Doctoral dissertation (UMD532L)

Research project

Theories in Sociology and Philosophy of Education (MVS101F)

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Qualitative Research Methods I (MVS301F)

Aims: The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main approaches to and characteristics of qualitative research are explored as well as various methods of data collection such as interviews and collection of pre-existing data both visual and textual. In the course students will be introduced to various approaches to data analysis such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students will also learn how to present their findings in an organised and responsible manner.

Teaching and learning methods: This course uses flipped learning methods. Videos with lectures for each week are discussed in weekly workshops. Students work together on assignments that are handed in weekly. They also have to work individually on assignments.

Quantitative Methods I (MVS302F)

Objective

Students should understand and be able to apply the most common statistical methods for data analysis and be capable of evaluating statistical results. The student should possess the skills and knowledge to analyze and communicate numerical information according to the APA-7 publication standard (e.g., in a scientific journal article or thesis) and be able to take initiative in statistical data processing. Additionally, students will be introduced to the main research designs in quantitative methodology.

Content and Topics

The course will cover quantitative research methods and various research designs. In the statistics portion, the main emphasis will be on the structure and interpretation of the general linear model, which encompasses a range of classical statistical methods such as correlation, regression analysis, and analysis of variance (ANOVA). Students will also learn to apply exploratory and confirmatory factor analysis methods. Finally, students will be introduced to single-case designs, the basic principles of Bayesian statistics, and total survey error assessment. Students will learn to perform analyses using statistical software. Strong emphasis will be placed on clear interpretation and communication of quantitative results according to the APA-7 publication standard.

Teaching Method

The course is taught weekly via online meetings, except for two in-person sessions (see weekly schedule), where students and instructors are expected to attend physically. Students may apply for an exemption from attending in person if they live very far away (e.g., residing abroad). Such students will participate in the in-person sessions via remote connection. Students must have the latest stable version of Jamovi (see jamovi.org) installed on their laptops, which they should bring to class.

Quantitative Methods I (MVS302F)

Objective

Students should understand and be able to apply the most common statistical methods for data analysis and be capable of evaluating statistical results. The student should possess the skills and knowledge to analyze and communicate numerical information according to the APA-7 publication standard (e.g., in a scientific journal article or thesis) and be able to take initiative in statistical data processing. Additionally, students will be introduced to the main research designs in quantitative methodology.

Content and Topics

The course will cover quantitative research methods and various research designs. In the statistics portion, the main emphasis will be on the structure and interpretation of the general linear model, which encompasses a range of classical statistical methods such as correlation, regression analysis, and analysis of variance (ANOVA). Students will also learn to apply exploratory and confirmatory factor analysis methods. Finally, students will be introduced to single-case designs, the basic principles of Bayesian statistics, and total survey error assessment. Students will learn to perform analyses using statistical software. Strong emphasis will be placed on clear interpretation and communication of quantitative results according to the APA-7 publication standard.

Teaching Method

The course is taught weekly via online meetings, except for two in-person sessions (see weekly schedule), where students and instructors are expected to attend physically. Students may apply for an exemption from attending in person if they live very far away (e.g., residing abroad). Such students will participate in the in-person sessions via remote connection. Students must have the latest stable version of Jamovi (see jamovi.org) installed on their laptops, which they should bring to class.

Research Proposal Evaluation (UMD020F)

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Research Proposal Evaluation (UMD020F)

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Ph.D. seminars in the School of Education, fall term (UMD815F)

The seminars are organized for doctoral students at the School of Education. The seminars provide students with the opportunity to present parts of their research to fellow doctoral students, who will play a part in the review process as peer-reviewers. Faculty members of the School of Education and guest-researchers will take part in the seminars.

Research Ethics (MVS211F)

In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

Doctoral dissertation (UMD532L)

Research project

Advanced Seminar in Qualitative Research (FMÞ201F)

This course focuses on the variety of approaches and methods found within  research. Five qualitative approaches to inquiry are mainly in focus, namely; case study, narrative research, ethnography, phenomenology and grounded theory. Students gain a deeper experiences in data collection and in use of different methods for analyzing their qualitative data. They also gain experience in presenting their findings in written form. Additionally, students have the opportunity to reflect on their own research practices and on themselves as qualitative researchers.

Ethics of Science and Research (HSP806F)

The course is intended for postgraduate students only. It is adapted to the needs of students from different fields of study. The course is taught over a six-week period.

The course is taught over the first six weeks of spring semester on Fridays from 1:20 pm - 3:40 pm.

Description: 
The topics of the course include: Professionalism and the scientist’s responsibilities. Demands for scientific objectivity and the ethics of research. Issues of equality and standards of good practice. Power and science. Conflicts of interest and misconduct in research. Science, academia and industry. Research ethics and ethical decision making.

Objectives: 
In this course, the student gains knowledge about ethical issues in science and research and is trained in reasoning about ethical controversies relating to science and research in contemporary society.

The instruction takes the form of lectures and discussion. The course is viewed as an academic community where students are actively engaged in a focused dialogue about  the topics. Each student (working as a member of a two-person team) gives a presentation according to a plan designed at the beginning of the course, and other students acquaint themselves with the topic as well for the purpose of participating in a teacher-led discussion.

