{"id":1565,"date":"2020-08-10T20:38:32","date_gmt":"2020-08-10T19:38:32","guid":{"rendered":"https:\/\/tceltintr679475724.wordpress.com\/?p=914"},"modified":"2020-08-10T20:38:32","modified_gmt":"2020-08-10T19:38:32","slug":"blog-21-school-transitions-whose-transitions-are-they-anyway-comic-2","status":"publish","type":"post","link":"https:\/\/sites.dundee.ac.uk\/tcelt\/2020\/08\/10\/blog-21-school-transitions-whose-transitions-are-they-anyway-comic-2\/","title":{"rendered":"Blog 21. School transitions: Whose transitions are they anyway? (comic)"},"content":{"rendered":"\n<p>By <a href=\"https:\/\/www.leedsbeckett.ac.uk\/staff\/samuel-stones\/\">Samuel Stones<\/a>, <a href=\"https:\/\/www.leedsbeckett.ac.uk\/staff\/professor-jonathan-glazzard\/\">Jonathan Glazzard<\/a>, <a href=\"https:\/\/discovery.dundee.ac.uk\/en\/persons\/divya-jindal-snape\/publications\/\">Divya Jindal-Snape<\/a> and <a href=\"https:\/\/discovery.dundee.ac.uk\/en\/persons\/chris-murray\">Chris Murray<\/a>; Artwork <a href=\"https:\/\/www.catrionalaird.co.uk\/illustration\">Catriona Laird<\/a><\/p>\n\n\n\n<p>This comic illustrates the impact of Covid-19 transitions on school educators and the pupils in their care. It demonstrates how transition experience can be both positive and negative as well as multiple and multi-dimensional (Jindal-Snape, 2012). Examples are offered to illustrate a range of strategies for managing transitions.&nbsp;<\/p>\n\n\n\n<p class=\"has-white-color has-red-background-color has-text-color has-background has-medium-font-size\"><strong>This comic is available for free download and you can print it for educational purposes.<\/strong><\/p>\n\n\n\n<p class=\"has-medium-font-size\"><a href=\"https:\/\/discovery.dundee.ac.uk\/ws\/portalfiles\/portal\/50744702\/School_Transitions.pdf\">Download the comic here <\/a><\/p>\n\n\n\n<h4 class=\"has-light-gray-color has-dark-red-background-color has-text-color has-background wp-block-heading\">We would be grateful if you could kindly complete a brief questionnaire about this comic. It will take you no more than 5 minutes.<\/h4>\n\n\n\n<p class=\"has-medium-font-size\"><a href=\"https:\/\/dundee.onlinesurveys.ac.uk\/school-transitions-whose-transitions-are-they-anyway\">You can access the questionnaire here<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Samuel Stones, Jonathan Glazzard, Divya Jindal-Snape and Chris Murray; Artwork Catriona Laird This comic illustrates the impact of Covid-19 transitions on school educators and the pupils in their care. It demonstrates how transition experience can be both positive and negative as well as multiple and multi-dimensional (Jindal-Snape, 2012). Examples are offered to illustrate a [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":923,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14,21,28,30,48,70,87,97,98,102,109,114,120,122,127,135],"tags":[191,199,231,235,241,263],"class_list":["post-1565","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-child","category-covid-19","category-early-years","category-educational-transitions","category-home-learning","category-multiple-and-multi-dimensional-transitions-theory","category-parents","category-primary-secondary-transitions","category-psychological-transitions","category-relatedness","category-school-closure","category-sense-of-belonging","category-support-networks","category-teachers","category-transitions","category-wellbeing","tag-learners-transitions","tag-mmt","tag-re-opening-of-schools","tag-relationships","tag-school","tag-teachers-transitions"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/posts\/1565","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/comments?post=1565"}],"version-history":[{"count":0,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/posts\/1565\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/media\/923"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/media?parent=1565"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/categories?post=1565"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/tcelt\/wp-json\/wp\/v2\/tags?post=1565"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}