In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

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.

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.

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

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

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.

The main goal of the course is for participants to learn about and be able to apply methods in organizing, teaching, and evaluating learning and teaching in diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

The M.Ed. final project is an individual project of 30 ECTS credits. 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 thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme 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.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

Goal: Students gain acquire knowledge and understanding in :

• fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
• the role of language and communication ability in the school community
• theories about the connection of language- and literacy development to learning
  • communication, reading, comprehension, spelling and mathematics
• relationship of language and social communication
  • in group-work, in friendship, in play and social interaction
• theories about early intervention and preventive teaching
• school-planning which meets the needs of all students in pre-school and elementary schools
• rescearhes in effective learning and teaching methods/organizing for children at risk
• the role and nature of related institutions and other specialists

On completing the course students should be able to:

• find pupils at risk
• know how to use early intervention and individual approach
• apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
• plan curriculum and create a school-culture which meets all the pupils learning- and social needs
• provide information to parents and other specialists
• team-work with other specialists
• cooperate and counsil the teachers about teaching-methods and teaching-material
• organize strong parent-cooperation

Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.  

The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

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 course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Topic 
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

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 purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

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.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

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.

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

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.

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.

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

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

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.

The main goal of the course is for participants to learn about and be able to apply methods in organizing, teaching, and evaluating learning and teaching in diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

The M.Ed. final project is an individual project of 30 ECTS credits. 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 thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme 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.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

Goal: Students gain acquire knowledge and understanding in :

• fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
• the role of language and communication ability in the school community
• theories about the connection of language- and literacy development to learning
  • communication, reading, comprehension, spelling and mathematics
• relationship of language and social communication
  • in group-work, in friendship, in play and social interaction
• theories about early intervention and preventive teaching
• school-planning which meets the needs of all students in pre-school and elementary schools
• rescearhes in effective learning and teaching methods/organizing for children at risk
• the role and nature of related institutions and other specialists

On completing the course students should be able to:

• find pupils at risk
• know how to use early intervention and individual approach
• apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
• plan curriculum and create a school-culture which meets all the pupils learning- and social needs
• provide information to parents and other specialists
• team-work with other specialists
• cooperate and counsil the teachers about teaching-methods and teaching-material
• organize strong parent-cooperation

Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.  

The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

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 course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Topic 
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

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 purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

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.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

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.

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

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.

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.

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

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

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.

The main goal of the course is for participants to learn about and be able to apply methods in organizing, teaching, and evaluating learning and teaching in diverse student groups. An emphasis is placed on participants becoming familiar with selected research findings, and the main concepts and ideas regarding inclusion and diversity (multicultural schooling and inclusive schooling). Upon completion of the course, students should be familiar with research on teaching and learning in the field, be capable of preparing and following through with a group and/or individual curriculum for diverse groups or individuals, have obtained skills to be able to adapt curricula to the needs of individuals and groups so that the needs of all students are met, be able to organize teaching and learning for diverse groups or individuals, be able to apply teaching methods and assessment techniques appropriate for diverse student groups, be able to work with parents and experts involved in the schooling and/or individual students.
Content:
Concepts of social justice, equality, participation, and democracy, as well as ideologies of multicultural education, inclusion, bilingualism, and multilingualism, will be introduced and discussed. Research and pedagogy related to multicultural education and inclusion will be discussed. Emphasis is on developing individual curricula and plans related to individual needs. Methods for gathering information and assessing needs are introduced. Cooperative learning, critical thinking, pedagogy related to bi- and multilingualism, home-school cooperation, and cooperation with institutions and specialists related to individual students will be introduced and discussed.
Procedure and methods of teaching: Lectures, discussion, evaluation and applying theory to practice, cooperation in groups. Students work on assignments related to the field. Teaching is in on-site sessions, a few afternoon sessions, and on the web (Canvas).

The M.Ed. final project is an individual project of 30 ECTS credits. 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 thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme 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.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Master´s projects

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

The course will discuss autism, neurodiversity, and neurodivergent among children in the school system. Various perspectives and ways of understanding autism and neurodiversity/sense will be discussed, as well as ways to meet rational individuals and support them in participating in what takes place within preschool, primary, and secondary schools, both in terms of teaching methods and design of learning spaces.

