Uppeldi og menntun - 01.01.2002, Side 120

SAMSKIPTI, KENNSLUHÆTTIR OG VIÐMÓT
Blumer, H. (1969). Symbolic interactionism. Perspective and method. Englewoods Cliffs,
New Jersey: Prentice-Hall.
Booth, T., Swann, W., Masterhorn, M. og Potts, P. (1995). Policies for diversity in edn-
cation. London: Routledge.
Bruner, J. S. (1977). The process of education. Cambridge: Harvard University Press.
Burgess, R. G. (1984). In thefield. An introduction to field research. London: George Allen
/ Unwin.
Burns, R. B. (1982). Self-concept development and education. London: Holt, Reinhart and
Winston.
Clark, C., Dyson, A., Millwaard, A. J. og Skidmore, D. (1997). New directions in special
needs: innovations in mainstream schools. London: Cassell.
Cooper, P. og Mclntyre, D. (1996). Effective teaching and learning: teachers' and students'
perspectives. Buckingham: Open University Press.
Croll, P. og Moses, D. (1985). One in five. The assessment and incidence ofspecial educat-
ional needs. London: Routledge/Kegan Paul.
Dóra S. Bjarnason (1995). Frá samskipan og blöndun til lifandi menningarsamfélags.
Glæður 1(5), 41-56.
Egan, G. (1985). The skilled helper. A systematic approach to effective helping (3. útgáfa).
Monterey: Brooks/Cole.
Fanney Ásgeirsdóttir (2002). Sérstaða fámennra skóla í skólakerfinu. Netla - Veftímarit
um uppeldi og menntun. (Sótt á Netið: 18. júní 2002). Reykjavík: Rannsóknarstofnun
KHÍ.
Gall, M. D., Borg, W. R. og Gall, J. P. (1996). Educational research. An introduction (6. út-
gáfa). London: Longman.
Galton, M. og Patrick, H. (Ritstjórar). (1990). Curriculum provision in stnall primary
schools. London: Routledge.
Gamble, T. K. og Gamble, M. (1993). Communication works (4. útgáfa). New York:
McGraw-Hill.
Goleman, D. (1996). Emotional intelligence. Why it can matter more than IQ. London:
Bloomsbury.
Hall, E. og Hall, C. (1988). Human relations in education. London: Routledge.
Hargreaves, D. H. (1975). lnterpersonal relationship and education (2. útgáfa). London:
Routledge/Kegan Paul.
Hart, S. (1996). Beyond special needs. Enhancing children's learning through innovative
thinking. London: Paul Chapman.
Hart, S. (2000). Thinking through teaching: practice framework for developing children 's
learning. London: Fulton.
Hayes, A. og Livingstone, S. (1986). Mainstreaming in rural communities: an analysis
of case studies in Queensland schools. The Exceptional Child 33 (1), 35—48.
Hirst, P. H. og Peters, S. R. (1991). The logic of education. London: Routledge.
Kristín Aðalsteinsdóttir (1992). Heiltæk skólastefna: leið til skólaþróunar. Uppeldi og
menntun 1,196-206.
118