The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

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.

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

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

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

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

Aim 
Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. See the study plan at Canvas.

The course is a fieldwork where the students are supposed to work with a subject through the process of action research.  

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

The 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

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.

The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

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 course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

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.

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

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

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development

Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

Course description

This course aims to increase participants’ knowledge and understanding of Icelandic as a second language learning in the multilingual children and students. Pedagogy and theories in the teaching of Icelandic as a second language will be discussed. The objective of the course is to increase participants’ proficiency in applying effective and up-to-date instructional methods in teaching Icelandic as a second language, which also can be applied to Icelandic and other subject areas, and also to encourage critical thinking in applying these methods. In addition, intercultural competence, co-operation with families, heritage language and multilingualism in schools, and language teaching at pre-primary, primary, and upper secondary school levels will be discussed. The purpose of the course is also to encourage participants to constantly seek new knowledge by taking into account the latest research and theories in the field in Iceland and abroad.

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 main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

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.

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

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

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

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

Aim 
Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. See the study plan at Canvas.

The course is a fieldwork where the students are supposed to work with a subject through the process of action research.  

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

The 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

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.

The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

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 course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

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.

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

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

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development

Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

Course description

This course aims to increase participants’ knowledge and understanding of Icelandic as a second language learning in the multilingual children and students. Pedagogy and theories in the teaching of Icelandic as a second language will be discussed. The objective of the course is to increase participants’ proficiency in applying effective and up-to-date instructional methods in teaching Icelandic as a second language, which also can be applied to Icelandic and other subject areas, and also to encourage critical thinking in applying these methods. In addition, intercultural competence, co-operation with families, heritage language and multilingualism in schools, and language teaching at pre-primary, primary, and upper secondary school levels will be discussed. The purpose of the course is also to encourage participants to constantly seek new knowledge by taking into account the latest research and theories in the field in Iceland and abroad.

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 main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

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.

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

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

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

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

Aim 
Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. See the study plan at Canvas.

The course is a fieldwork where the students are supposed to work with a subject through the process of action research.  

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

The 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

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.

The aim of the course is that participants increase their knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, which main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accesable on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on the practice and on collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their own work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and on-line.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents and others who are interested in children’s language development and stimulation. The course will give participants an opportunity to increase their basic knowledge about language acquisition and about effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for a constant progress in language activities with children.

Topic:
The focus of the couse is on new research on children's mathematical thinking. Students study the development of children's understanding of mathematics and mathematical content knowledge. Emphasis is on the foundation of mathematics learning that develops in the early years and how to build a learning community that supports children in learning mathematics through play and everyday activities. Research methodologies applied in research on children's mathematical thinking will be explored. 

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 course readings will be discussed and explored. Students participate in activities that will support them in being able to work in a creative way within their schools. 

Students conduct a small scale investigation on young children's mathematical learning. Based on their learning at the course they plan a developmental study within preschool or in primary grades.  Emphasis is on how they can build a learning community that supports children in learning mathematics through play and everyday activities.

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

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.

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

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

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development

Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

Course description

This course aims to increase participants’ knowledge and understanding of Icelandic as a second language learning in the multilingual children and students. Pedagogy and theories in the teaching of Icelandic as a second language will be discussed. The objective of the course is to increase participants’ proficiency in applying effective and up-to-date instructional methods in teaching Icelandic as a second language, which also can be applied to Icelandic and other subject areas, and also to encourage critical thinking in applying these methods. In addition, intercultural competence, co-operation with families, heritage language and multilingualism in schools, and language teaching at pre-primary, primary, and upper secondary school levels will be discussed. The purpose of the course is also to encourage participants to constantly seek new knowledge by taking into account the latest research and theories in the field in Iceland and abroad.

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 main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

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.

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

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

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

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

Aim 
Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. See the study plan at Canvas.

The course is a fieldwork where the students are supposed to work with a subject through the process of action research.  

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

The 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

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

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.

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

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

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

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

The course aims for students to acquire knowledge and understanding of guidance and collaboration in school work, aiming at teacher professional development, school improvement, and strong cooperation. The goal is for students to apply this knowledge in practice. Students will become familiar with key research and theories on work-related guidance so that they can use them critically and purposefully as mentor teachers for new teachers and as leaders in teamwork, peer mentoring, and interdisciplinary collaboration in groups. They will connect these theories and research to their own professional experiences.

