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ABSTRACT
This article describes research on the dissemination of Innovation Education in comp-
ulsory schools in Iceland. It also considers factors, internal and external, that have
influenced its distribution. Questionnaires were used to measure the dissemination
of the subject. Interviews and observations were used to gather data from students,
teachers, head teachers, pioneers in Innovation Education, entrepreneurs and ministry
officials. Documentation of various kinds was also consulted, including reports, law,
the curriculum, teaching materials and products from Innovation Education lessons.
This article refers to curriculum studies which are used to define and understand
the findings of the research. The main conclusion of the research is that Innovation
Education has not rooted yet as a school subject in Iceland. Several factors seem to
in-fluence the implementation of the Innovation Education curriculum, they include
the role of the students, teachers and their professional philosophies; school culture;
the support of the head teacher; assessment; emphasis on academic learning; teacher
education and access to information and teaching materials. The dissemination of
Innovation Education seems to show the impact of the hidden curriculum. It is import-
ant to recognise the fundamental factors, which are inherent in the hidden curriculum,
and verify their influencing powers to make the formal curriculum more effective.
Svanborg R. Jónsdóttir
er doktorsnemi við
Kennaraháskóla Íslands
SVANBORG R. JÓNSDÓTTIR