The course will focus on inclusive education, universal design, a person-centered approach, and a social perspective on learning and teaching. It aims to enhance participants' ability to meet the needs of neurodivergent students within an inclusive educational system.

In that regard, special attention is paid to validating education, universal design, a person-centered approach, and a social perspective on learning and teaching. The course aims to strengthen the participants' ability to meet students' needs and rationality within a valid education system.

Teaching arrangement:

Lectures, discussions, and group work. Attendance is mandatory for this course, whether taken on campus or online. Distance learning students must participate in real-time sessions online. The course combines theoretical and practical components, and for optimal learning outcomes, students must attend or engage in real-time participation. Throughout the semester, work will be consistently carried out in Canvas.

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

The course focuses on how language and language development influence learning and the learning progress and explores the language demand in schools in the context of learning and the orgnaization of teaching. The relationship between language impairments and autism, ADHD, reading and learning problems, mathematics and social difficulties is explored. Students learn to evaluate the factors in the school work which influence effective schoolwork for children with learning difficulties and look at the interrelationship between these factors and the community. Finally, the course looks at ways to indentify children at risk in pre- and elementary schools using the whole-approach view which evaluates how teachers can decrease the risk factors with early intervention, preventive teaching and effective teaching programs.

Goal: Students gain acquire knowledge and understanding in :

• fundamental concepts and theories about risk-factors which are related to language development and literacy and understand their connection to learning and social behavior
• the role of language and communication ability in the school community
• theories about the connection of language- and literacy development to learning
  • communication, reading, comprehension, spelling and mathematics
• relationship of language and social communication
  • in group-work, in friendship, in play and social interaction
• theories about early intervention and preventive teaching
• school-planning which meets the needs of all students in pre-school and elementary schools
• rescearhes in effective learning and teaching methods/organizing for children at risk
• the role and nature of related institutions and other specialists

On completing the course students should be able to:

• find pupils at risk
• know how to use early intervention and individual approach
• apply appropiate and organized teaching methods which decrease risk factors and strengthen the students.
• plan curriculum and create a school-culture which meets all the pupils learning- and social needs
• provide information to parents and other specialists
• team-work with other specialists
• cooperate and counsil the teachers about teaching-methods and teaching-material
• organize strong parent-cooperation

Course organisation: Lectures, discussions, groupwork, case studies, and individual work.

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

The course is intended for teachers at all school levels and other professionals who engage in mentoring within education. The course is a basic course in the specialization of Professional Mentoring in Education and is also offered as an elective course.  

The main objectives of the course are to enhance knowledge and skills of mentoring, goals of mentoring, the mentoring role, to introduce methods and approaches in mentoring, and to apply that knowledge in practice. The aim is also that students can use theories and concepts to discuss and organise their own role as mentoring teachers. Further, to heighten students' awareness of how mentoring can enhance professional competence amongst individuals and groups e.g. student teachers during their practicum, newly graduated and more experienced teachers, and other professionals working in education. The emphasis is on the practical training in approaches to mentoring aimed at further development of professionalism. The mutual responsibility on behalf of both partners will also be discussed.

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

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 course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Topic 
Participants familiarize themselves with research on mathematics studies and how an understanding of mathematics develops. They learn to analyze the knowledge and understanding of the student group and evaluate their learning process. They learn about difficulties in mathematics that students encounter, their impact on learning, and the methods for diagnosing them. Participants acquire knowledge of teaching methods and resources for students of different backgrounds, including diverse linguistic and cultural backgrounds.

Activities
Building a learning community where all participants are expected to be active in shaping the learning culture is at the core of the course. Students can participate on campus, online, and through the course webpage. The coursework is based on lectures, seminars, and individual and group assignments.

Students conduct a small-scale investigation on mathematical learning. Based on their learning in the course, they plan a developmental study within schools. Emphasis is on how they can build a learning community that supports children in learning mathematics.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

This course emphasises research, theory and knowledge of creative work and play in early childhood education. The value of creative thinking within the frame of the curriculum in early childhood education and primary school education is discussed and related to methods to stimulate and motivate play and art activities. The goal is that students gain skills in using research findings to plan and conduct creative work and play with preschool and primary school children. Students are supported to gain initiative, analytical thinking and independence in their own studies. Students will gain experience in developing their own understanding and skills in different areas of arts.

