Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 239-257).

Organizations use the formal mentoring program as a human resource intervention in the socialization of newcomers. Mentoring scholars have found that effective mentoring leads to various socialization outcomes of newcomers, partially because mentors, seen as organizational agents, can facilitate the learning process in the socialization. Despite this progress, several limitations can be found in the literature. First, it is largely unknown how mentoring influences socialization outcomes in addition to the learning process (e.g. assimilation process). Second, the assumption that mentors are organizational agents in the socialization has never been tested. Third, previous studies of mentoring mainly focused on the white-collar workers, calling into the question about the generality of the findings in the mentoring literature. To fill the research gaps, this study applied the belongingness theory as the theoretical basis to explain how mentoring functions influence socialization outcomes through assimilation process. Drawing on the belongingness theory, this study proposed a research model and tested the mediation effects of organization based self-esteem (OBSE) and person-organization fit on the relationship between mentoring functions and three socialization outcomes (i.e. affective organizational commitment, job satisfaction and organizational citizenship behavior). In addition, this study also tested the moderating effect of mentor’s organizational prototypicality on the relationship between mentoring functions and two mediation variables. Two-wave dyadic data have been collected from blue-collar workers in a manufacturing company. The results supported most of the hypotheses in the model. Specifically, OBSE and person-organization fit significantly mediated the relationship between mentoring functions and two socialization outcomes (i.e. affective organizational commitment and job satisfaction). Only person-organization fit significantly mediated the relationship between mentoring functions and organizational citizenship behavior (OCB). In addition, mentor’s organizational prototypicality significantly moderated the relationship between mentoring functions and two mediation variables. This study advanced our understanding on how mentoring influences socialization outcomes through assimilation process. It also contributed to the literature by testing the role of mentor’s organizational prototypicality as the boundary condition of mentoring-outcome link. Finally, data from blue-collar workers increased the generality of findings in mentoring literature. Limitations and suggestions for future research have been discussed at the end of the study.

As students in professional academic programs are socialized to the profession they refine their professional construct. Using an autoethnographic method, I describe the changes in my professional construct through participation in two international immersion experiences. I analyze how specific experiences contributed to changes in my professional construct. The mechanisms for professional socialization include interacting with professors and professional occupational therapists, personal reflection, interacting with others in a culture different from my own, and experiencing uncertainty and vulnerability. Examining how these experiences shaped my professional construct may inform future initiatives to socialize future occupational therapists to the profession.

This dissertation addresses the central question- How are parenting methodologies across the sending and receiving nations shaped by larger macro forces embedded in economy and labor market forces? In order to answer this key question this project analyzes interviews with 59 middle-class mothers in Edison, New Jersey and Kolkata, India. This project contributes to the larger scope of immigration and transnational studies while placing them at the cross section of globalization of economy, labor market and education. The first chapter examines extensively the schooling systems in Edison and Kolkata and the ways it shapes parenting methods in these two locations. The key argument in this chapter focuses on the influence of the education system upon mothers in Edison and Kolkata and the ways they maneuver the schools. In the subsequent chapters I compare and contrast between support groups and community networks that help mothers in Edison and Kolkata navigate everyday child rearing challenges. The central puzzle that these chapters solve is: why immigrant mothers in an individualistic society resort to community and on the contrary mothers in Kolkata that belong to a more traditional society resort to commercial parenting schools instead of extended family to support everyday child rearing? The primary reason is embedded in the globalization of the labor market and economy. The immigrant mothers in Edison, who immigrated to the US as spouses of elite professionals in a globalized economy were confronted with the challenges of parenting in a foreign country. They resorted to community support to help them negotiate everyday parenting challenges. On the other hand in Kolkata the rapid changes in the field of employment an education had forced mothers to resort to commercial agencies for parenting support. Finally the dissertation concludes by returning to the central research questions and briefly states the central findings along with raising avenues for future research.

