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  • 301.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    The boundary-turn: reflections on language, culture and identity through the epistemological lenses of time, space and social interactions in the 21st century2011Konferansepaper (Annet vitenskapelig)
  • 302.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Tid, rum och visuell tvåspråkighet2001Inngår i: Interaktion i pedagogiska sammanhang / [ed] Sverker Lindblad, Fritjof Sahlström, Stockholm: Liber , 2001, s. 125-142Kapittel i bok, del av antologi (Fagfellevurdert)
  • 303.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Utvärderingen av statliga specialskolor [Evaluation of the State Special Schools]1997Rapport (Annet vitenskapelig)
  • 304.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Vadå interkulturellt?: En sociohistorisk och tvärgeografisk blick på det som vi kallar kultur2010Inngår i: Specialpedagogisk tidskrift : att undervisa, ISSN 2000-429X, Vol. 3, s. 15-18Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 305.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Vardagskommunikation, lärande och måluppfyllelse i tvåspråkiga regionala specialskolor2002Rapport (Fagfellevurdert)
  • 306.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Variations and modalities in languaging: the writing, talking, signing human being and communities of practices2012Konferansepaper (Fagfellevurdert)
  • 307.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visual language environments: exploring everyday life and litearcies in Swedish deaf bilingual schools2000Inngår i: Visual Anthropology Review, ISSN 1058-7187, E-ISSN 1548-7458, Vol. 15, nr 2, s. 95-120Artikkel i tidsskrift (Fagfellevurdert)
  • 308.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Visual or visually oriented?: What can one learn from research on bilingual models in Sweden2008Konferansepaper (Annet vitenskapelig)
  • 309.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visually oriented language use: discursive and technological resources in Swedish deaf pedagogical arenas2004Inngår i: To the lexicon and beyond: sociolinguistics in European deaf communities / [ed] Mieke Van Herreweghe, Myriam Vermeerbergen, Washington D.C.: Gallaudet University Press , 2004, s. 171-207Kapittel i bok, del av antologi (Fagfellevurdert)
  • 310.
    Bagga-Gupta, Sangeeta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Visually-oriented participation and learning. Contributions from Deaf Studies, Multilingual Studies and Literacy Studies to an education-for-all2017Konferansepaper (Fagfellevurdert)
  • 311.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    What can we learn from a “Third-Position” in the deaf education area?: A case study of Swedish deaf education2012Konferansepaper (Annet vitenskapelig)
  • 312.
    Bagga-Gupta, Sangeeta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    What, where, when, why and for whom is Language? Democratic and equity issues inside and outside school2016Konferansepaper (Fagfellevurdert)
  • 313.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Allard, Karin
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    St John, Oliver
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Nordmark, Marie
    KKOM-DS.
    Understanding communication and identities in culturally diverse school settings in present day Sweden: empirical explorations from 3 different language profile schools in present day Sweden2008Konferansepaper (Fagfellevurdert)
  • 314.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Almén, A.
    Inscriptions and digitalization initiatives across time in the nation-state of Sweden. The relevance of shifts and continuities in policy accounts for teachers workManuskript (preprint) (Annet vitenskapelig)
  • 315.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Domfors, Lars-Åke
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Language, Social History and Politics: Critical Reflections - Swedish Deaf Education2002Inngår i: A reader in inclusion of deaf people in education and society: a cross cultural analysis of policies and practices / [ed] Patricia Mudgett-DeCaro, Chelmsford, MA: Courier Custom Publishing , 2002, s. 28 pgs-Kapittel i bok, del av antologi (Fagfellevurdert)
  • 316.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Domfors, Lars-Åke
    Örebro universitet, Pedagogiska institutionen.
    Notions of deaf identity in the minority period in Sweden1997Konferansepaper (Fagfellevurdert)
  • 317.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Domfors, Lars-Åke
    Örebro universitet, Pedagogiska institutionen.
    Pedagogical issues in Swedish deaf education2003Inngår i: Many ways to be deaf: international variation in deaf communities / [ed] Leila Monaghan, Washington DC: Gallaudet University Press , 2003, s. 67-88Kapittel i bok, del av antologi (Fagfellevurdert)
  • 318.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Erting, Carol
    Cross-cultural explorations in deaf bilingualism: Sweden and the United States2002Konferansepaper (Fagfellevurdert)
  • 319.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Golden, AnneDepartment of Linguistics & Scandinavian Studies, University of Oslo, Blindem, Oslo, Norway.Holm, LarsDanish School of Education, Aarhus University, Copenhagen, Denmark.Laursen, Helle PiaDanish School of Education, Aarhus University, Copenhagen, Denmark.Pitkänen-Huhta, AnneDepartment of Language and Communication, University of Jyväskylä, Jyväskylä, Finland.
    Reconceptualizing connections between language, learning and literacy2019Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    From publisher's website:

    Presents current original research that bridges the gap between the domains of Literacy Studies and SLA, and learning in multilingual sites.Chapters represent different domains and disciplines, while center-staging empirical analysis.

