D Jindal‐Snape
Biographic Data
| ID | 6154399 |
|---|---|
| NAME | D Jindal‐Snape |
| GIVEN NAMES | D |
| FAMILY NAME | Jindal‐Snape |
| SIGNATURE | SNAPE D J |
| AFFILIATIONS | University of Dundee |
| ORCID | 0000-0003-3851-3381 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 68 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Mixed-methods Study of How to Improve Primary-secondary Transitions in England
Primary-secondary school transitions are critical periods in children’s educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic…
The effects of parent and child participation in visual art activities on the attachment and well-being of young children
The aim of this systematic review was to gather evidence concerning the psychological impact of parents and 0-5-year-old children participating in visual art activities together, in non-clinical settings. Four electronic databases were systematically searched (ASSIA, PsycARTICLES, Scopus, Web of Science), alongside a hand search of art sector literature, published between January 2010 and May 2021, in English. Qualitative and quantitative data we…
Impact of Covid‐19 pandemic on secondary school teaching staff and primary to secondary transitions
In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the Covid‐19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to un…
Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions
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 child…
Voices of young children aged 3–7 years in educational research
Although the importance of listening to young children’s voices is acknowledged in international literature, it is not clear whether educational researchers really listen to them and, if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015 and 2020 that indicated the author/s had listened to young children’s …
Conceptualising Primary-Secondary School Transitions
There is continued interest internationally in primary-secondary school transitions. Fourteen literature reviews of primary-secondary transitions have been published over the last 20 years, however none of them have systematically analysed primary-secondary school transition ontology, i.e., researchers’ worldviews, theories/models and frameworks. This is a major gap in these reviews and the papers published in this area; this is of concern as it …
Art in my world
This paper presents data from a unique longitudinal study exploring the visual art experiences of nine children in two Scottish primary schools. Using a theoretical lens of cultural capital, the study is focused on spaces where children experience visual art and the value of these experiences, using arts‐informed, visual methods. While each child presented a particular insight, the findings question the value of current school visual art experien…
Systematic literature review of primary‒secondary transitions
A systematic literature review of international empirical research was conducted to understand the impact of primary‒secondary transition on children’s experiences, outcomes and protective/risk factors. The review covered the period 2008‒2018 and met the gap in previous literature reviews. Using the EPPI‐Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationsh…
Transitions Into, and Through, Higher Education
This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualises transitions as complex, multiple and multi-dimensional rather than linear. The objectives of the study were to explore: the …
Doctors’ identity transitions
An international study of trainee-trained transitions
Background: Throughout their careers, doctors and other healthcare professionals experience numerous transitions. When supporting transitions, opportunities for development and learning should be maximized, while stressors having negative impacts on well-being should be minimized. Building on our international data, this study aimed to develop a conceptual model of the trainee-trained transition (i.e. the significant transitions experienced by do…
A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions
A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals…
Special education teachers’ experienced burnout and perceived fit with the professional community
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pup…
A-Z of Transitions
Disability, personalisation and community arts
This paper uses personalisation and the capabilities approach to explore inclusive music classes for children with disabilities in Scotland. It provides a unique insight into the impact of participation through the voices of the disabled young musicians, their parents and tutors. The study highlights the power of inclusive spaces to transform lives, to build confidence and contest disabled identities. It engages in the spatial dynamic of opening …
A dynamic analysis of social capital-building of international and UK students
Although many international students experience transitional issues, most research assumes these issues will disappear over time. Using principles of social capital theory, this study addressed whether after three years of study students were able to build multi-national and host social capital links. In this quantitative study of 81 students from 28 nationalities, the results indicate that Confucian Asian students lived in separate social worlds…
Teachers’ attitudes towards inclusion in high schools
This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. …
Effective curriculum design for successful transition from being a community learning and development student to practitioner
This paper presents the stakeholders' views of qualifying programs in Community Learning and Development (CLD) in Scotland that use the competences and competencies approach to prepare students for transition to employment. It also gives insights into the competencies and competences debate. The results suggest that most participants felt that the competency approach was appropriate for professional development and as a preparation for transition…
Theoretical models of culture shock and adaptation in international students in higher education
Theoretical concepts of culture shock and adaptation are reviewed, as applied to the pedagogical adaptation of student sojourners in an unfamiliar culture.The historical development of 'traditional' theories of culture shock led to the emergence of contemporary theoretical approaches, such as 'culture learning', 'stress and coping' and 'social identification'.These approaches can be accommodated within a broad theoretical framework based on the a…
Theoretical models of culture shock and adaptation in international students in higher education
Theoretical concepts of culture shock and adaptation are reviewed, as applied to the pedagogical adaptation of student sojourners in an unfamiliar culture.The historical development of 'traditional' theories of culture shock led to the emergence of contemporary theoretical approaches, such as 'culture learning', 'stress and coping' and 'social identification'.These approaches can be accommodated within a broad theoretical framework based on the a…
A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions
A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals…
Special education teachers’ experienced burnout and perceived fit with the professional community
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pup…
A dynamic analysis of social capital-building of international and UK students
Although many international students experience transitional issues, most research assumes these issues will disappear over time. Using principles of social capital theory, this study addressed whether after three years of study students were able to build multi-national and host social capital links. In this quantitative study of 81 students from 28 nationalities, the results indicate that Confucian Asian students lived in separate social worlds…
Effective curriculum design for successful transition from being a community learning and development student to practitioner
