Guðrún Ragnarsdóttir

Biographic Data

ID4420779
NAMEGuðrún Ragnarsdóttir
GIVEN NAMESGuðrún
FAMILY NAMERagnarsdóttir
SIGNATURERAGNARSDÓTTIR G
AFFILIATIONSUniversity of Iceland
ORCID0000-0002-3992-7984
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS5
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2025
H-INDEX2

  • A place for Basil Bernstein in the field

    Open AccessÓmar Örn Magnússon, Guðrún Ragnarsdóttir et al.ARTICLEEuropean Journal of Educational…2025

    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 th…

  • Nordic research on educational leadership in times of crises

    Merete Storgaard, Guðrún Ragnarsdóttir et al.ARTICLEInternational Journal of…2025

    Purpose The international body of research on crises and school leadership is expanding, yet studies focusing on this theme within the Nordic context remain limited, predominantly addressing the impact of the COVID-19 pandemic. This article aims to examine contemporary research on leadership and crisis management in Nordic education to elucidate the governance, support and control mechanisms employed during unexpected events and to inform future …

  • Leading the dance. The role of teacher collaboration and collegiality during sudden disruptions

    Open AccessÞorsteinn Árnason Sürmeli, Guðrún Ragnarsdóttir et al.ARTICLETeaching and Teacher Education2024References: 3

    Through the lens of social capital, this study examines the significance of collaboration among teachers and their perceived support from school leaders during the first phases of the COVID-19 pandemic. By thematically analyzing interviews with thirteen teachers in three Icelandic upper secondary schools, the findings show that teachers who were part of teacher communities or collegial relationships were more likely to get necessary support and c…

  • Cascading effect of upper secondary education policy reform

    Open AccessMaría Jónasdóttir, Guðrún Ragnarsdóttir et al.ARTICLEEducation Inquiry2023References: 5

    In 2014 the Icelandic government implemented a reform that reduced the time of all academic programs of upper secondary education from an average of four years in duration to three, aiming to increase efficiency in the education system. Drawing on critical policy analysis, this study explores wider consequences of the reform’s enactment for higher education, with reference to the strong connection between the two school levels. Teachers at the Un…

  • The key role of moderators in online communities of teachers

    Open AccessPascale Mompoint‐Gaillard, Guðrún Ragnarsdóttir et al.ARTICLETeaching and Teacher Education2022Cited by: 1References: 3

  • School leaders’ actions and hybridity when carrying out reform and confronting teachers’ responses

    Open AccessGuðrún RagnarsdóttirARTICLEEducation Inquiry2021References: 4

    In 2008, Iceland launched policy reform in upper secondary education. This paper elucidates how upper secondary school leaders acted when leading reform and confronting teacher responses. The study is based on interviews with 21 leaders from nine upper secondary schools. The data were analysed usingfive response categories to macro-level demands for change,institutional and organisational leadership, and theories on subject hierarchies. The findi…

  • The academic–vocational divide in three Nordic countries

    Open AccessMattias Nylund, Per-Åke Rosvall et al.ARTICLEEducation Inquiry2018Cited by: 2References: 14

    In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on …

  • Curriculum, crisis and the work and well-being of Icelandic upper secondary school teachers

    Open AccessGuðrún Ragnarsdóttir, Ingólfur Ásgeir JóhannessonARTICLEEducation Inquiry2014Cited by: 2

    Iceland was one of the first countries to collapse in the global financial crisis of 2008 and it followed the OECD suggestion by opening upper secondary schools for young jobseekers, but without increasing the number of teachers. The upper secondary school level is also in a period of educational change, as it is in many other countries nowadays. The experience of Iceland provides valuable lessons for the international community. The article expl…