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  • 1.
    Boström, Lena
    et al.
    Högskolan för lärande och kommunikation, Jönköping.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Ämnesdidaktisk forskning med relevans för språkdidaktik; teoretiska utgångspunkter, empiriska iakttagelser samt didaktiska konsekvenser: Vad har vi fått veta, hur, varför och hur kan vi använda oss av kunskaperna?2010Inngår i: Språk för framtiden. Rapport från ASLA:s höstsymposium, Falun 12-13 november 2010. Language for the Future.: Papers from the ASLA symposium in Falun 7-8 November 2010 / [ed] Antti Ylikliiskilä & Maria Westman, Svenska föreningen för tillämpad språkvetenskap , 2010, s. 44-60Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Ämnesdidaktik är ett centralt kompetensområde för skolors praktiska verksamheter. Studier utförs inom skilda discipliner, men vilken konkret, ny kunskap genereras och hur synliggörs den?  I denna studie sammanförs olika teoretiska synsätt och metodologiska ansatser inom ämnesdidaktik och vissa didaktiska aspekter reanalyseras för att tillvarata och konkretisera kunskaper utifrån tre empiriska studier med relevans för språkdidaktik. Vi exemplifierar hur de sammantaget kan ligga till grund för didaktisk verksamhet i allmänhet och språkdidaktik i synnerhet. Studien grundas på en explorativ design. Med en språklig och diskursiv analys jämför vi egenskaper och resultat i avhandlingarna samt analyserar samband och skillnader mellan de skilda sociala praktikerna. Slutsatserna är att språkdidaktik rymmer liknande komplexitet som framskymtar inom allmändidaktik. Följande gemensamma faktorer av avgörande betydelse kan skönjas; multimodalitet, medvetna metodiska val, kognitiva utmaningar, metakognitiv utveckling i interaktionen språk och tanke, motivation och intresse utifrån elevernas verkligheter, individualisering och samspel, funktionalitet och retorisk flexibilitet i språkkunskaper samt vikten av lärares reflekterande färdigheter. Studien a) pekar på möjligheter med ett multi- och transdisciplinärt, forskande förhållningssätt inom ämnesdidaktik, b) bidrar till integrering av forskning och skolpraktik samt c) sätter språkdidaktik i förgrunden i ett pragmatiskt perspektiv samt d) betonar samspelet mellan olika ämnesdidaktiska perspektiv.

  • 2.
    Boström, Lena
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ämnesdidaktisk forskning med relevans för språkdidaktik; teoretiska utgångspunkter, empiriska iakttagelser samt didaktiska konsekvenser.: Vad har vi fått veta, hur, varför och hur kan vi använda oss av kunskaperna?2011Inngår i: ASLAs årsbok 2010, Uppsala: ASLA, Swedish Science Press , 2011, s. 44-60Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [sv]

    Ämnesdidaktik är ett centralt kompetensområde för skolors praktiska verksamheter. Studier utförs inom skilda discipliner, men vilken konkret, ny kunskap genereras och hur synliggörs den? I denna studie sammanförs olika teoretiska synsätt och metodologiska ansatser inom ämnesdidaktik och vissa didaktiska aspekter reanalyseras för att tillvarata och konkretisera kunskaper utifrån tre empiriska studier med relevans för språkdidaktik. Vi exemplifierar hur de sammantaget kan ligga till grund för didaktisk verksamhet i allmänhet och språkdidaktik i synnerhet. Studien grundas på en explorativ design. Med en språklig och diskursiv analys jämför vi egenskaper och resultat från tre avhandlingar, samt analyserar samband och skillnader. Slutsatserna är att språkdidaktik rymmer liknande komplexitet som allmändidaktik. Följande gemensamma faktorer av avgörande betydelse kan skönjas; multimodalitet, medvetna metodiska val, kognitiva utmaningar, metakognitiv utveckling i interaktionen språk och tanke, motivation och intresse utifrån elevernas verkligheter, individualisering och samspel, funktionalitet och retorisk flexibilitet i språkkunskaper samt vikten av lärares reflekterande färdigheter. Studien a) pekar på möjligheter med ett multi- och transdisciplinärt, forskande förhållningssätt inom ämnesdidaktik, b) bidrar till integrering av forskning och skolpraktik c) sätter språkdidaktik i förgrunden i ett pragmatiskt perspektiv samt d) betonar samspelet mellan olika ämnesdidaktiska perspektiv.