This paper presents the stakeholders' views of qualifying programs in Community Learning and Development (CLD) in Scotland that use the competences and competencies approach to prepare students for transition to employment. It also gives insights into the competencies and competences debate. The results suggest that most participants felt that the competency approach was appropriate for professional development and as a preparation for transition…
Theoretical models of culture shock and adaptation in international students in higher education
Theoretical concepts of culture shock and adaptation are reviewed, as applied to the pedagogical adaptation of student sojourners in an unfamiliar culture.The historical development of 'traditional' theories of culture shock led to the emergence of contemporary theoretical approaches, such as 'culture learning', 'stress and coping' and 'social identification'.These approaches can be accommodated within a broad theoretical framework based on the a…
Effective curriculum design for successful transition from being a community learning and development student to practitioner
This paper presents the stakeholders' views of qualifying programs in Community Learning and Development (CLD) in Scotland that use the competences and competencies approach to prepare students for transition to employment. It also gives insights into the competencies and competences debate. The results suggest that most participants felt that the competency approach was appropriate for professional development and as a preparation for transition…
Teachers’ attitudes towards inclusion in high schools
This study investigated the attitudes of secondary teachers to inclusion in schools. Three hundred and ninety-one teaching and management-level staff from 19 mainstream and 6 special schools in one local authority in Scotland completed a survey. Overall, teaching staff were pro-inclusion, conditional on adequate support and resources. There was a significant gender difference, with female teachers being more inclusive than their male colleagues. …
A dynamic analysis of social capital-building of international and UK students
Although many international students experience transitional issues, most research assumes these issues will disappear over time. Using principles of social capital theory, this study addressed whether after three years of study students were able to build multi-national and host social capital links. In this quantitative study of 81 students from 28 nationalities, the results indicate that Confucian Asian students lived in separate social worlds…
A-Z of Transitions
Disability, personalisation and community arts
This paper uses personalisation and the capabilities approach to explore inclusive music classes for children with disabilities in Scotland. It provides a unique insight into the impact of participation through the voices of the disabled young musicians, their parents and tutors. The study highlights the power of inclusive spaces to transform lives, to build confidence and contest disabled identities. It engages in the spatial dynamic of opening …
A four‐stage longitudinal study exploring pupils’ experiences, preparation and support systems during primary–secondary school transitions
A longitudinal study was conducted over four stages of three school years across the primary – secondary transition. The purpose was to understand the dynamic transition experience of pupils, investigate the effectiveness of preparation by schools to support transitions and understand pupils’ most important support networks. Using online questionnaires, data were collected from pupils at four time points, twice from secondary school professionals…
Special education teachers’ experienced burnout and perceived fit with the professional community
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pup…
Systematic literature review of primary‒secondary transitions
A systematic literature review of international empirical research was conducted to understand the impact of primary‒secondary transition on children’s experiences, outcomes and protective/risk factors. The review covered the period 2008‒2018 and met the gap in previous literature reviews. Using the EPPI‐Centre approach, authors included 96 studies in the review. Synthesis of the findings suggested that, in the main, perceived and real relationsh…
Transitions Into, and Through, Higher Education
This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualises transitions as complex, multiple and multi-dimensional rather than linear. The objectives of the study were to explore: the …
Doctors’ identity transitions
An international study of trainee-trained transitions
Background: Throughout their careers, doctors and other healthcare professionals experience numerous transitions. When supporting transitions, opportunities for development and learning should be maximized, while stressors having negative impacts on well-being should be minimized. Building on our international data, this study aimed to develop a conceptual model of the trainee-trained transition (i.e. the significant transitions experienced by do…
Conceptualising Primary-Secondary School Transitions
There is continued interest internationally in primary-secondary school transitions. Fourteen literature reviews of primary-secondary transitions have been published over the last 20 years, however none of them have systematically analysed primary-secondary school transition ontology, i.e., researchers’ worldviews, theories/models and frameworks. This is a major gap in these reviews and the papers published in this area; this is of concern as it …
Art in my world
This paper presents data from a unique longitudinal study exploring the visual art experiences of nine children in two Scottish primary schools. Using a theoretical lens of cultural capital, the study is focused on spaces where children experience visual art and the value of these experiences, using arts‐informed, visual methods. While each child presented a particular insight, the findings question the value of current school visual art experien…
Voices of young children aged 3–7 years in educational research
Although the importance of listening to young children’s voices is acknowledged in international literature, it is not clear whether educational researchers really listen to them and, if they do, what research designs and methods facilitate that. Therefore, using the EPPI-centre approach (2007), a systematic literature review was undertaken of all papers published between 2015 and 2020 that indicated the author/s had listened to young children’s …
Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions
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 child…
Impact of Covid‐19 pandemic on secondary school teaching staff and primary to secondary transitions
In common with many countries, UK schools closed for most pupils for periods between March 2020 and March 2021 because of the Covid‐19 pandemic, with significant implications for school education and the primary to secondary school transition. The transition to secondary school occurs at a crucial time of child development, with evidence suggesting transition may have a range of impacts on pupil wellbeing and academic performance. We wanted to un…
The effects of parent and child participation in visual art activities on the attachment and well-being of young children
The aim of this systematic review was to gather evidence concerning the psychological impact of parents and 0-5-year-old children participating in visual art activities together, in non-clinical settings. Four electronic databases were systematically searched (ASSIA, PsycARTICLES, Scopus, Web of Science), alongside a hand search of art sector literature, published between January 2010 and May 2021, in English. Qualitative and quantitative data we…
A Mixed-methods Study of How to Improve Primary-secondary Transitions in England
Primary-secondary school transitions are critical periods in children’s educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic…
Psychology (15 works) · Sociology (11 works) · Pedagogy (9 works) · Medicine (8 works) · Medical education (6 works) · Political science (6 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Early Childhood Education and Development (5 works) · Computer Science (4 works)