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This is an international, interdisciplinary and research-based handbook about various educational and life transitions. This handbook has 30 chapters, divided into five parts according to their focus: theoretical/conceptual, multiple transitions, multi-dimensional transitions, dynamic environment, and research/practice/education. Editor Jindal-Snape's Multiple and Multi-dimensional Transitions (MMT) Theory runs as a thread through and between each chapter. MMT Theory takes a complex view of transitions and proposes that each individual experiences multiple transitions simultaneously, and in doing so can trigger transitions for significant others, and vice versa. Chapters lean into this complexity as they delve into childhood and youth transitions into education and care and between school and work, as well as professional transitions into leadership, and family and life transitions.
The handbook is the first reference work to establish transitions research as a field in its own right. It presents two new frameworks and principles for undertaking effective multiple and multi-dimensional transitions research and practice. This handbook will be of relevance to researchers and professionals, from a range of sectors, disciplines and regions. The engaging style of the chapters, make complex concepts accessible to those with varied levels of expertise in transitions research and practice.
List of contents
Part 1: Conceptualization and Theorization of Transitions.- 1. Understanding Multiple and Multi-dimensional Transitions Theory and XII Pillars.- 2. Temporal Transitions In and Out of Change: An Example of International Students.- 3. Exploring the Potential of Multiple and Multi-Dimensional Transitions Theory to Reconceptualize Intercultural Relationships in Higher Education Institutions and Beyond.- 4. Everything is Moving, So How Do I Start and Where Should I Stop? Concepts of Transition in Social Work Practice and Social Work Education.- 5. Experiencing Liminality During Healthcare Professionals' Multiple, Multi-Dimensional Transitions.- Part 2: Multiple Transitions with a Focus on Education, Professional, and Life Transitions.- 6. 'Be Your Own Shephard, Don't Be a Sheep': The Development of Reader Identities Over the Primary-Secondary School Transition in England.- 7. Exploring the Transition from Primary to Secondary School in Wales.- 8. Transitions to Secondary School in Spain.- 9. School Transitions, School Mobility, and Transfers Between Different School Settings in Special Education in Switzerland.- 10. Supporting Transitions for Care-Experienced Young People: Exploring the Importance of Social Capital in their Education and Life Transitions.- 11. Multiple and Multi-Dimensional Life Transitions of Care Leavers in Latvia.- 12. Students' Multiple Transitions During Tertiary Education and the Resilience Competencies.- 13. The Being and Becoming: Exploring the Identity & Transition Experiences of Pakistani Students Who Return Home After Studying in the UK.- 14. Critiquing and Developing Transitions Theory in Health Education: Exploring New Graduates' Transitions to Practice.- 15. Transitioning in and Transitioning Out: A Comparison of International Scholars' Learning Engagement in the Early and Post-COVID-19 Phases.- 16. Transition of New Dental Graduates from University Life to Professional Dental Practice.- 17. Transitions of Queer Teachers Moving into Leadership Roles.- 18. Supporting their School Communities During and in the Aftermath of Lockdown: Changing Perceptions of Former Into Headship Students of their Role and Its Perceived Impact in the Community.- Part 3: Multi-Di
About the author
Divya Jindal-Snape is Personal Chair of Education, Inclusion, and Life Transitions within the Division of Education and Society in the School of Humanities, Social Sciences, and Law at the University of Dundee, Scotland. She is Director of the Transformative Change: Educational and Life Transitions (TCELT) Research Centre and leads on the International Network of Transitions Researchers (TCELT-INTR). She was also the Editor-in-Chief of The International Journal of Educational and Life Transitions from its conception to December 2024.
Summary
This is an international, interdisciplinary and research-based handbook about various educational and life transitions. This handbook has 30 chapters, divided into five parts according to their focus: theoretical/conceptual, multiple transitions, multi-dimensional transitions, dynamic environment, and research/practice/education. Editor Jindal-Snape's Multiple and Multi-dimensional Transitions (MMT) Theory runs as a thread through and between each chapter. MMT Theory takes a complex view of transitions and proposes that each individual experiences multiple transitions simultaneously, and in doing so can trigger transitions for significant others, and vice versa. Chapters lean into this complexity as they delve into childhood and youth transitions into education and care and between school and work, as well as professional transitions into leadership, and family and life transitions.
The handbook is the first reference work to establish transitions research as a field in its own right. It presents two new frameworks and principles for undertaking effective multiple and multi-dimensional transitions research and practice. This handbook will be of relevance to researchers and professionals, from a range of sectors, disciplines and regions. The engaging style of the chapters, make complex concepts accessible to those with varied levels of expertise in transitions research and practice.