Utilizing Henri Lefebvre’s theory of the production of space as a framework for exploration, this research is concerned with the social and cultural impacts of modernization and international migration to Muscat, Oman focusing on the production of space and its role in the modification and (re)construction of culture and identity in the everyday. While the Omani state is promoting a unifying national identity, Muscat residents are reconstructing and renegotiating culture and identity in the capital city. Individuals are adapting and conforming to, mediating, and contesting both the state’s identity project as well as to the equally, if not more, influential social control that is the culture of gossip and reputation. What’s emerging is a distinctly Muscati culture.

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-11-16Bitstream added on 2014-06-13T19:53:51Z : No. of bitstreams: 1 sena_s_me_prud.pdf: 1101146 bytes, checksum: 1ce690b6173ffbcc23dbd9fc17c711e8 (MD5) / A presente pesquisa partiu do pressuposto de que se faz necessário, ao educador contemporâneo, buscar recursos e meios que o capacitem a desenvolver um trabalho escolar de maior qualidade, ou seja, planejar, sistematizar e desenvolver atividades com a finalidade de promover a socialização das crianças, nas séries iniciais do Ensino Fundamental. Estabeleceu como objetivo investigar o jogo como precursor de valores, delimitando como objeto de análise a incorporação, pelas crianças, dos valores: cooperação, solidariedade, respeito mútuo e perseverança. A metodologia, de predominância qualitativa, caracterizou-se como de intervenção, com medidas qualitativas e quantitativas, nas seguintes etapas: etapa de intervenção 1: sondagem inicial; etapa de intervenção 2: sondagem parcial; e, etapa de intervenção 3: sondagem final. Nesse processo, o conhecimento produzido foi tratado como um fenômeno descritivo. A formalização dos diagnósticos, nas três etapas, se deu por meio de observações participante, registros escritos e intervenções do pesquisador em relação às crianças através do jogo... / The present study is based on the idea that the contemporaneous teacher has to find resources and ways to develop a higher quality job, that means planning, making an outline and developing activities in order to promote children s socialization, in Primary School. The objective of this research is to investigate the game as a forerunner of values, and having as the analysis object the children s incorporation of values like: cooperation, solidarity, mutual respect and persistence. The methodology study, most of it qualitative, was characterized as an intervention, with qualitative and quantitative instruments, which follows the steps: first intervention step: initial exploration; second intervention step: partial exploration; and third intervention: final exploration. During the study, the knowledge produced was considered and treated as a descriptive phenomenon. The diagnostic was made during participant observation, written registers and the researcher s intervention with the children through games.

