Uppeldi og menntun - 01.07.2005, Blaðsíða 55

ABSTRACT
The topic of this article is teaching strategies at lower secondary school level, 8th–10th
grade, especially curriculum differentiation and the official educational policy stating that
instruction should be adapted to students´ individual needs. The article reveals the main
findings of a questionnaire study performed in spring 2002, in which 84% of 8–10th grade
teachers in Reykjavík participated. Among the main findings is that more than half of the
students in 8th–10th grade in Reykjavík are in schools where pupils are grouped or
regrouped according to their ability in major subjects. Teacher´s methods and opinions
differ depending on their main teaching subjects, but generally they are content with
their instruction. Those teaching in schools with ability grouping are more content with
the organisation of classes than those working in schools with mixed-ability grouping.
The majority say that mixed-ability classes are the most pedagocially demanding.
Conventional teaching methods are dominant but the teachers are eager to increase the
use of computers. The study reveals an extensive support of the policy that individual
differences have to be considered in education.
Kristín Jónsdóttir er kennslukona
og stýrir unglingadeild Langholtsskóla í Reykjavík.
K R I S T Í N J Ó N S D Ó T T I R
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