  • 3.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Att göra språket till sitt2010Inngår i: Kielikukko, ISSN 0780-0940, Vol. 29, nr 4, s. 7-12Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Att lära barn att läsa - ett komplext uppdrag i en komplex värld2012Inngår i: Svenska som andraspråk (2a upplagan) / [ed] Hyltenstam, K. & Lindberg, I., Lund: Studentlitteratur, 2012Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 5.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Beating the odds, not easy but possible: on 94 grade three classes in stockholm, overachieiving in reading: 15th European conference on reading, Berlin2007Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    study 1

  • 6.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Concordance between Intercultural and Critical education within the realms of literacy education2012Inngår i: Language Learning: New Research / [ed] Jennifer S. Avery and Matthew H. Stewart, Hauppage: Nova Science Publishers, Inc., 2012, s. 185-200Kapittel i bok, del av antologi (Fagfellevurdert)
  • 7. Damber, Ulla
    Concordance between Intercultural and Critical education within the realms of literacy education: paper presented at "intercultural vs Critical Education" - Contrast or concordance? 14-17 april 2011 på Södertörns högskola2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation will focus the importance of teachers’ work with early readers.  Swedish students’ reading comprehension competencies are being debated as the PISA results have indicated a decline in recent years. I will debate how this focus on results may counteract the aim to improve Swedish students’ literacy levels; in particular, when paying respect to the fact that Swedish classrooms today are multicultural and multilingual. Three different studies underpin the argumentation; one of bilingual students’ successful literacy achievement in the primary years, one of the value systems indicated in Swedish basals commonly used in early literacy teaching, and one of the relative lack of teacher initiated conversations after reading aloud in pre-school.  I draw the conclusion that the nurturing of critical perspectives in the early years need to be emphasized to a much greater extent. Language-wise we know how important talking about texts is for semantic growth, but also growth regarding political literacy earns attention, as the ethnically Swedish middle-class family and traditional gender roles permeate the content in the analyzed text-books. The preschool-teachers in the third study indicated that both lack of knowledge of the importance of ´talking text´ and lack of time made those occasions very scarce. I argue that the creation of a learning climate encouraging negotiations of meaning at all educations is crucial.  Time required for text-related oral activities and further implementation of critical perspectives in the early literacy activities should not be questioned, if mainstream is to include diversity and all children are to have similar opportunities to develop both literacy and their realms of reference within their Zone of Proximal Development.  To conclude, the tentative effects of the increasing focus on results will be discussed in relation to these studies.

  • 8.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Equity and models of literacy in a diverse world2012Inngår i: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 22, nr 1, s. 36-46Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The autonomous and the ideological model of literacy, and their tentative effects on teachers' practices as well as on research will be discussed in this article, thus emphasizing the need for teaching children not only to read the word, but also the world. Cases where the possibility of implementing critical awareness from the very start of children ́s literacy trajectory is neglected will be discussed with reference to the Four Resources Model for literacy. The need of holistic perspectives in order to reject deficit discourses will be explicated. Finally the role of teacher education will be briefly illuminated. In the concluding comments the need for both practitioners and researchers to pay attention to the ideological model for literacy is stated.

  • 9.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Flerspråkiga barns läsning - en miljöfråga?2010Inngår i: SCIRA Läsning, ISSN 0349-9855, Vol. 35, nr 2, s. 14-17Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 10.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Flerspråkiga barns läsning: En miljöfråga?2010Inngår i: Läsning, ISSN 0349-9855, Vol. 35, nr 2, s. 14-19Artikkel i tidsskrift (Annet vitenskapelig)
  • 11.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Librarian and Teacher Collaboration: Enhancing Second-Language Learners’ Literacy Development2017Inngår i: Teacher and Librarian Partnerships in Literacy Education in the 21st Century / [ed] Joron Pihl, Kristin Skinstad van der Kooij & Tone Cecilie Carlsten, Rotterdam: Sense Publishers, 2017, 1, s. 75-88Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter explores teacher and library collaboration, enhancing K-5 second language pupils’ literacy development. Aspects of this partnership are highlighted through qualitative analysis of the librarian´s narrative of how the collaboration evolved. Apart from high achievement levels in reading the pupils experienced personal growth, home-school-library relations were positively affected and the literacy practices met with new ideas as multimodal approaches to encounter and interpret literature were implemented as a result of the collaboration. 