    Discusses methodological and conceptual issues relevant to present day diversification, virtual and physical mobility.

  • 320.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Gynne, Annaliina
    Mälardalen University.
    Chaining: the use of language resources including literacies on the move2017Konferansepaper (Fagfellevurdert)
  • 321.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Holmström, Ingela
    Department of Linguistics, Stockholm University, Sweden.
    Language, Identity and Technologies in classrooms for the differently-abled2015Inngår i: Communication Disorders, Deaf Studies & Hearing Aids, ISSN 2375-4427, Vol. 3, nr 4, s. 1-19Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports upon some of the overarching findings from project CIT (www.oru.se/project/cit) at the CCD research network based environment in Sweden. It highlights the ways in which individuals and institutions both use and also account for the roles that technologies, particularly hearing-technologies (like sound amplifying technologies, outer ear hearing aids, cochlear implants, bone anchored hearing aids etc.), play in disabling and enabling access for participation in societal arenas generally and learning in mainstream and segregated school settings particularly. Taking both a sociocultural oriented perspective and a decolonial framework on communication, identity positions and use-of-technologies, the study presented in this paper focuses ethnographically framed analysis of data that critically explores the role that different types of technologies play in the lives of individuals who are deaf. Some previous and ongoing analysis of data from a mainstream school where a blind child is a member is also drawn upon for contrastive purposes (JC project). Data and relevant findings from the following parallel Deaf Studies projects at CCD are also drawn upon: RGD project, SS project and LISA-21 project.

     

  • 322.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Holmström, Ingela
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    ”Technologies at work”: a sociohistorical analysis of human identities and communication : focus upon CI and language2011Konferansepaper (Fagfellevurdert)
  • 323.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Laursen, Helle Pia
    Golden, Anne
    Bridging language, literacy and learning2019Inngår i: Reconceptualizing connections between language, learning and literacy / [ed] S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta, Rotterdam: Springer, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
  • 324.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Lyngvaer Hansen, Aase
    Muruvik Vonen, Arnfinn
    Visually oriented multilingual communication in the classroom2009Konferansepaper (Fagfellevurdert)
  • 325.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Lyngvær Hansen, A.
    Feilberg, J.
    Identity (re)visited and (re)imagined. Empirical and theoretical contributions on the nature of diversity across time and space2017Konferansepaper (Fagfellevurdert)
  • 326.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Maräk Leffler, J.
    Mobalizing intersectionality through a focus on social-textual practices: Recognizing or marginalizing Sami, deaf and immigrants?2016Konferansepaper (Fagfellevurdert)
  • 327.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Languaging, diversity and neologisms. Reflections on the mobilization of terminologies in the 21st century2017Konferansepaper (Fagfellevurdert)
  • 328.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Mobilization of nomenclature in the language and diversity areas in learning and instuction2017Konferansepaper (Fagfellevurdert)
  • 329.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Unimodal behaviors in multimodal bilingual virtual learning settings: languaging in online synchronous higher educational environments2011Konferansepaper (Fagfellevurdert)
  • 330.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Virtual learning sites as transnational borderlands: dialogical approaches to participants 'multilingual-modal' languaging2012Konferansepaper (Fagfellevurdert)
  • 331.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Gynne, A.
    Ethnography as fieldwork practice in and across physical-virtual spaces. Focusing current methodological practices2016Konferansepaper (Fagfellevurdert)
  • 332.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Gynne, A.
    Handling languaging during fieldwork, analysis and reporting in the 21st century. Aspects of ethnography as action in and across physical-virtual spacesManuskript (preprint) (Annet vitenskapelig)
  • 333.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Lindberg, Ylva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Språk-, litteratur- och mediedidaktik.
    Virtual Learning Sites as Languaging Spaces. Critical issues on languaging research in changing eduscapes in the 21st centuryManuskript (preprint) (Annet vitenskapelig)
  • 334.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS).
    Vigmo, S.
    Montebelli, A.
    SIG: A Broader Participation? Research issues and challenges related to Transitions and Inclusion in and across educational settings (BroTIn)2018Konferansepaper (Fagfellevurdert)
  • 335.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    University of Gothenburg, Sweden.
    Vigmo, Sylvi
    University of Gothenburg, Sweden.
    Equity and social justice for whom and by whom in contemporary higher education. Mapping policies of inclusion/integration in the nation-state of Sweden2019Konferansepaper (Fagfellevurdert)
  • 336.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Winther, Y.
    Dis/enabling technologies for learning in higher education-for-all. Issues and challenges for whom?2017Konferansepaper (Fagfellevurdert)
  • 337.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Winther, Y.
    Enabling and disabling dimensions of lived experiences and policies. Participation and learning in higher education-for-all2017Konferansepaper (Fagfellevurdert)
  • 338.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    School of Health and Education, Skövde University, Sweden.
    Winther, Ylva
    Karlstad Municipality, Nyed Primary School, Sweden.
    Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom?2016Inngår i: Informatics, ISSN 2227-9709, Vol. 3, nr 4, artikkel-id 21Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Integration, inclusion, and equity constitute fundamental dimensions of democracy in post-World War II societies and their institutions. The study presented here reports upon the ways in which individuals and institutions both use and account for the roles that technologies, including ICT, play in disabling and enabling access for learning in higher education for all. Technological innovations during the 20th and 21st centuries, including ICT, have been heralded as holding significant promise for revolutionizing issues of access in societal institutions like schools, healthcare services, etc. (at least in the global North). Taking a socially oriented perspective, the study presented in this paper focuses on an ethnographically framed analysis of two datasets that critically explores the role that technologies, including ICT, play in higher education for individuals who are “differently abled” and who constitute a variation on a continuum of capabilities. Functionality as a dimension of everyday life in higher education in the 21st century is explored through the analysis of (i) case studies of two “differently abled” students in Sweden and (ii) current support services at universities in Sweden. The findings make visible the work that institutions and their members do through analyses of the organization of time and space and the use of technologies in institutional settings against the backdrop of individuals’ accountings and life trajectories. This study also highlights the relevance of multi-scale data analyses for revisiting the ways in which identity positions become framed or understood within higher education.