The course subject discusses ideology and research on continuity in children’s learning when they transition from preschool to primary school and leisure time centers. The transition process is examined from the perspectives of children, teachers, and parents, exploring their collaboration in times of transition. Continuity in children's learning will be addressed with an emphasis on diverse teaching approaches that involve children's participation, such as play, Project approach, play with unit blocks, and philosophical discussion with children.   

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 purpose of this course is that participants get to know the basic techniques used in educational guidance and interdisciplinary collaboration as well as to acquire training in using them. They get acquainted with theoretical discussion on the importance of good collaboration with students, parents and colleagues, and gain an increased understanding of its value. Participants identify and understand the key basic concepts, theories and approaches relating to educational guidance in schools, including cooperation between home and school. 

Objectives- participants:

• recognize different theoretical points of view relating to professional communication and supervision.
• recognize main theories and research on home and school collaboration
• have an understanding of the importance of teacher's role in home and school collaboration
• have an understanding of the impact of their own professional guidance and collaboration
• can discuss and different ways of guidance and cooperation with different parties, e.g. parents and colleagues
• recognize the importance of empowerment  as it relates to cooperation with students, parents and colleagues
• are familiar with the basic skills and competency in interdisciplinary collaboration, such as teamwork

Teaching: Lectures, discussions, individual and group projects. 

Methods: The course is on the post-graduate level. Participants read and work independently and utilize the potential of Moodle for communication and discussions with teachers and other participants in the course. Attendance is expected in on-site sessions.

The course focuses on young people’s risk behavior (e.g. drug use, deviance, inconsistent school attendance) and resilience related to various pedagogical, social, educational, and psychological factors. Subjects dealt with in the course will for example be young people’s social development, communication skills, mental disorders, sexual reproductive health, trauma and their view on different challenges in their life. Different preventive measures will be discussed and the role of homes, schools and recreations in different preventions. A special focus is on developmental research that explores the relationship between developmental growth and risk behavior. Projects are designed to seek understanding on how young people perceive risk factors in their lives.

The course is offered as a distant education course. Teaching lessons will be recorded and put on the CANVAS education management system but if there is real time teaching then it will be recorded and put on CANVAS. Discussion lessons are once a week (60 min.) were students can choose between being in-house or online. The same goes for essay presentations which are at the end of the semester.

In the course, people's religious needs, experiences and religious identities will be discussed together with selected parts oft the main religious traditions in the world. Religious practice - particularly in relation to school settings - religious ethics and common values of different religions will be discussed, as well as the position of religions today, cultural and religious conflicts and prejudice and misunderstanding concerning religions. Projects are linked to the field.

The aims of this course are that the student has increased his or her knowledge in the main religious traditions in the world, and in the basic theories and key concepts in religious studies. That the student understands the relations between culture and religion and the influences of those on the identity, life values and daily lives of children and families. That the student knows ways of dealing with matters of opinion related to religions in his or her work settings. That the student can collect, assess and analyse scientific data in the field of religious studies in a multicultural society and use suitable technical measures and software. That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner. That the student has developed independent methods of working and is capable of further studies and research in the field of religious studies in multicultural settings.

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

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.

The course is a free elective and is intended for those who are studying to become special educators or upper secondary school teachers. The aim of the course is for students to gain insight into the organization and implementation of support for upper secondary school students who are entitled to teaching and special educational support in accordance with assessed SEN. Theories and research in the field of education support and special education in upper secondary schools will be discussed, which will able participants to apply in their own teaching. Emphasis is placed on interdisciplinary approach and collaboration. Students are introduced to the support services available within the college to support students with special needs or disabilities.

The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

This course explores the potential and constraints of instructional design and digital media in educational contexts. Students explore and experience instructional design processes in the spirit of emancipatory pedagogy by taking on a creative role as instructional designers, laying out their own learning materials and multimedia projects. They make use of an array of tools of their own preference to work with text, graphical interfaces, pictures, video and sound. They review and discuss accounts and findings reflecting this field of activity in schools and are expected to contemplate on ways to have students at different age levels do project work of their own in an emancipatory fashion. Students interested in publishing interactive multimedia content are expected to consider instructional design processes involved and realize the importance of team efforts and expertise in such an undertaking. Open project approaches and the value of digital communities sharing open learning materials, will also be introduced. Course work may prepare the ground for a master’s project or funded development efforts.

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.