Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions: Longitudinal study across four time points

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Catherine M. Koini, D. Jindal‐Snape, Anna Robb
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引用次数: 0

Abstract

Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes.
儿童和父母对其多重和多维国际过渡的看法:跨越四个时间点的纵向研究
现有文献对国际家庭过渡的描述是支离破碎和消极的。这项纵向研究主要关注国际流动家庭在向新国家和国际学校过渡期间的同期经历,借鉴了多重和多维过渡(MMT)理论。本研究采用小规模、多案例研究设计,重点关注2019年7月至2020年7月一年内小学适龄儿童及其父母的经历。研究结果显示,参与者每天在多个领域和环境中进行多次复杂的过渡,他们的过渡经历在很大程度上是积极的。本研究挑战了以往国际迁移的时间顺序模型,并证明通过MMT理论的应用,国际家庭迁移最好被理解为持续的、复杂的、多维的过程。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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