Policy Demands, Expectations, and Changed Leadership Roles During the COVID-19 Crisis: Critical Comparative Case Studies from Denmark and Iceland

Ragnarsdóttir, Guðrún; Storgaard, Merete

doi:10.1007/978-3-031-33195-4_9

Educational Governance Research

2023

DOI: 10.1007/978-3-031-33195-4_9

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Policy Demands, Expectations, and Changed Leadership Roles During the COVID-19 Crisis: Critical Comparative Case Studies from Denmark and Iceland

Guðrún Ragnarsdóttir¹,

Merete Storgaard²

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Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Í skilaboðum stjórnvalda var gríðarleg áhersla lögð á að huga sérstaklega að nemendum í viðkvaemri stöðu og koma til móts við þá. Þar á meðal voru nemendur með annað móðurmál en íslensku(Guðrún Ragnarsdóttir og Storgaard, 2023). Það var ekki að ástaeðulausu því nemendur með annað móðurmál en notað er í skólunum eru taldir eiga erfiðara en aðrir nemendur með að baeta sér upp þá röskun sem varð á námi í faraldrinum (sjá t.d.…”

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“…In autumn 2020, schoolwork was initially restarted either in the classroom or in a mixture of classroom and remote teaching; however, school buildings were again closed to students after only a few weeks. During those unstable times, the government clearly focused on keeping schools open, not least to protect vulnerable groups (GuðrúnRagnarsdóttir & Storgaard, 2023) thought to be more affected by the pandemic's adverse effects(UNESCO, 2020b(UNESCO, , 2021b.…”

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Framhaldsskólanemar á tímum heimsfaraldurs

Björnsdóttir,

Pálsdóttir,

Ragnarsdóttir

2023

Netla

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Markmið þessarar rannsóknar var að kanna áhrif COVID-19-faraldursins á íslenska framhaldsskólanemendur en miklar áhyggjur hafa verið af áhrifum faraldursins á nám og líðan ungs fólks. Vorið 2021 var spurningalisti lagður fyrir nemendur (N = 1.306) í fjórum framhaldsskólum. Leitast var eftir því að skoða hvaða hópar fyndu mest fyrir áhrifum faraldursins og hverjum fyndist erfitt að hefja aftur hefðbundið nám innan veggja skólans. Kannað var hvort munur væri á nemendum eftir kyni, móðurmáli og menntun foreldra og hvort þeir teldu sig kljást við þætti sem trufluðu þá í námi. Niðurstöðurnar sýna mismunandi áhrif faraldursins eftir hópum. Konur sögðu frekar en karlar að kvíði hefði aukist í fjarkennslu og nemendur sem áttu háskólamenntaða foreldra voru frekar á því að kvíðinn hefði aukist. Um helmingur var meira einmana í fjarkennslu, konur marktækt frekar en karlar, en nemendur með lesblindu og þeir sem áttu ekki íslensku að móðurmáli voru síður einmana en samnemendur. Ríflega helmingi fannst gott að mæta aftur í skólann og þá frekar þeim sem áttu íslensku að móðurmáli og þeim sem áttu foreldra með háskólamenntun. Nemendur sem upplifðu truflun á námi vegna kvíða, félagsfælni, þunglyndi eða lesblindu voru síður á því að gott væri að mæta aftur í skólann. Niðurstöðurnar benda til þess að ákveðinn hópur finni sig best í hefðbundnu staðnámi, það er nemendur sem eiga háskólamenntaða foreldra, eiga íslensku að móðurmáli og kljást ekki við félagsfælni, þunglyndi, kvíða eða lesblindu sem hefur truflandi áhrif á nám þeirra. Þetta vekur upp áleitnar spurningar um stöðu þeirra sem ekki virðast finna sig í hefðbundnu framhaldsskólanámi. Brýnt er að hlúa sérstaklega að þessum nemendahópi nú þegar skólastarf er að færast í fyrra horf.

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confidence: 99%

Framhaldsskólanemar á tímum heimsfaraldurs

Björnsdóttir,

Pálsdóttir,

Ragnarsdóttir

2023

Netla

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The working conditions of Icelandic upper secondary school teachers during the first year of the COVID‐19 pandemic: A gender inequality against all odds

Gestsdóttir,

Ragnarsdóttir,

Björnsdóttir

et al. 2024

Review of Education

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In Iceland, and around the world, the working environment in upper secondary schools changed dramatically with the onset of the COVID‐19 pandemic. In our research, we aimed to illuminate the ever‐changing working conditions of teachers in Icelandic upper secondary schools during the first year of the pandemic, especially in the context of gender and family composition. Data came from interviews with 12 teachers and surveys administered to upper secondary school teachers in 33 out of 37 upper‐secondary schools in Iceland with participation from approximately one‐third of the teacher population. The results show that teachers felt increasingly stressed throughout the pandemic and that gender played a significant role. Women, who often also served as primary caregivers at home, found it more strenuous to fulfil their teaching duties than men. The results raise important questions about teachers' working conditions and gender's role therein, especially in a country considered an emblem of success when it comes to gender equality.

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A place for Basil Bernstein in the field: How applicable is Basil Bernstein’s theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic?

Magnússon,

Ragnarsdóttir,

Reiss

et al. 2024

European Educational Research Journal

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In this article, key aspects of Basil Bernstein’s theory of elaborating and restricted codes are analysed within the Icelandic context to determine whether it can be employed when researching socio-economic inequities in upper-secondary education in Iceland during the COVID-19 pandemic. Drawing on empirical data, the article applies and tests the work of Bernstein on how understanding of restricted codes related to education controls access to the modalities of pedagogic discourse. According to Bernstein, different social groups have different access to education related to their socio-economic status. The analysis is based on a critical examination of the literature and an experiment where certain parts of Bernstein’s theoretical framework are tested. It is argued that Bernstein’s theory is useful in the chosen setting and exposes issues in parents’ different abilities to understand the information needed to be able to assist their children when studying at home during school closures due to COVID-19.

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Policy Demands, Expectations, and Changed Leadership Roles During the COVID-19 Crisis: Critical Comparative Case Studies from Denmark and Iceland

Cited by 3 publications

References 14 publications

Framhaldsskólanemar á tímum heimsfaraldurs

Framhaldsskólanemar á tímum heimsfaraldurs

The working conditions of Icelandic upper secondary school teachers during the first year of the COVID‐19 pandemic: A gender inequality against all odds

A place for Basil Bernstein in the field: How applicable is Basil Bernstein’s theory of codes and social groups as a way of understanding educational inequity in upper secondary education in Iceland during the first year of the COVID-19 pandemic?

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