Introductory course for new doctoral students (UMD075F)

Introductory course for supporting students in their new role as doctoral students, writing progress reports, presenting their work at academic conferences, writing grant applications, being good academic citizens.

Regular meetings promoting a doctoral student community.

Students attend two doctoral student seminars and present in one in the spring term. They also attend at least one interim evaluation and one doctoral defence.

Six meetings, three each semester. See examples of topics below. In four of these meetings diverse research within the School of Education will be presented, to reflect different methodologies and theories.

Doctoral dissertation (UMD532L)

Research project

Research Proposal Evaluation (UMD020F)

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Research Proposal Evaluation (UMD020F)

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Quantitative Methods I (MVS302F)

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.

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.

Qualitative Research Methods I (MVS301F)

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 Methods I (MVS302F)

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.

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.

Regression analysis (FMÞ501M)

This is a comprehensive course in multiple-regression analysis. The goal of the course is that students develop enough conceptual understanding and practical knowledge to use this method on their own. The lectures cover various regression analysis techniques commonly used in quantitative social research, including control variables, the use of nominal variables, linear and nonlinear models, techniques that test for mediation and statistical interaction effects, and so on. We discuss the assumptions of regression analysis and learn techniques to detect and deal with violations of assumptions. In addition, logistic regression will be introduced, which is a method for a dichotomous dependent variable. We also review many of the basic concepts involved in statistical inference and significance testing. Students get plenty of hands-on experience with data analysis. The instructor hands out survey data that students use to practice the techniques covered in class. The statistical package SPSS will be used.

Children's Rights (LÖG175F)

The aim of this course is to provide students with a solid knowledge in the field of the rights of the child as reflected in international treaties and Icelandic law. The course provides the historical background of the Convention, its aims and main structure. It also looks at the work of the Council of Europe and The European Court of Human Rights and links to the CRC. An introduction of the sustantive provisions of the CRC will be given with regard to Icelandic law and legal practice. Students will deliver a paper, 40% of final grade, and undergo an oral test, 60% of final grade.

Research Ethics (MVS211F)

In this course on research ethics special emphasis will be on research ethics in both medical 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

Affective theories (UMD071F)

The focus of this seminar is affective theories. Participants will read selected texts and discuss them and explore how affective theories can be used in sociological/educational research. Selected works from authors, who have influenced the field, such as Eve Sedgwick, Brian Massumi, Lauren Berlant, Margaret Wetherell and Sara Ahmed will be read and discussed in the seminar.

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).  

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).

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.

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 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

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).

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.

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.

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 12th January - 16th February 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.

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.

Regression methods 2: Analysis of ordinal and nominal dependent variables. (FOM006F)

In the course we cover regression methods where the dependent variable is dichotomous (binary logistic regression) ordinal (ordinal regression) or multinomial. The courses emphasize application in social sciences. Students should have completed FOM401M Regression 1 that addresses assumptions and application of linear regression.  In this course we start with review of basic descriptive statistics and inferential statistics for categorical and ordinal variables. Bivariate and multivariate cross tables, percent, probabilities, ratios, odds ratios, and proportions, measures of association and chi-square test of independence.  Then we address in some details binary logistics regression with emphasize of interpreting regression coefficients. The binary logistic regression method is then extended to ordinal regression.  Then we extend the binary logistic regression method to multinomial regression. We address methods to work with different and complex sample design with and without sample weights. We will address multilevel regression methods. We will both use SPSS and R statistical packages.

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.

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.

Democracy, human rights and young people's citizenship (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.

Research with children and youths (KME201F)

The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having 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 ides and views underpinning research with children. Students:

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

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

Action research (MVS011F)

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an 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: The participants will learn about action research through the process of conducting their own research project.

Seminar in philosophy of education: Radical hope I (UMD080F)

Topic

The growing climate crisis, coupled with wars and political disfunction, has precipitated a global movement of peoples that promises to increase in the coming years. Climate refugees, political exiles, asylum-seekers, and others forced to migrate are moving into communities that are both welcoming and threatened by newcomers. Schools are becoming sites of conflict and possibility. Educators are often caught between the fears and distrust of settled members of the community, and the devastation and trauma newcomers bring into the classroom. These educators stand in need of concepts and ways of thinking that can bring hope to both groups.

This seminar will explore Jonathan Lear’s 2006 book, Radical Hope: Ethics in the Face of Cultural Devastation, suggesting that Lear’s work can offer us the hope we so desperately need in these charged and challenging times. By developing a sense of radical hope in the face of fears and traumas, we might avert the worst outcomes of forced migrations: fear, distrust, violence, cultural catastrophe. In fact, by developing a sense of radical hope in the face of the worst, we might be able to create new forms of human flourishing.

Purpose

This is the hope of the seminar. We want to take a cleareyed look at the challenges confronting teachers, schools, and communities as the global movements of people continues apace so that we might foster ways of thinking that allow new hopes and new forms of community to replace suspicion, division, and despair.

Approach

The seminar will be organized around reading Jonathan Lear’s book Radical Hope and dialogues about its ideas, premises, and message. Additional readings will be brought in along the way, but the main emphasis is on small group dialogue where each participant is expected to participate both by listening and contributing to the discussion.

Seminar in philosophy of education: Radical hope II (UMD079F)

Topic

The growing climate crisis, coupled with wars and political disfunction, has precipitated a global movement of peoples that promises to increase in the coming years. Climate refugees, political exiles, asylum-seekers, and others forced to migrate are moving into communities that are both welcoming and threatened by newcomers. Schools are becoming sites of conflict and possibility. Educators are often caught between the fears and distrust of settled members of the community, and the devastation and trauma newcomers bring into the classroom. These educators stand in need of concepts and ways of thinking that can bring hope to both groups.

This seminar will explore Jonathan Lear’s 2006 book, Radical Hope: Ethics in the Face of Cultural Devastation, suggesting that Lear’s work can offer us the hope we so desperately need in these charged and challenging times. By developing a sense of radical hope in the face of fears and traumas, we might avert the worst outcomes of forced migrations: fear, distrust, violence, cultural catastrophe. In fact, by developing a sense of radical hope in the face of the worst, we might be able to create new forms of human flourishing.

Purpose

This is the hope of the seminar. We want to take a cleareyed look at the challenges confronting teachers, schools, and communities as the global movements of people continues apace so that we might foster ways of thinking that allow new hopes and new forms of community to replace suspicion, division, and despair.

Approach

The seminar will be organized around reading Jonathan Lear’s book Radical Hope and dialogues about its ideas, premises, and message. Additional readings will be brought in along the way, but the main emphasis is on small group dialogue where each participant is expected to participate both by listening and contributing to the discussion.

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.