Research with children and youths (KME201F)

The course provides an overview of research with children and young people to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, mainly from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups at risk of marginalisation. Furthermore, building on postmodern ideas, seeing children as strong and competent, having their own perspectives towards social issues. and also in relation to the movement of working towards children's rights as citizens.

Aims for students to:
Understand the theoretical ideas and views underpinning research with children. Students:

• Gain knowledge and understanding about the challenges and solutions researchers face as they conduct research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
• Gain knowledge and understanding of the performance of research with children and young people.
• Can apply a theoretical approach to planning projects and research.

During the course, the challenges of meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

Ethnographic methods (MAN601F)

In the course we examine the field methods and train students in their application. The focus is on ethical issues, research design, the fieldwork setting, participant observation, different kinds of interviews, use of visual material and the analysis of data and presentation of research results.

Action research (MVS011F)

This is an introductory course that addresses theoretical, philosophical, and practical issues related to action research. The history and development of action research worldwide will be outlined. We will examine ideologies and issues that divide action researchers into different camps. Special attention will be on action research in Icelandic schools and other educational forums, how it has developed until now and how it might be taken further. The main emphasis in the course is on learning in action: participants will learn about action research through the process of conducting their own research project.

Introduction to qualitative research (MVS212F)

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

Introduction to qualitative research (MVS212F)

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

Introduction to quantitative Research (MVS213F)

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.

Introduction to quantitative Research (MVS213F)

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.

Education and education policies in a local and global context (STM207F)

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.

Interim evaluation (UMD020F)

Interim evaluation of research project

A formal interim evaluation of the research project shall take place no later than two years after commencement of studies. In a report on the research project being presented by the student for evaluation, the theoretical premises underpinning the research shall be stated; the report shall also include a summary of prior research in the field, a description of the acquisition and processing of data and a timetable for the research project.
A doctoral student shall submit a request to the doctoral studies supervisor that an interime evaluation of the research project take place, with three months’ notice.
The Doctoral Board shall receive for discussion a reasoned opinion from the supervisors as to whether s/he shall be given the opportunity to receive such an evaluation.

The interim evaluation of the research project is carried out by an evaluation committee comprised of the supervisors and two external examiners, who are experts in the research field in question and shall hold, as a rule, a position outside the School of Education. These external examiners are expected to meet those requirements made of supervisors (cf. Article 11). An evaluation of the project and the doctoral student’s performance shall be made and a report submitted to the Doctoral Committee. This report shall outline whether the doctoral student’s knowledge and research competence are deemed satisfactory and what the student must do to respond to the comments of the evaluation committee (cf. procedure on intermediate evaluation of research projects).

Historical analysis of discourse (UMD052F)

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.

Applied multilevel modeling using jamovi (UMD077F)

The focus of the course will be on the use of multilevel models (MLMs; also known as mixed models or random-effects models). MLMs extend the use of multiple regression models and are used answer research questions where models must account for dependencies in the data. The three-day course will begin with a refresher on how to apply the general linear model giving examples of multiple regression, moderated regression, and polynomial effects. The second day of the course will be dedicated to two-level MLMs with cross-sectional data, such as when students are nested within classrooms and/or schools in cluster sampling. The third day will be devoted to the use of two-level MLMs with longitudinal data where timepoints (i.e., waves of data collection) are nested within survey respondents. The course will be taught three days in a row with interactive lectures and online examples that students are encouraged to follow. After lunch students are expected to work on the application on their own computers. Worked examples are available online (https://gamlj.github.io).

Introduction to data analysis using jamovi (UMD078F)

The jamovi software is an open-source user-friendly graphical user interface (GUI) for the R statistical programming language (see jamovi.org). The goal of this course is to make students capable of working independently with their own data, visualizing data, and applying statistical tools using the jamovi software. The first day of this three-day course will be devoted to introducing the jamovi GUI, descriptive statistics, and data visualizations. The second day will be devoted to categorical analysis and comparing two means using jamovi. The third day will be devoted to correlation and linear regression using jamovi. A special emphasis will be on visualizing data for increased clarity and enhanced learning. The course will be taught three days in a row with interactive lectures and online examples that students are encouraged to follow. After lunch, students are expected to work in jamovi on their own computers. The textbook is open-source and is available online (see https://www.learnstatswithjamovi.com).  

Ph.D. seminars in the School of Education, spring term (UMD815F)

The seminars are organized for doctoral students at the School of Education. The seminars provide students with the opportunity to present parts of their research to fellow doctoral students, who will play a part in the review process as peer-reviewers. Faculty members of the School of Education and guest-researchers will take part in the seminars.

Global Citizenship Education – from policy to practice.  (UME002F)

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.

Academic Writing I (UMD055F)

The overall aim of the course is to improve doctoral students’ skills in academic writing in English. The course will examine the notion of doctorateness – what the thesis committe want from the student and how to communicate them through narrative. The course takes students systematically through some of the main challenges of academic writing and publishing, as well as developing an identity as an academic. The course will discuss good writing habits and provide practical writing sessions.

The course is based on peer review in which students acquire skills in reviewing each other’s’ texts.