Tímarit um menntarannsóknir - 01.01.2008, Qupperneq 122

About the authors
Atli Harðarson has a MA degree in philosophy from Brown University. He is vice-principal
of Fjölbrautaskóli Vesturlands, a comprehensive secondary school in Akranes Iceland. His
publications include several books on philosophy, textbooks in computer science and numerous
papers on school policy, education and philosophy. E-mail: atli@fva.is
Amalía Björnsdóttir is an Associate Professor at the School of Education, University of Iceland.
She completed a B.A. degree in psychology from the University of Iceland in 1991, and a
Ph.D. from the University of Oklahoma in 1996. Her major research interests are in the areas of
measurement and testing (reading and language development), school management and influences
of social factors on schools. E-mail: amaliabj@hi.is
Baldur Kristjánsson is an Associate Professor at the School of Education, University of Iceland.
He finished a B.A. degree in education and psychology from the University of Gothenburg in
1976 and a Ph.D. from the Stockholm University Institute of Education in 2001. His major
research interests are in the area of childhood and family life in Iceland and a Nordic comparative
perspective. E-mail: baldurkr@hi.is
Börkur Hansen is a Professor at the School of Education, University of Iceland. He finished a
B.A. degree in education and psychology from the University of Iceland in 1982 and a Ph.D. from
the University of Alberta in 1987. His major research interests are in the area of leadership, school
management, school development and educational governance. E-mail:borkur@hi.is
Gyda Jóhannsdóttir is an Associate Professor at the University of Iceland School of Education.
She completed an M.Ed. degree in education and developmental psychology from Harvard
Graduate School of Education in 1982 and a Ph.D. in education from the Danish University of
Education in 2002. Her research concerns the development of higher education in the Nordic
countries with a particular focus on academic drift (of both educational systems and educational
institutions) and professionalisation of groups. In addition she has studied the development of
Nordic teacher education (for the compulsory school level) with reference to academic drift and
professionalisation. Email:gydaj@hi.is
Helga Rut Gudmundsdóttir is currently Assistant Professor of music education at the University
of Iceland, School of Education. She completed a B.Ed. with music as an elective subject from the
Iceland University of Education in 1992. She received an M.A. and a Ph.D. in music education
from McGill University, Faculty of Music, in 1996 and 2003, respectively. Previous research
includes studies in children’s musical development and music reading studies. Helga can be
reached by e-mail:helgarut@hi.is
Jónína Kárdal is a Career and Guidance Counselor at the University of Iceland. She completed a
B.Ed. degree from the Iceland University of Education in 1990 and an M.A. degree in educational
psychology (counseling and student personnel psychology) from the University of Minnesota in
1999. Her major research interests are in the areas of career development, counselor training and
the use of techonology and information systems in school, career and guidance counseling. Jónína
can be contacted at joninaka@hi.is.
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Tímarit um menntarannsóknir, 5. árgangur 2008
About the authors