1,721,279 research outputs found
Setting the scene:educational transitions and moving stories
No full textTransition involves moving from one context and set of interpersonal relationships to another. Newman and Blackburn (2002) have defined transition as any episode of potentially challenging change that a child might experience, such as progressing through developmental stages, bereavement, leaving care, etc. In today’s changing world, individuals make several transitions at home, in an educational context and at work.</p
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Multiple and multi-dimensional transitions of international students to higher education:a way forward
No full textIn this chapter, we will pull together the key points from all the sections and chapters and use them as a spring board to consider new insights into research, practice and policy related to international students’ transitions. As mentioned in Chapter 1, transition is an on-going process that involves moving from one context and set of interpersonal relationships to another (Jindal-Snape, 2010). Transition in the main is a positive process. As indicated previously, for international students transition to a new programme, university or country, signals success in achieving their aspiration. To study at a selected university, with an expert of their choice or on a coveted programme, and when they get scholarship for doing so, is a marker of academic esteem in which they are held. There are, of course, stressors related to these aspects, especially with pressure to perform well academically but most importantly to do with their day to day adaptation within a new educational, cultural and societal system
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A social network perspective on ABC of international and host-national students
No full textWhile internationalisation in higher education has become increasingly common, research and the various chapters of internationalisation experiences across the globe in this book indicate that international students continue to face a number of challenges while studying abroad (De Vita, 2001; Kondakci, Broeck, and Yildirim, 2008; Rienties, Heliot, and Jindal-Snape, 2013; Zhou, JindalSnape, Topping, and Todman, 2008). In Chapter 1, we argue that international students experience triple transitions: moving to a new country, moving to a new educational system, and moving to higher educational degree programmes. Within these triple transitions, international students experience differences in the social and organisational cultures, dealing with daily life issues, languages, and academic and interpersonal expectations and realities (Jindal-Snape and Ingram, 2013; Rienties, Beausaert, Grohnert, Niemantsverdriet, and Kommers, 2012; Rienties, Hernández-Nanclares, Jindal-Snape, and Alcott, 2013). Research suggests that any mismatch between expectations and realities, for instance, can be stressful (Zhou, Topping, and Jindal-Snape, 2011)
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Understanding multiple and multi-dimensional transitions of international higher education students:setting the scene
No full textIncreasing numbers of students are travelling overseas to pursue higher education. The number has gone up from 0.8 million in 1975 to 4.3 million in 2011 (OECD, 2013). International students enrich the host country and university academically, culturally, and economically. They enhance other students’ and staff’s experience by exposing them to diversity and multiculturalism (Burdett and Crossman, 2012; Peacock and Harrison, 2009; Rienties and Nolan, 2014; Zhou, Jindal-Snape, Topping, and Todman, 2008; Zhou, Todman, Topping, and Jindal-Snape, 2010). International students themselves benefit from studying abroad but can also face some issues as a result of their transition to a new country and educational system. There is a need to raise awareness amongst academics, researchers, professionals, and policymakers of the positive effects of transitions, to build upon them, and of the negative effects, to successfully resolve them
A social network perspective on the affect, behaviour and cognition of international and host-national students
No full textWhile internationalisation in higher education has become increasingly common, research and the various chapters of internationalisation experiences across the globe in this book indicate that international students continue to face a number of challenges while studying abroad (De Vita, 2001; Kondakci, Broeck, and Yildirim, 2008; Rienties, Heliot, and Jindal-Snape, 2013; Zhou, JindalSnape, Topping, and Todman, 2008). In Chapter 1, we argue that international students experience triple transitions: moving to a new country, moving to a new educational system, and moving to higher educational degree programmes. Within these triple transitions, international students experience differences in the social and organisational cultures, dealing with daily life issues, languages, and academic and interpersonal expectations and realities (Jindal-Snape and Ingram, 2013; Rienties, Beausaert, Grohnert, Niemantsverdriet, and Kommers, 2012; Rienties, Hernández-Nanclares, Jindal-Snape, and Alcott, 2013). Research suggests that any mismatch between expectations and realities, for instance, can be stressful (Zhou, Topping, and Jindal-Snape, 2011)
Understanding transitions through self-esteem and resilience
No full textThe research on transition between nursery-primary, primary-secondary, and secondary to post-school shows that it is a period of anxiety for many children and young people (Adeyemo, 2007; Fabian, 2002; Galton & Morrison, 2000; Jindal-Snape & Foggie, 2008; Jindal-Snape & Miller, 2008; Yeboah, 2002), with substantial decline in self-esteem, academic motivation, and achievement (Eccles & Midgley, 1989; Wigfi eld, Eccles, Mac Iver, Reuman, & Midgley, 1991). For example, young children might fi nd the transition from preschool to primary school diffi cult and confusing because they move out of an environment of autonomy into one that can be based on conformity to the school norm, with what might seem like lack of choice and lack of explanation regarding what is happening (Fabian & Dunlop, 2002, 2006; Fortune-Wood, 2002). That most children and young people navigate this process successfully can be attributed in part to raised awareness among professionals of the issues related to transition. Many schools now have formalized procedures related to transition; examples include a range of induction strategies to help with the settling-in period, coupled with improvements in the transfer of information from one setting to another (see Hargreaves & Galton, 2002; Jindal-Snape & Foggie, 2008). However, successful adaptation may equally be due to students remaining resilient and coping with change and/or receiving support from external networks that may serve as a protective factor (Akos, 2004; Jindal-Snape & Miller, 2008)
Small steps:perspectives on understanding and supporting children starting school in Scotland
No full textIn Scotland, children in the age range birth to 5 years experience a range of informal and formal learning opportunities in the home and other settings. These settings typically include parent and toddler groups, playgroups, nurseries (schools and classes), and family centers (Scottish Offi ce, 1999). The importance of early years provision has been recognized by the present Scottish Government (Scottish Government, 2008a; Scottish Government, 2008b; Scottish Government 2008c; Scottish Government, 2008d) and, previously, by the Scottish Executive (Scottish Executive, 2002)
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