Orientador: Eduardo Adolfo Terrazzan / Banca: Silvia Regina Quijadas Aro Zuliani / Banca: Elaine Gomes Matheus Furlan / Resumo: Com esta pesquisa de mestrado, buscou-se propor uma caracterização das contribuições da participação de alunos de Cursos de Licenciatura da grande Área Curricular de Química, como Bolsistas de Iniciação à Docência em Subprojetos PIBID/CAPES, para os processos de socialização profissional docente desses futuros professores. A socialização profissional docente abrange os processos de apropriação da realidade social da profissão, processos que são efetivos quando resultam em interiorizações dessa realidade. Os sujeitos socializados passam a possuir uma consciência da realidade da profissão docente. Enquanto tema de investigação, a socialização profissional docente se insere em investigações sobre Formação de Professores, sendo pertinente tanto para a Formação Inicial como também para a Formação Continuada. Nesta pesquisa, investiga-se este tema no âmbito de uma política educacional que incide nos Cursos de Licenciatura (e também nas Escolas de Educação Básica), o Programa Institucional de Bolsa de Iniciação à Docência (PIBID/CAPES). Estão considerados 03 Subprojetos PIBID/CAPES da Área de Química de uma Universidade do Estado de São Paulo. A coleta de informações de pesquisa ocorreu por meio da aplicação de questionário, o qual foi respondido por 40 sujeitos. As informações coletadas foram tratadas com bases em pressupostos da Teoria Fundamenta. Constatou-se que as atividades que se constituem propícias para a socialização profissional docente dos licenciandos do programa são aq... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: With this master's research, we sought to propose a characterization of the contributors of the participation of teacher students Chemistry, for teacher professional socialization process. The teacher professional socialization are the processes of appropriation of the social reality of the profession, processes that are effective when they result in the internalization of this reality, and thus socialized subjects begin to have awareness of the profession. While the subject of research, teaching professional socialization included in research of teacher training, and are relevant both for the initial training, and also for continuing education. In this research, we investigate this issue due to the existence of an educational policy that focuses on undergraduate programs (and also in basic educationalo schools), named Programa Institutional de Bolsa de Iniciação à Docência (PIBID/CAPES). Here, are considered 03 subprojects PIBID/CAPES of Chemistry of a public University. The collection of research information was through the application of a questionnaire, which was answered by 40 subjects. The data were treated with bases on assumptions of the Fundamental Theory. It was found that the activities that are conductive to teaching professional sociliazation are those in which the subjects involved protagonists teahcing situations in schools. As for the members of the Sub-project PIBID /CAPES, those that directly influence this process are those who work in schools overseeing the subjects involved. Regarding interactions experienced in school whitespace, it was found that the most influential are those established with future peer profession followed, those with established infrastructure and contingent conditions of schools / Mestre

Submitted by Caroline Falcao (caroline.rfalcao@ufpe.br) on 2017-06-07T17:55:53Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) 2011-Dissertacao-Gleidson-Santos.pdf: 844533 bytes, checksum: 1a0d449fc2aab7349c937250b7f770ca (MD5) / Made available in DSpace on 2017-06-07T17:55:53Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) 2011-Dissertacao-Gleidson-Santos.pdf: 844533 bytes, checksum: 1a0d449fc2aab7349c937250b7f770ca (MD5) Previous issue date: 2011 / Nesse trabalho, investigamos os aspectos distintos da Antropologia filosófica teilhardiana. No curso evolutivo, que constitui o Fenômeno Humano, ressaltamos a História do Pensamento, o que resulta na formação de uma „esfera‟ pensante sobre a Terra: Noosfera. A partir da gênese da Vida no Mundo, as primeiras formas viventes manifestaram-se em Complexidade orgânica e em crescimento psíquico. Através dosdesdobramentosda Biosfera, revelaram-se a expansão dos seres vivos e a ascensão do psiquismo, até a aparição do Pensamento no Homo Sapiens. A presença do Homo Sapiensforma a Noosfera, o que envolve o nascimento das Culturas e Civilizações como o processo de Socialização. No Mundo moderno, a Totalização coletivista e a Personalização da Humanidade caracterizam a Socialização. Em seguida, o paroxismo da Socialização decorre na Globalização. / n this work, we investigateddifferentaspectsofTeilhardian philosophicalanthropology.In the evolutionary courseof the Phenomenon of Man, we emphasized the History of Thought, which ends with the formation ofathinking'sphere' onEarth, the Noosphere.Since the genesis of Life in the World, the first living forms showed organic Complexity and psychic growth.Because of developments oftheBiosphere, there were the expansionof living beings and the ascension of the psyche to the appearanceof the Thoughtin HomoSapiens.The presenceof HomoSapiensmolds the Noosphere, whichcovers the birthof Culturesand Civilizationsas the Socializationprocess.In theModern World, thecollectivistTotalization andthe Personalization of Mankind characterize theSocialization.Then, the paroxysm ofSocializationresults inthe Globalization.

Political socialization, defined here as the internalization of supportive norms and values toward the political system, has received new impetus since the early 1960's. Students of the concept have launched a multi-frontal assault in order to accumulate data which will produce knowledge, understanding, and explanations about the state of the field.