  • 12. Damber, Ulla
    Likvärdigt eller inte? Bilder från klassrum, forskning och lärare: Presentation på RUN-konferensen 20112011Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 13.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Literacy and empowerment: Swedish Children with diverse backgrounds defeating the statistical trends2012Inngår i: Interculturalism, Education & Dialouge / [ed] T. Besley and M. Peters, New York: Peter Lang Publishing Group, 2012Kapittel i bok, del av antologi (Fagfellevurdert)
  • 14.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Literature and Empowerment: A Study of Multicultural Grade three Classes Overachieving in Reading2011Inngår i: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 1, nr 1, s. 88-102Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The objective of this mixed methods study is to gain insights into how teachers can assist their students to become good readers who read with joy and engagement. This study describes multicultural classrooms in a low-Socio-Economic Status (SES) Stockholm area, representing reading communities, where reading fiction is the heartbeat of classroom life. Teachers’ ways of relating to their students, their methods and assessment procedures will be discussed. The creation of the classroom climate, the fun factor, parents’ roles and collaborative aspects of teachers’ work also protruded as major themes in the teachers’ narratives. The analyses employ the concepts of the Proximal Zone of Development and Scaffolding from Vygotsky’s theories, together with the concepts of weak and strong framing as well as classification from Bernstein’s Code Theory. Teachers’ ways of relating to phenomena such as deficit syndrome and colour blindness will be analyzed from critical perspectives. Since the practitioner’s perspectives are paid much attention to, issues like the need for the employment of broad theoretical perspectives, trans-disciplinary research approaches and mixed methods will also be discussed.

  • 15.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Literature and empowerment: Multiligual Literacies in the 21st Century, Jyväskylä2007Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Studie 2

  • 16.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Lärares förhållningssätt av stor betydelse för läs- och skrivlärande2010Inngår i: Dyslexi, ISSN 1401-2480, Vol. 15, nr 3, s. 22-24Artikkel i tidsskrift (Annet vitenskapelig)
  • 17.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Läsning - en fråga om mer än bara läsning?: Studier av högpresterande elever i årskurs tre och deras lärare2007Inngår i: Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning, ISSN 0349-9855, Vol. 32, nr 2, s. 14-19Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    studie 2

  • 18.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Meaning-Making and Early Literacy. A Challenge for Teachers and Preschool Teachers?2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This article explores tentative links between findings from a study of how Early Literacy was nurtured in 40 Swedish preschool groups and another study focusing Student Teachers´ ability to perform text analyses of basals used for literacy learning. Our inquiries focused how meaning-making practices were implemented in preschools and how critical awareness was fostered within the  preschools´ literacy practices. In addition, we wanted to build an understanding of how Student Teachers perceived the contents in basals, in order to highlight Student Teachers´ own capacity to read critically, so that teachers´ use of text-books fosters children´s critical awareness and challenges taken-for-granted perceptions of contents. 40 preschool teachers/preschool teacher training students made observations of read-alouds with the children during one week. The informants also wrote narratives where they described their practices, which enabled us to use both statistical descriptions and the informants perceptions as expressed in their own words as basis for our analyses. The preschool-teachers indicated that both lack of knowledge of the importance of `talking text´ and lack of time made both read-alouds and follow-up activities very scarce.  When 20 Student Teachers examined the contents of eight reading materials they arrived at very shallow analyses of the contents and discourses visible between the lines were seldom detected. Taken together these findings imply that critical awareness and meaning-making appears to be crucial development areas in both in-service training and teacher training, in particular, as the needs of children with diverse backgrounds may be neglected when meaning-making is not given first priority.

  • 19.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Personliga möten: nödvändigt också i en digital värld?2012Inngår i: Forskning, ISSN 0804-7545, E-ISSN 1504-4882Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 20.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Possible linkages between future oriented pedagogy and future timeperspective?2010Konferansepaper (Fagfellevurdert)
  • 21.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Reading, schooling, and future time perspective: A small-scale study of five academically successful young Swedes2009Inngår i: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 16, nr 1, s. 234-248Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    My research project will be briefly described. Evidence-based research describing over-achieving classes in reading was performed in a first large-scale study of the grade 3 classes in Stockholm. Standardized reading comprehension tests, student and teacher questionnaires were employed. The meagre results of this first study will be compared with those of a second, more focused, mixed methods follow-up study on eight multi-cultural classes, overachieving in reading, where the teachers view of literacy as participating in a social, cultural practice, was enacted within the realms of a book flood programme. In the present study five in-depth interviews were carried out with academically very successful young multicultural adults to explore how they viewed their school trajectories and their present situation. The informants validate the results of the second study and also indicate that these students have developed a very strong Future Time Perspective. They also indicate that the future-oriented pedagogy they met with as children, has influenced their attitudes towards school and a future academic career, apart from giving them strategies and tools for further learning. The theoretical frame of reference employs FTP-research, the enlarged concept of literacy as described in new Literacy Studies, and Vygotsky's theories on learning, together with the results of the second study. Implications for practitioners and implications for researchers in terms of a more extensive use of both qualitative and quantitative methods in researching literacy will be discussed.

