theories on human resource management. The main topics of human resource management will be presented with an emphasis on participants understanding the main challenges and importance of human resource management for both theoretical and practical purposes.

The course is organized in sessions, real-time presence online and on-site.

The course is structured around lectures, discussions, group work, reading, and project work. Participants work on diverse and practical projects that are useful to them in their work.

The purpose of this course is to assist students in understanding some major concepts, theories, and models of  development in educational settings with a focus on the enhancment of cultural conditions in order to encourage improvement. Students are expected to become competent in organising, planning and leading institutional development projects. The course is based on theories about schools and other related institutions as learning communities.

Ways of working
The course is structured in eight parts in distance learning. Two days are on campus during the term. Beside that students read and discuss online. They are also invited to participate in workshops on campus. Assignments are practical and linked with daily work. Student collaboration and discussions is emphases.

This course focuses on educational leadership and inclusive practice in multicultural society. The purpose is to prepare participants to lead the development of inclusive education in multicultural society. The focus is on leadership, democracy, human rights, collaboration and student resources, the recognition that they learn in different ways and have different backgrounds, abilities and interests. Emphasis is placed on developing leadership that builds on collaboration and listens to students, parents and colleagues.

The purpose of this course is to provide participants with opportunities to work with institutional and systems approaches in working with sustainability and sustainability education with regards to institution and/or systems. Classes are online and built on informed debate and active participation (80% attendance). Few written major assignments will be expected together with student participation. 

To pass the course students need to get minimum grade 5,0 for each assignment and fulfil obligatory attendance and participation in classes. Further information and instructions will be on Canvas (the learning environment).

Examples of issues to be dealt with:

• Education for sustainability in formal and informal settings (e.g. in workplaces)
• Leadership for sustainability (e.g. whole school or leisure activity change)
• Relations between science and sustainability (e.g. tactic/principle)
• Wicked problems
• Rural development and sustainability
• Creating shared values (including corporate social responsibility) 
• Curriculum change

The aim of the course is for the participants to gain an increased understanding of schools´ external environment and the interplay between use of financial resources and education policies. Financing of education, cost structure in education and budget as management tool are discussed.

The course discusses factors that underpin and support global citizenship education. We will discuss the importance of citizens realizing that they have certain rights in society, as well as shared responsibilities and duties. Emphasis is placed on academic and policy related discussion of concepts such as globalization, citizenship, civic engagement, democracy, human rights, education and sustainability. Different approaches and definitions of global citizenship will be discussed, with an emphasis on critical approaches providing examples from international and national education, such as the United Nations' global goals and the fundamental pillars of Icelandic education. The spotlight will also be directed to the current situation of children and young people and how we learn and teach in the spirit of global citizenship.

The goal of this course is that students will develop understanding, knowledge, and skills in key areas related to practical aspects of leadership and management (concerning the role of principals, assistant principals, and middle managers) in pre-schools, compulsory schools, upper secondary schools, and after school foundations. Furthermore, the goal is that they will encounter the influence of laws, regulations, and curriculum guides on the operation of schools and related institutes and the respective administrative roles.

The course will cover aspects of daily management in schools – aspects concerning issues of planning, budgeting, staffing, leading, developing, and evaluating. Students follow an administrator on-site for 2-3 weeks. Details concerning tasks and assignments will be given in the beginning of the course.

At the start of the term, students must contact the coordinator of the course in order to plan school placements. The course begins with a campus-based seminar where assignments are introduced. There is also a campus-based seminar at the end of the course where students share their field experiences.

Aim:

The aim of the course is that students get aquainted with ideas, theories, and research about the experiences of trans people, as well as the main ideas of critical childhood studies. Emphasis is placed on that participants will become conscious about the reality of trans youth and trans children and the discourse in society about the matter.

Issues:

The concepts of gender, gender binaries, non-binary, intersectionality, trans*, (Cis), care, children’s protection, and children’s rights. Main ideas of trans and queer studies are presented as well as how to use them to understand upbringing, education, society, leisure, and sports. The matter will be approached via critical trans and childhood studies as well as constructivist idea. The school system and other institution will be discussed in light of how many types of discrimination have been created and maintained, and how such systems can maintain trans phobic attitudes and (cis)heteronormativity. New Icelandic and international research is presented. Emphases are placed on training candidates education studies, social education, parent education, teaching at all school levels, leisure studies, management and other professional disciplines to create queer and trans friendly atmosphere in the groups they will work with.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

The aim of this course is for students to gain theoretical knowledge of the role of middle-leaders in schools and in the field of leisure, with a special emphasis on their professional leadership and the value of interprofessional collaboration in the education system.

The main aim of the course is that students get to know ideas and research on education in view of gender studies and the concept of gender. An overview of how ideas of gender and education have changed historically will be discussed as well as facts and critical viewpoints at all school levels. During the next academic year a special emphasis will be placed on the research and theoretical approach of selected researchers on girls and boys in schools and about the problems in education posed by the changing status of women at the time of globalization. Finally the focus will be on the Icelandic school system: the position, socialization and academic achievement of boys and girls; leaders and administrators; the national and school curriculum and the status of legalized education on gender equality at all school levels.