Students will engage in exercises and assignments designed to enhance their communication skills, particularly their abilities in leadership, guidance, and professional interactions with colleagues and other stakeholders. The course includes distance learning with two on-site sessions, where attendance is expected. The teaching methods include lectures, discussions, and individual and group assignments.

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

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

Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.

The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

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.

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

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

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

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

Aim 
Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. See the study plan at Canvas.

The course is a fieldwork where the students are supposed to work with a subject through the process of action research.  

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

The 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

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

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.

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

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

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

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

The course aims for students to acquire knowledge and understanding of guidance and collaboration in school work, aiming at teacher professional development, school improvement, and strong cooperation. The goal is for students to apply this knowledge in practice. Students will become familiar with key research and theories on work-related guidance so that they can use them critically and purposefully as mentor teachers for new teachers and as leaders in teamwork, peer mentoring, and interdisciplinary collaboration in groups. They will connect these theories and research to their own professional experiences.

Students will engage in exercises and assignments designed to enhance their communication skills, particularly their abilities in leadership, guidance, and professional interactions with colleagues and other stakeholders. The course includes distance learning with two on-site sessions, where attendance is expected. The teaching methods include lectures, discussions, and individual and group assignments.

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

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

Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.

The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.

The main focus of the course is on early childhood education and research within the field. Various topics and controversial issues will be discussed. Special emphasis will be placed on different views on children and childhood, cooperation between playschool and primary school, teachers’ pedagogical beliefs and cooperation between school and family.

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.

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

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

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

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

Aim 
Students gain knowledge on factors that affect professional development and practice theory, use an action research approach to reflect on their practice, and promote professional development.

Issue
The methodology of action research is introduced and how it affects preschool practice. Previous studies show that action research gives teachers opportunities to reflect on their practice and improve themselves as professionals. In light of this, students get to understand the value of action research along with studying their practice, in collaboration with other students, university teachers, and field-based mentors. 

Students reflect on their practice, knowledge, values, and beliefs. Students choose an issue to focus on, read theories related to the issue, and create research questions and research proposals. For this, they reflect on the professional knowledge they have gained through their studies as well as their experience from working in preschool. Along they collect data that supports their reflection and develop their practice. 

Fieldwork
The fieldwork lasts during the school year, from August until December. Students attend classes at the university regularly. See the study plan at Canvas.

The course is a fieldwork where the students are supposed to work with a subject through the process of action research.  

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

The 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

The course covers the rights and responsibilities of employees, children, and caregivers. It discusses the relevant laws and regulations. It addresses the characteristics and indicators of child well-being, violence against children, and assessment in such situations. Special attention is given to the well-being of children and recognition of signs of trauma and stress in their behaviors and attitudes. It emphasizes the value of interdisciplinary collaboration when working on children's welfare, linked to preventive work and the development of response plans. The instruction is delivered through lectures, recordings, discussions, and assignments.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

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.

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

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

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

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

The course aims for students to acquire knowledge and understanding of guidance and collaboration in school work, aiming at teacher professional development, school improvement, and strong cooperation. The goal is for students to apply this knowledge in practice. Students will become familiar with key research and theories on work-related guidance so that they can use them critically and purposefully as mentor teachers for new teachers and as leaders in teamwork, peer mentoring, and interdisciplinary collaboration in groups. They will connect these theories and research to their own professional experiences.

Students will engage in exercises and assignments designed to enhance their communication skills, particularly their abilities in leadership, guidance, and professional interactions with colleagues and other stakeholders. The course includes distance learning with two on-site sessions, where attendance is expected. The teaching methods include lectures, discussions, and individual and group assignments.

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

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

Staff issues and the staff group within preschools will be critically examined, with the concept of institutional micro-politics serving as a guiding framework, and attention will be directed toward stress and burnout among managers in this context. Secondly, the role of school administrators in implementing the Act on the Integration of Services in the Interest of Children’s Prosperity will be analyzed. Thirdly, the focus will be on developing preschool practices, emphasizing the value of research, development projects, and evaluation of preschool work.

The course will discuss management and leadership in preschools, with particular attention to research in this field. Issues concerning staff groups will be examined, focusing on professionalism, leadership, conflicts of interest, and the diverse dynamics within groups (micro-politics). Children's prosperity and preschools will be explored in detail, with particular attention to stress and burnout among leaders and the development of preschool practices aimed at enhancing quality.