Tímarit um menntarannsóknir - 01.01.2011, Qupperneq 142

Tímarit um menntarannsóknir - 01.01.2011, Qupperneq 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.
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