Ulla Damber

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Publications

Articles in journals

Shabes, V. , Troshchenkova, E. , Potapova, T. , Ivarsson, L. , Damber, U. & Bostedt, G. (2012). Cognitive linguistic basis for experimental study of Russian and Swedish value systems. Problems of Cognitive Linguistics, : 2, pp. 67-78.

Shabes, V. , Troshchenkova, E. , Potapova, T. , Ivarsson, L. , Damber, U. & Bostedt, G. (2012). Complex Values in Different Cultures : Some Research Results of Psycholinguistic Experiments with Russian and Swedish Students. US-China Education Review, vol. 2: 1, pp. 70-83.    

Damber, U. , Samuelsson, S. & Taube, K. (2012). Differences between over-achieving and under-achieving classes in reading : Teacher, classroom and student characteristics. Journal of Early Childhood Literacy, vol. 12: 4, pp. 339-366.  

Damber, U. (2012). Equity and models of literacy in a diverse world. Issues in educational research, vol. 22: 1, pp. 36-46.

Damber, U. (2012). Personliga möten : nödvändigt också i en digital värld?. Forskning,

Damber, U. , Ivarsson, L. , Bostedt, G. , Shabes, V. , Potpova, T. & Troshchenkova, E. (2011). Gender differences in value systems expressed by Russian and Swedish university students. Citizenship, Social and Economics Education, vol. 10: 2, 3  

Damber, U. (2011). Literature and Empowerment : A Study of Multicultural Grade three Classes Overachieving in Reading. US-China Education Review, vol. 1: 1, pp. 88-102.

Damber, U. (2010). Att göra språket till sitt. Kielikukko, vol. 29: 4, pp. 7-12.

Damber, U. (2010). Flerspråkiga barns läsning - en miljöfråga?. SCIRA Läsning, vol. 35: 2, pp. 14-17.  

Damber, U. (2010). Flerspråkiga barns läsning : En miljöfråga?. Läsning, vol. 35: 2, pp. 14-19.

Damber, U. (2010). Lärares förhållningssätt av stor betydelse för läs- och skrivlärande. Dyslexi, vol. 15: 3, pp. 22-24.

Damber, U. (2009). Reading, schooling, and future time perspective : A small-scale study of five academically successful young Swedes. International Journal of Learning, vol. 16: 1, pp. 234-248.

Damber, U. (2009). Using inclusion, high demands and high expectations to resist the deficit syndrome : A study of eight Grade three classes overachieving in reading. Literacy, vol. 43: 1, pp. 43-49  

Damber, U. (2007). Läsning - en fråga om mer än bara läsning? : Studier av högpresterande elever i årskurs tre och deras lärare. Läsning : medlemsblad för SCIRA - den svenska riksorganisationen för läsundervisning och läsforskning, vol. 32: 2, pp. 14-19.

Chapters in books

Damber, U. (2017). Librarian and Teacher Collaboration : Enhancing Second-Language Learners’ Literacy Development. In Teacher and Librarian Partnerships in Literacy Education in the 21st Century. Rotterdam : Sense Publishers. pp. 75-88.

Damber, U. (2012). Att lära barn att läsa - ett komplext uppdrag i en komplex värld. In Svenska som andraspråk (2a upplagan). Lund : Studentlitteratur.

Damber, U. (2012). Concordance between Intercultural and Critical education within the realms of literacy education. In Language Learning : New Research. Hauppage : Nova Science Publishers, Inc.. pp. 185-200.

Damber, U. (2012). Literacy and empowerment : Swedish Children with diverse backgrounds defeating the statistical trends. In Interculturalism, Education & Dialouge. New York : Peter Lang Publishing Group (Global studies in education, volume 13).

Boström, L. , Damber, U. & Ivarsson, L. (2011). 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?. In ASLAs årsbok 2010. Uppsala : ASLA, Swedish Science Press. pp. 44-60.

Conference papers

Damber, U. , Bostedt, G. , Ivarsson, L. , Shabes, V. , Troschenskova, E. & Potapova, T. (2011). An experimental study of Russian and Swedish value systems.  

Damber, U. (2011). 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 högskola.

Damber, U. & Ivarsson, L. (2011). Dyslexic but Determined: A Qualitative Study of Seven Dyslexic Swedish Student Teachers. Paper presented at the EARLI, Exeter, August 30-September 2

Damber, U. , Ivarsson, L. , Trotchenskova, E. & Potapova, T. (2011). Gender differences in value systems exposed by Russian and Swedish university students. Paper presented at the IACSEE, Bath, Great Britain, June 28-30

Damber, U. (2011). Likvärdigt eller inte? Bilder från klassrum, forskning och lärare : Presentation på RUN-konferensen 2011.

Damber, U. (2011). Meaning-Making and Early Literacy. A Challenge for Teachers and Preschool Teachers?. Paper presented at the International Conference on Education and Educational Psychology, Istanbul, October, 19-22

Damber, U. (2011). Student Teachers and Values in Textbooks for Early Reading. Paper presented at the IACSEE, Bath, Great Britatin, June 28-30

Damber, U. (2011). Teacher training students with diagnosed dyslexia. Paper presented at the EARLI Education for a Global Networked Society

Damber, U. (2010). Possible linkages between future oriented pedagogy and future timeperspective?. Paper presented at the The 2nd Baltic Sea Conference on Reading, Åbo, August 11-13

Damber, U. (2010). Using inclusion, high demands and high expectations to resist the deficit syndrome. Paper presented at the The 55th IRA Annual Convention, Chicago US, April 22-28

Boström, L. , Damber, U. & Ivarsson, L. (2010). 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?. In 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.. pp. 44--60.  

Damber, U. (2007). Beating the odds, not easy but possible: on 94 grade three classes in stockholm, overachieiving in reading : 15th European conference on reading, Berlin.

Damber, U. (2007). Literature and empowerment : Multiligual Literacies in the 21st Century, Jyväskylä.

Damber, U. (2007). Which discriminants characterize effective/ineffective grade three classes in reading and what can be learnt about effective instruction from those descriptions? : Earli, 12th Biennal Conference.