Tímarit um menntarannsóknir - 01.06.2012, Side 151

Tímarit um menntarannsóknir - 01.06.2012, Side 151
151 Skóli án aðgreiningar og kennaramenntun Meijer, C., Soriano, V., og Watkins, A. (2003). Special needs education in Europe. Middelfart: European Agency for Development in Special Needs Education Mennta- og menningarmálaráðuneytið. (2011). Aðalnámskrá grunnskóla, almennur hluti. Reykjavík: Höfundur. Naukkarinen, A. (2010). From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department. Journal of Research in Special Educational Needs, 10(1), 185–196. O´Brian, J. og O´Brian, C. L. (1996). Inclusion as a force for school reneval. Í S. Stainback og W. Stainback (ritstjórar), Inclusion: A guide for educators, (bls. 29–48). Baltimore: Paul H Brooks Publishing. OECD. (2005). Teachers matter: Attracting, developing and retaining effective teachers. Sótt 22. október, 2011 af http://www.oecd. org/document/52/0,3746, en_2649_39263 231_34991988_1_1_1_1,00.html OECD. (2009). Creating effective teaching and learning environments – first results from TALIS. Sótt 22. október, 2011 af http://www. oecd.org/dataoecd/17/51/43023606.pdf OECD. (2010). Educating teachers for diversity. Meeting the challenge. Paris: OECD CERI. Sótt 30. október, 2011 af http://www.oecd. org/document/38/0,3343, en_2649_35845 581_44572006_1_1_1_1,00.html Pijl, S. J. (2010). Preparing teachers for inclusive education: Some reflections from the Netherlands. Journal of Research in Special Educational Needs, 10(1), 197–201. Ragnar F. Ólafsson og Júlíus K. Björnsson. (2009). TALIS. Staða og viðhorf kennara og skólastjórnenda. Reykjavík: Námsmatsstofnun. Ragnhildur Bjarnadóttir. (2008). Starfshæfni kennara frá sjónarhóli norrænna kennaranema. Uppeldi og menntun. 17(2), 55–74. Reglur fyrir Háskóla Íslands nr. 569/2009. Sótt 1. júní, 2010 af http://www.hi.is/ adalvefur/reglur_fyrir_haskola_islands. Reynolds, M. (2001). Education for inclusion, teacher education and the teacher training agency standards. Journal of In-Service Training, 27(3), 465–476. Salend, S. J. (2001). Creating inclusive classrooms: Effective and reflective practices (4..útgáfa). Upper Saddler River: Merrill Prentice Hall. Sanders, W. og Horn, S. (1998). Research findings from the Tennessee value-added assessment system (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12(3), 247–256. Savolainen, H. (2009). Responding to diversity and striving for excellence: The case for Finland. Prospects Quarterly Review of Comparative Education, 39(3), 281–292. Scruggs, T. E. og Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming inclusion, 1958–1995: A research synthesis. Exceptional Children, 63, 59–74. Sharma, U., Ee, J. og Desai, I. (2003). A comparison of Australian and Singaporean preservice teachers’ attitude and concerns about inclusive education. Teaching and Learning, 24(2), 207–217. Shippen, M. E., Crites, S. A., Houchins, D. E., Ramsey, M. L. og Simon, M. (2005). Preservice teachers’ perceptions of including students with disabilities. Teacher Education and Special Education, 28(2), 92–99. Stayton, V. D. og McCollun, J. (2002). Unifying general and special education: What does the research tell us? Teacher Education and Special Education, 25(3), 211–218.
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