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.
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-Dimensional Transitions of Significant Others with a Focus on Families
and Peers.-
19. First Transitions to Early Childhood Education and Care
Settings: The Experience of International Families in the UAE.-
20.
Transitions of Armed Forces Families.-
21. Life Transitions of International
Families within the Context of an International School.-
22. Life Transitions
of Families of Children Living with Rare Diseases.-
23. Navigating Workplace
Transitions: Perspectives on Older Workers Identified with Mild Cognitive
Impairment and Dementia on the Job.-
24. When Home Becomes a Workplace: Using
Multiple and Multi-Dimensional Transitions Theory to Map Transitions of
Co-Habiting Carers of a Person Living with Dementia in Scotland.-
25. Care
Transitions from Hospital to Home in Middle East/North Africa (MENA): The
Experiences of Older People, Their Families, and Healthcare Professionals.-
26. Transitions of Women Approaching Menopause who are Parenting Daughters
Approaching Menarche.-
27. Multiple and Multi-Dimensional Life Transitions
of World Transplant Athletes.- Part 4: Multiple and Multi-Dimensional
Transitions Research, Interventions, and Practice.-
28. Undertaking Research
Informed by MMT Theory: The Case for Longitudinal and Multiple Perspectives
Research.-
29. Young Children as Active Participants in their Transitions to
School.-
30. Disabled People as Co-Researchers of their Multiple and
Multi-Dimensional Life Transitions.-
31. Using Social Network Analysis to
Understand Complex, Multiple and Multi-Dimensional Transitions.-
32.
Photovoice and MMT: Considering Multiple Perspectives in Participatory Action
Research.-
33. Using Longitudinal Audio-Diaries as a Method to Research MMT.-
34. Narrative Analysis Research and MMT Theory.-
35. Measuring Emotional
Wellbeing Outcomes within Transitions Research.-
36. Mapping the
Multi-Dimensional Transition to Higher Education Assessing Academic and
Social Integration with the First-Year Integration Test (FIT).-
37.
Primary-Secondary School Transitions Interventions: A Multiple and
Multi-Dimensional Transitions Theory Perspective.-
38. Using Longitudinal MMT
Data to Develop Interventions to Support Wellbeing.-
39. The Co-Production of
School Transitions Guidance for Children with Autistic Spectrum Disorder
(ASD): Applying Multiple and Multi-Dimensional Transition Theory (MMT) to
Practice.-
40. Lessons Learned: Where Next with MMT Theory?.
Divya Jindal-Snape is Professor Emerita and 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.
