Tímarit um menntarannsóknir - 01.01.2011, Blaðsíða 142
142
Rúnar Sigþórsson
Heimildaskrá
Black, P. og Wiliam, D. (1998). Assessment
and classroom learning. Assessment in
Education, 5(1), 7–74.
Bloom, B., Engelhart, M. D., Furst, E. J.,
Hill, W. H. og Krathwohl, D. R. (1956).
Taxonomy of educational objectives: Book
1 Cognitive domain. New York: David
McKay Company.
Bransford, J., Darling-Hammond, L. og Le-
Page, P. (2005). Introduction. Í L. Darling-
Hammond og J. Bransford (ritstjórar),
Preparing teachers for a changing world (bls.
1–39). San Francisco: Jossey-Bass.
Brown, G. T. L. (2004). Teachers’ conceptions
of assessment: Implications for policy and
professional development. Assessment in
Education, 11(3), 301–318.
Cohen, L., Manion, L. og Morrison, K. (2000).
Research methods in education. London: Ro-
utledge/Falmer.
Darling-Hammond, L. (2004). Standards,
accountability, and school reform. Teachers
College Record, 106, 1047–1895.
Dysthe, O. (2004). The challenge of assessment
in a new learning culture. Erindi lagt fram
á NERA/NFPF Conference, Reykjavík
11.–13. mars 2004.
Eisner, E. W. (1994). The educational imagina-
tion: On the design and evaluation of school
programs. New York: Macmillan College.
Flick, U. (2006). An introduction to qualitative
research (3. útgáfa). London: Sage.
Goddard, R. D., Hoy, W. K. og Hoy, A. W.
(2004). Collective efficacy beliefs: Theo-
retical developments, empirical evi-
dence, and future directions. Educational
Research er, 33(3), 3–13.
Hafsteinn Karlsson. (2007). Kennsluhættir í
íslenskum og finnskum skólum. Óbirt M.Ed.-
ritgerð: Kennaraháskóli Íslands, Reykja-
vík.
Hanushek, E. A. og Raymond, M. E. (2002).
Sorting out accountability systems. Í W. M.
Evers og H. J. Walberg (ritstjórar), School
accountability: An assessment by the Koret
Task Force on K–12 education (bls. 75–104).
Hoover Institution: Stanford University.
Hargreaves, A. (2000). Four ages of pro-
fessionalism and professional learning.
Teachers and Teaching: History and Practice,
6(2), 151–182.
Hitchcock, G. og Hughes, D. (1995). Research
and the teacher: A qualitative introduction to
school-based research (2. útgáfa). London:
Routledge/Falmer.
Ingvar Sigurgeirsson. (1992). The role, use and
impact of curriculum materials in interme-
diate level Icelandic classrooms. Óbirt Ph.D.-
ritgerð: University of Sussex, Brighton.
Kristín Jónsdóttir. (2003). Kennsluhættir á
unglingastigi, námsaðgreining og einstak-
lingsmiðað nám: Rannsókn á viðhorfum kenn-
ara við unglingadeildir grunnskóla í Reykja-
vík. Óbirt M.Ed.-ritgerð: Kennaraháskóli
Íslands, Reykjavík.
Kristrún Lind Birgisdóttir. (2004). Einstak-
lingsmiðað nám og kennsla í grunnskólum:
Vinna kennarar í anda menntastefnunnar sem
mótuð var með gildandi lögum og námskrám?
Óbirt M.Ed.-ritgerð: Kennaraháskóli Ís-
lands, Reykjavík.
Linn, R. L. (2000). Assessment and accoun-
tability. Educational Researcher, 29(2), 4–16.
Lög um grunnskóla nr. 66/1995.
Lög um grunnskóla nr. 91/2008.
McGregor, D. (2007). Developing thinking;
developing learning: A guide to thinking skills
in education. Maidenhead: Open Univer-
sity Press.
McLaughlin, M. W. (1989). The RAND change
agent study ten years later: Macro perspecti-
ves and micro realities. Grein með erindi
á AERA ráðstefnu í San Fransisco í apríl
1989. Sótt 24. september 2007 af http://
www.eric.ed.gov/PDFS/ED342085.pdf
Menntamálaráðuneytið. (1999a). Aðalnám-
skrá grunnskóla: Almennur hluti. Reykjavík:
Höfundur.