  • 339.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro Universitet.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Ämnesforskning.
    En utvidgning av mångfaldsforskning inom pedagogik2001Inngår i: Nordisk tidskrift för hörsel- och dövundervisning NTD, ISSN 1651-6036, nr 2, s. 44-49Artikkel i tidsskrift (Fagfellevurdert)
  • 340.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro Universitet.
    Nilholm, Claes
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Ämnesforskning.
    Situerad mångfald i skolan2002Inngår i: Jaget och rösterna: Goffman, Viveka och samtalet, Studies in communication, Linköpings University , 2002, s. 277-287Kapittel i bok, del av antologi (Fagfellevurdert)
  • 341.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Rane, K.
    Mediamorphosis and the analysis of learning practices. Languaging and identity-positions2018Konferansepaper (Fagfellevurdert)
  • 342.
    Bagga-Gupta, Sangeeta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Rao, Aprameya
    Freelance Journalist, India.
    Languaging features and identity-positionings in contemporary social media: A contrastive analysis between global South-North spaces2019Konferansepaper (Fagfellevurdert)
  • 343.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Rosén, Jenny
    Dalarna University.
    Languages and identities in the development of the educational system ‘Swedish for immigrants’: a sociohistorical account of categories2011Konferansepaper (Fagfellevurdert)
  • 344.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Rosén, Jenny
    Dalarna University.
    Languaging and identities in the construction and organization of ‘Swedish for immigrants’2011Konferansepaper (Fagfellevurdert)
  • 345.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Skoog, Marianne
    Örebro universitet, Pedagogiska institutionen.
    Monological literacy practices in present day pluralistic preschool and school contexts2006Konferansepaper (Fagfellevurdert)
  • 346.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    St John, Oliver
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Doing instructions: exploring instructions in multilingual classroom interaction2011Konferansepaper (Fagfellevurdert)
  • 347.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    St John, Oliver
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Making complexities invisible?: Contributions to the representation of social interaction in scholarly writings2010Konferansepaper (Fagfellevurdert)
  • 348.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    St John, Oliver
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Orchestrating feedback: a study of teacher-student multimodal interaction in a language learning setting2010Konferansepaper (Fagfellevurdert)
  • 349.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Weckström, Petra
    Örebro Regional Theater, Örebro, sweden.
    Going Beyond Inculsion: Reflections from research, culture and three years of DoT2015Konferansepaper (Fagfellevurdert)
  • 350.
    Bagué Grifoll, Janona
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    “Children in preschool class have to learn to sit a bit more”: Swedish preschool, preschool class and primary school teachers’ perspectives on the transition from preschool to school2019Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The transition from preschool to primary school is considered by many researchers as being one of the most challenging transitions that children can experience in their educational development. In 1998, in an effort by the Swedish government to facilitate this transition, preschool class was introduced as a voluntary bridge year between preschool and primary school.  Changes in school legislation in 2018 made attendance to preschool class compulsory. Despite the introduction of preschool class in the Swedish system, a lack of knowledge and research about the policies and practices in preschool classes for successful supporting this transition has been observed. The aim of the present qualitative study was to characterize preschool, preschool class, and primary school teachers’ understandings of the transition from preschool to primary school as reflected in their teaching practices. Semi-structured interviews were conducted with preschool, preschool class and primary school teachers at one school and affiliated preschool in a town in the South of Sweden. Observations of the preschool class were also conducted. Theories of transition were applied to analyze the teachers’ understandings of the transition from preschool to primary school.  All of the participating teachers considered the change to compulsory attendance in preschool class to be beneficial for a successful transition for the children from preschool to primary school. Two key factors were identified that appeared to be consequential for how the teachers understood and worked with children’s transitions: (a) the organizational structures in place to support the teachers’ work, related to the teachers’ ability to coordinate with each other and have access to information relevant to prepare the children for the transition; and (b) the lack of a common pedagogical framework across the preschool and school.

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