     

     

  • 22.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Student Teachers and Values in Textbooks for Early Reading2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In many countries there is a specific subject for the teaching of citizenship, as an element of the curriculum. In Sweden, in contrast, all school activity should be carried out in accordance with fundamental values stipulated in the Education Act and all who work in school should uphold these values, no matter what subject. Therefore, the values transmitted in textbooks also constitute an important medium for conveying fundamental values. The aim of our project is twofold. Firstly, we want to look for the “ideal citizen”, as described by Durkheim, in children’s basals for early reading. With reference to the concept of “political literacy”, as denominated by Crick, we will get a combination of education in general literacy together with the fostering of “political literacy”. Secondly, we see a possibility to engage our teacher training students in a minor research project with the aim to describe and analyze the fundamental values and picture of the “ideal citizen” as described in the early basals. We gave a group of students (20 students who worked in pairs) the task to analyze some of the most widely used text books for early reading education with a focus on moral virtues. Their findings indicated obedience, punctuality, honesty, respect, politeness and helpfulness as qualities describing the “ideal citizen”. However, they also found that all of the books depicted a mono-cultural setting, a very blurred description of social classes revealing a middle-class perspective, and outspoken, conservative gender roles. The study is the first step of a planned project aiming at comparing Swedish, Kenyan and, hopefully, textbooks from some other countries. 

  • 23.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Teacher training students with diagnosed dyslexia2011Konferansepaper (Fagfellevurdert)
  • 24.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Using inclusion, high demands and high expectations to resist the deficit syndrome2010Konferansepaper (Fagfellevurdert)
  • 25.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Using inclusion, high demands and high expectations to resist the deficit syndrome: A study of eight Grade three classes overachieving in reading2009Inngår i: Literacy, ISSN 1741-4350, E-ISSN 1741-4369, Vol. 43, nr 1, s. 43-49-Artikkel i tidsskrift (Fagfellevurdert)
  • 26.
    Damber, Ulla
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Which discriminants characterize effective/ineffective grade three classes in reading and what can be learnt about effective instruction from those descriptions?: Earli, 12th Biennal Conference2007Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    studie 1 och 2

  • 27.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Shabes, Vladimir
    St. Petersburg University.
    Troschenskova, Elena
    St.Petersburg University.
    Potapova, Tamara
    St. Petersburg University.
    An experimental study of Russian and Swedish value systems2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of this study was to develop a method comparing Russian and Swedish value systems with the overarching aim to increase the understanding in intercultural communication. Value systems, as organized systems of nationally specific social concepts, are viewed as part of the cognitive, mental representations determining the behaviour of both individuals and communities. In comparative studies of value systems concepts in the national languages are often translated into English. Our Russian-Swedish project has indicated that similar national concepts, when translated into English, expose significant differences in their connotations. For example, when comparing the Swedish and Russian translations of ‘security’, much of the nationally specific contents are lost, thus, making data invalid. To overcome this problem, methods were developed to obtain comparable data, by use of experimental design, employing Russian and Swedish university students as informants. In our presentation we will explicate how simple value concepts coinciding for the two cultures were obtained and how differences in similar concepts were identified. We will describe the overall structure of the multilayer value systems of both countries, where similarities and differences related to gender and ethnicity, are made visible. The methodology, results and presumptive usages of these methods will be presented.

  • 28.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Dyslexic but Determined: A Qualitative Study of Seven Dyslexic Swedish Student Teachers2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This article takes its starting point in the UN Declaration of Human Rights, where everyone’s right to professional education is stated. Seven Swedish dyslexic student teachers were interviewed in depth about how they perceived their educational trajectories from childhood and onwards, and how their present studying situation was perceived. How and when did they get their diagnosis and which effects did it have? How did they perceive the compensatory support provided by the university and what further needs to support their academic performance did they express? Along with the answers to these questions, a discussion about the deficit discourse versus acknowledgement of the strengths of the dyslexic students will follow. The students’ self-image linked to the reactions to the students’ reading and writing problems and received compensatory aid, both at home, in school and at university, will be analyzed. Issues like the role of the diagnosis, impact of socio-economic background factors, implications of both compulsory school teachers’ and university teachers’ lack of sufficient knowledge of how to support dyslexic students, will also be discussed. Finally, the supportive role of the student counselor will be highlighted.

