| 1. |
- Damber, Ulla, 1957-
(author)
-
Meaning-making and early literacy : A challenge for teachers and preschool teachers?
- 2012
-
In: Occasional Papers in Education and Lifelong Learning. - 1755-6902. ; 6:1-2
-
Journal article (peer-reviewed)abstract
- 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.
|
|
| 2. |
- Damber, Ulla, 1957-, et al.
(author)
-
Factors facilitating and obstructing a school development project
- 2022
-
In: Education Inquiry. - : Routledge. - 2000-4508. ; 13:4, s. 428-446
-
Journal article (peer-reviewed)abstract
- This study describes and critically discusses a development project designed to create and enact a local language policy at a Swedish multilingual school, its context, content and implementation dimensions. The collaborative construction of a school language policy is a complex process, with tensions that need to be resolved. By describing the processes involved in the language policy project we examine the factors that facilitated and obstructed the enactment of the language policy. The data include 25 interviews with school headteachers and staff members, 15 observations of teachers and school-age educare teachers, field notes, and audio recordings of research circles. Drawing on insights from the enactment framework, the analysis reveals three important themes with respect to the enactment processes: continuity, cohesion, and inclusion. Factors such as communication and leadership, but also external factors, were found to influence outcomes of the project, illuminating an interwoven web of contexts and facets for understanding the enactment of the language policy. These factors influencing outcomes of the project will be discussed in the light of implications for the enactment of the school language policy project.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Damber, Ulla, 1957-
(author)
-
Implementering av kritisk litteracitet i förskola och tidiga år : utmaningar och möjligheter
- 2015
-
In: Critical literacy i svensk klassrumskontext. - Umeå : Umeå universitet. - 9789176012024 ; , s. 19-36
-
Book chapter (peer-reviewed)abstract
- Hur kan förutsättningar för kritisk litteracitet skapas i förskola och skolans tidiga år? Möjliga kopplingar mellan förskolans och skolans arbete med litteracitetsutveckling behöver belysas. I detta kapitel presenteras ett underlag för diskussion av hur förutsättningar för arbete med litteracitetsutveckling skapas i förskola och skolans tidiga år. Möjliga kopplingar mellan tidig litteracitetsutveckling i förskolan och skolans formella läsundervisning, där läsläror ofta förser eleverna med texter, utgör den centrala frågan. Ytterligare en fråga som ställs är om kritisk medvetenhet och meningsskapande hamnar på undantag när färdighetsorienterade diskurser dominerar verksamheten.
|
|
| 6. |
|
|
| 7. |
- Damber, Ulla, 1957-
(author)
-
Read-alouds in preschool : a matter of discipline?
- 2015
-
In: Journal of Early Childhood Literacy. - : Sage Publications. - 1468-7984 .- 1741-2919. ; 15:2, s. 256-280
-
Journal article (peer-reviewed)abstract
- The enquiries in this study were directed towards the reading of children’s literature in preschool with the aim of describing and analysing how read-alouds were carried out in 39 preschools in the northern and southern parts of Sweden. How often were read-alouds performed? How long were they? How was literature chosen? Who initiated the read-alouds? Did dialogues and follow-up activities occur? In what context did the read-alouds take place? Student preschool teachers and preschool teachers in in-service training carried out observations over the course of one week. The results indicated that read-alouds most often occurred once a day, and that they were seldom embedded in a context or planned. Books were chosen randomly. Follow-up activities occurred in 27 % of the reading occasions. Thus, we conclude that read-alouds primarily had a disciplinary focus. The negative effects of these findings, in particular with respect to children from poor print environments, will be discussed.
|
|
| 8. |
- Dahlström, Helene, et al.
(author)
-
Prerequisites for emergent literacy in Swedish preschools
- 2023
-
In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:13-14, s. 1417-1433
-
Journal article (peer-reviewed)abstract
- This study aims to examine preschool literacy practices during observations in Swedish preschools with a focus on environment, read-alouds and emergent writing. The study reported on in this article is based on empirical data from 433 observations in preschools in 80 Swedish municipalities that has been analysed qualitatively and quantitatively. Descriptive analyses have been performed on the quantitative data, and observation notes have been coded and thematically analysed. Five themes were created in the thematic analysis of the qualitative data: differences in accessibility to books, few books in different languages, differences regarding existing reading events, read aloud to calm children, and few existing writing events. The study constitutes an essential basis for knowledge, as well as a prerequisite for future intervention studies and the development of relevant in-service education for preschool teachers. Our conclusion is that there is a considerable lack of equity regarding literacy environments in Swedish preschools.
|
|
| 9. |
- Damber, Ulla, 1957-, et al.
(author)
-
Differences between overachieving and underachieving classes in reading : Teacher, classroom and student characteristics
- 2012
-
In: Journal of Early Childhood Literacy. - : SAGE Publications. - 1468-7984 .- 1741-2919. ; 12:4, s. 339-366
-
Journal article (peer-reviewed)abstract
- The main purpose of this study was to examine the classroom, teacher and student factors distinguishing grade three classes performing at higher levels than expected, in relation to socioeconomic status (SES) and language factors, from classes performing below their potential with regard to the same factors. Data from a standardized reading comprehension test and student and teacher questionnaires covering teacher, classroom and student characteristics were collected. The participants were 1,092 grade three classes and their class teachers, from Stockholm, Sweden. By use of regression and a twin-matching procedure, one group of 94 underachieving classes and another group of 94 overachieving classes were formed for comparison. Data about extended voluntary reading, classroom climate, teacher experience and the use of authentic literature were seen to be the main four indicators discriminating between over- and underachieving classes beyond the impact of SES and language background.
|
|
| 10. |
- Damber, Ulla, 1957-, et al.
(author)
-
Dystert om läsning i förskolan
- 2012
-
In: Pedagogiska Magasinet. - Stockholm : Lärarförbundet. - 1401-3320. ; :1, s. 77-
-
Journal article (pop. science, debate, etc.)
|
|
