Uppeldi og menntun - 01.07.2005, Page 54

Menntamálará›uneyti› (1999). A›alnámskrá grunnskóla : Almennur hluti. Reykjavík:
Menntamálará›uneyti›.
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, C. T. Yale
University Press.
Oakes J., Gamoran, A. og Page, R. (1992). Curriculum differentiation: opportunities,
outcomes, and meanings. Í Jackson P.W. (Ritstj.) Handbook of research on curriculum
(bls. 570–608). New York: American Educational Research Association.
Oakes J., Wells, A. S., Yonezawa, S. og Ray, K. (1997). Equity lessons from detracking
schools. Rethinking educational change with heart and mind. 1997 ASCD yearbook. Alex-
andria, USA: ASCD Publications.
Ólafur H. Jóhannsson og Kristín Jónsdóttir (1999). Mat á starfi Gar›askóla. Reykjavík:
Rannsóknarstofnun Kennaraháskóla Íslands.
Rósa Eggertsdóttir (1993). Varnarbarátta e›a kennaraflróun? Ný menntamál, 1(4), 9–14.
Rúnar Sigflórsson, Börkur Hansen, Jón Baldvin Hannesson, Ólafur H. Jóhannsson, Rósa
Eggertsdóttir og Mel West (1999). Aukin gæ›i náms: Skólaflróun í flágu nemenda.
Reykjavík: Rannsóknarstofnun Kennaraháskóla Íslands.
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A Best-
evidence synthesis. Review of Educational Research, 60(3), 471–499.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, USA: ASCD Publications.
Winebrenner, S. (2000). Gifted students need an education, too. Educational Leadership,
58(1), 52.
Winebrenner, S. og Devlin, B. (2001). Cluster grouping of gifted students: How to
provide full-time services on a part-time budget. ERIC Digest E607 (3).
E R U N G L I N G A K E N N S L A N E I N S T A K L I N G S M I Ð U Ð ?
54
uppeldi_14arg_2hefti_9 copy 12/13/05 9:49 AM Page 54