  • 29.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Shabes, Vladimir
    Herzen State Pedagogical University, St-Petersburg, Russia.
    Potpova, Tamara
    St-Petersburg State University, St-Petersburg, Russia.
    Troshchenkova, Ekaterina
    St-Petersburg State University, St-Petersburg, Russia.
    Gender differences in value systems expressed by Russian and Swedish university students2011Inngår i: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 10, nr 2, 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study, the authors pinpoint the similarities and differences between students at a Russian university and a Swedish university regarding the students’ value systems. What similarities and what differences are there between male Swedish students and male Russian students, and what similarities and what differences are there between the female students in the two countries? The authors’ interest was directed towards the gender differences between the two countries. A method employing three phases was developed for analyses of the value systems in the two countries. Students, who, as a category, often challenge existing value systems, were chosen as informants. Student samples from each country, varying in number from 63 to 100 informants, provided data in the three sub-studies. The results indicated that similar national concepts, when translated into English, exposed significant differences in their connotations, a phenomenon which is discussed in relation to implications for intercultural communication. In particular, the concepts of democracy and gender equality are highlighted. Differences and similarities related to gender and nationality constitute the bulk of the discussion. A major finding was that concepts describing close interpersonal relations, such as friendship and love, were cross-nationally rated higher than values more distant from the individual’s private world, such as democracy and equal rights.

  • 30.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Trotchenskova, Ekaterina
    Potapova, Tamara
    Gender differences in value systems exposed by Russian and Swedish university students2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this study we pinpoint the similarities and differences between students at a Russian university and a Swedish university regarding the students’ value-systems. Which similarities and which differences are there between male Swedish students and male Russian students and which differences are there between the female students in the two countries? Our interest was directed towards the gender differences between the two countries. A method, employing three phases was developed for analyses of value systems in the two countries. Students, who as a category, often challenge existing value-systems, were chosen as informants.  Student samples from each country, in number varying between 63-100 respondents, provided data in the three sub-studies. The results indicated that similar national concepts, when translated into English, exposed significant differences in their connotations, a phenomenon which will be discussed in relation to implications for intercultural communication. In particular, the concepts of democracy and gender equality will be highlighted. Differences and similarities related to gender and nationality constitute the bulk of the discussion. A major finding was that concepts describing close inter-personal relations, such as friendship and love, were cross-nationally higher rated than values more distant from the individual’s private life world, such as democracy and equal rights.  

  • 31.
    Damber, Ulla
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Samuelsson, Stefan
    Linköping University, Sweden.
    Taube, Karin
    Umeå University, Sweden.
    Differences between over-achieving and under-achieving classes in reading: Teacher, classroom and student characteristics2012Inngår i: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 12, nr 4, s. 339-366Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The main purpose of this study was to examine classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected in relation to SES and language factors, from classes performing below their potential with regard to the same factors.  Data on a standardized reading comprehension test, student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 under-achieving classes and another group of 94 over-achieving classes were formed for comparisons. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to be the main four indictors discriminating between over and under-achieving classes beyond the impact of socio-economic status and language background.

  • 32.
    Shabes, Vladimir
    et al.
    Herzen State Pedagogical University, St-Petersburg, Russia.
    Troshchenkova, Ekaterina
    St-Petersburg State University, St-Petersburg, Russia.
    Potapova, Tamara
    St-Petersburg State University, St-Petersburg, Russia.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Cognitive linguistic basis for experimental study of Russian and Swedish value systems2012Inngår i: Problems of Cognitive Linguistics, ISSN 1812-3228, nr 2, s. 67-78Artikkel i tidsskrift (Fagfellevurdert)
  • 33.
    Shabes, Vladimir
    et al.
    Herzen State Pedagogical University, St-Petersburg, Russia.
    Troshchenkova, Ekaterina
    St-Petersburg State University, St-Petersburg, Russia.
    Potapova, Tamara
    St-Petersburg State University, St-Petersburg, Russia.
    Ivarsson, Lena
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Damber, Ulla
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Bostedt, Göran
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Complex Values in Different Cultures: Some Research Results of Psycholinguistic Experiments with Russian and Swedish Students2012Inngår i: US-China Education Review, ISSN 1548-6613, E-ISSN 1930-1529, Vol. 2, nr 1, s. 70-83Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the article on the basis of the psycholinguistic experimental data obtained in 2009-2010 from Russian and Swedish students, we consider internal features of several complex values (“Harmony”, “Freedom”, “Democracy”, “Tolerance” and “Patriotism”) and analyze their external systemic organization, taking into account both specificity of the two cultures and gender specifics. We argue that value concepts are hierarchically organized, forming different generalization levels from the simple to the more complex ones with intricate overlapping among different complex values within the system. This research is a stage in a complex experimental work aimed at comparing Russian and Swedish values (the project on Swedish Institute grant). 

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