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Ragnarsdóttir, Guðrún, University of Iceland, School of Education

Research profile

Guðrún Ragnarsdóttir (gudrunr@hi.is) is an associate professor in the Faculty of Education and Pedagogy, School of Education, University of Iceland. Guðrún holds a BSc degree in biomedical science and two diplomas, one in in education and another in public administration. She has also completed a master’s degree in public health and a PhD in education from the University of Iceland, School of Education. Guðrún has worked as a primary school teacher, upper secondary teacher and a school leader, as well as having been employed as a teacher trainer for the Council of Europe. Her research interests include pedagogy, school development, professional development, political science, and school leadership.

Specialisation and expertise

Guðrún Ragnarsdóttir (gudrunr@hi.is) is an assistant professor. Her specialties lies within the upper secondary school level and her research interests include pedagogy, school development, professional development, political science, and school leadership.

Ragnarsdóttir, Guðrún, University of Iceland, School of Education image
Home country
Iceland
Member type
Higher education
Individual
Type of research activities
Applied research, Basic research, Experimental development
Fields of research
Education, Sociology, Political science
Language(s)
English

Contact

Email address
Phone number
+3548997560
Postal address
v/Stakkahlíð, 105 Reykjavík, Iceland
Social media

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Collaboration opportunities  (1)

Interest in Co-authorship & peer reviews, Joint case study or research activity, Joint funding application, Open dialogue and idea generation, Specialised expertise demand or offer on Education, Sociology, Political science

We are interested in cooperation and teamwork when it comes to the ongoing research design in relation to education and COVID-19, comparing and disseminating outcomes.

Research projects  (1)

The aim of this project is to explore how upper secondary school leaders, counsellors, teachers, students, and parents perceived and experienced the impact of COVID-19. The study focuses particularly on the conversion from classroom to distance education and its long-term effects. Extensive and diverse data are being collected i.e. interviews, surveys and classroom observations and distinct methods used. Its national and international value concerns research on various aspects of education and social justice and the interplay of the principal stakeholders. 

We are interested in cooperation and teamwork when it comes to the ongoing research design, comparing outcomes and dissemination.   

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