Uppeldi og menntun - 01.09.2004, Side 77

Uppeldi og menntun - 01.09.2004, Side 77
HEIMILDIR JÓHANNA EINARSDÓTTIR Aðalndmskrd grunnskóla (1999). Reykjavík: Menntamálaráðuneytið. Aðalndmskrd leikskóla (1999). Reykjavík: Menntamálaráðuneytið. Bennett, J. (2003). Starting strong: The persistent division between care and education. Journal ofEarly Childhood Research, 1(1), 21-48. Bloch, M. N. (1987). Becoming scientific and professional: An historical perspective on the aims and effects of early education. I T. S. Popkewitz (ritstj.), The formation ofschool subjects (bls. 3-20). New York: Falmer Press. Bogdan, R. C. og Biklen, S. K. (1998). Qualitative researchfor education. An introduction to theory and methods. Boston: Allyn and Bacon. Bresler, L. (1998). The genre of school music and its shaping by meso, micro, and macro contexts. Research Studies in Music Education, 11, 2-18. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-530. Broström, S. (1999). Drama games with 6-year-old children: Possibilities and limita- tions. í Y. Engeström, R. Miettinen og R. Punamaki (ritstj.), Perspectives on activity theory (bls. 250-264). Cambridge, MA: Cambridge University Press. Bryndís Garðarsdóttir (1996). Forholdet mellom pcdagogiske idealer og realiteter i barnehagen. Óútgefin lokaritgerð í leikskólafræðum. Dronning Mauds Minne Högskolen, Norge. Dahlberg, G. og Lenz Taguchi, H. (1994). Förskola och skola: om tva skilda traditioner och om visionen om en mötesplats. Stockholm: HLS förlag. Dewey, J. (2000). Reynsla og menntun (Gunnar Ragnarsson, þýð.). Reykjavík: Rann- sóknarstofnun Kennaraháskóla íslands. (Upphaflega kom verkið út 1938). Early, D. M., Pianta, R. C. og Cox, M. J. (1999). Kindergarten teachers and classrooms: A transition context. Early Education and Development, 10(1), 25-46. Entwisle, D. R. og Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98(4), 351-364. Erickson, F. (1986). Qualitative methods in research of teaching. í M. C. Wittrock (ritstj.), Flandbook ofresearch on teaching (bls. 119-161). New York: Macmillan. File, N. og Gullo, D. F. (2002). A comparison of early childhood and elementary ed- ucation student's beliefs about primary classroom teaching practices. Early Child- hood Research Quarterly, 17(1), 126-137. Forskot (1998). Dagvist barna: Foreldrakönnun. Júní-dgúst 1998. Reykjavík: Dagvist barna. Fuqua, J. D. og Ross, M. K. (1989, apríl). Saying is not believing: The gap between theory and practice in early childhood classrooms. Fyrirlestur á ráðstefnu Southern Association on Children Under Six, Virginia, USA. Goffin, S. G. (1989). Developing a research agenda for early childhood education: What can be learned from the research on teaching? Early Childhood Research Quarterly, 4(2), 187-204. 75
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