Uppeldi og menntun - 01.07.2012, Blaðsíða 159

Uppeldi og menntUn/icelandic JoUrnal of edUcation 21(2) 2012 159
gUðrún geirSdÓttir
Ensor, P. (2004a). Contesting discourses in higher education curriculum restructuring
in South Africa. Higher Education, 48(3), 339–359.
Ensor, P. (2004b). Towards a sociology of teacher education. Í J. Muller, B. Davies og
A. Morais (ritstjórar), Reading Bernstein, researching Bernstein (bls. 153–167). London:
RoutledgeFalmer.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977.
New york: Pantheon Books.
Fullan, M. G. (2001). The new meaning of educational change (3. útgáfa). New york: Teach-
ers College Press.
Goodlad, J. I. (1984). Curriculum inquiry: The study of curriculum practice. New york:
McGraw Hill.
Guðrún Geirsdóttir. (2008). We are caught up in our own world: Conceptions of curriculum
within three different disciplines at the University of Iceland. Doktorsritgerð: Kennara-
háskóli Íslands.
Guðrún Geirsdóttir. (2009). Viðbrögð ólíkra háskólagreina við breytingum. Í Gunnar
Þór Jóhannesson og Helga Björnsdóttir (ritstjórar), Rannsóknir í félagsvísindum
X: Félags- og mannvísindadeild: Erindi flutt á ráðstefnu í október 2009 (bls. 591–601).
Reykjavík: Félagsvísindastofnun Háskóla Íslands.
Guðrún Geirsdóttir. (2011). Teachers‘ conceptions of knowledge structures and
pedagogic practices in higher education. Í G. Ivinson, B. Davies og J. Fitz (ritstjórar),
Knowledge and identity: Concepts and applictions in Bernstein‘s sociology (bls. 90–106).
New york: Routledge.
Guðrún Geirsdóttir og Ingólfur Ásgeir Jóhannesson. (2010). Bolognaferlið og íslenskir
háskólar: Inngangur. [Viðhorf.] Uppeldi og menntun, 19(1–2), 181–185.
Háskóli Íslands. (2006). Reglur nr. 605/2006 um starfsskyldur kennara og sérfræðinga við
Háskóla Íslands. Sótt 3. apríl 2011 af http://brunnur.stjr.is/mrn/logogregl.nsf/
nrar/reglur6052006
Henkel, M. E. M. og Kogan, M. (1999). Changes in curriculum and institutional struc-
tures: Responses to outside influences in higher education institutions. Í C. Gellert
(ritstjóri), Innovation and adaptation in higher education: The changing conditions of
advanced teaching and learning in Europe (bls. 66–92). London: Jessica Kingsley.
Hussey, T. og Smith, P. (2010). The trouble with higher education: A critical examination of
universities. New york: Routledge.
Karseth, B. (2006). Curriculum restructuring in higher education after the Bologna Pro-
cess: A new pedagogic regime? Revista Española de Educación Comparada, 12, 255–284.
Knight, P. T. (2002). Learning from schools. Higher Education, 44(2), 283–298.
Lave, J. og Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New
york: Cambridge University Press.
Lög um háskóla nr. 63/2006.
Lög um breytingu á lögum um háskóla nr. 63/2006 (sjálfstæði og lýðræði í háskólum, réttindi
fatlaðra nemenda) nr. 67/2012.
Malcolm, J. og Zukas, M. (2000). Becoming an educator: Communities of practice in
higher education. Í I. McNay (ritstjóri), Higher education and its communities (bls.
51–64). Buckingham: SRHE og Open University Press.