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Abstract The culture of law enforcement is an all or nothing proposition with no gray area where membership into this society is concerned. You are either “on the job” or you are not. Even references among officers to “the job” indicate there is only one job. Likened to a secret handshake, that initial phrase if answered correctly opens the door to instant fraternal acceptance, get out of violation passes, and the many other assumed privileges of brotherhood. Manning (1980) describes the powerful mystification of policing as the “sacred canopy”. He further asserts that “the police role conveys a sense of sacredness or awesome power that lies at the root of political order, and authority, the claims a state makes upon its people for deference to rules, laws and norms” (Manning, 1980, p. 21). These elements make policing unique to all other American occupations. The sacredness of the profession creates social autonomy protected by the officers’ code of silence. Operating in this vacuum apart from public accountability fosters an environment for behavior outside of laws the institution is charged with enforcing. My research shows the process of occupational socialization ushers officers into a state of becoming blue, or the enculturation of expectant behavior and actions. I confirm that assignments into the Special Operations Group (SOG) facilitate a subculture separate and apart from the institutional ideals (Librett, 2006) and encourage a darkening of the shade of blue identifying officers with a labeling of deviance. While previous research identifies the code of silence as a by-product of the policing culture, my research identifies it as fundamental for maintaining the covenant of the dark blue fraternity.

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.

There is little academic research that examines whether there are differences between the ways probation officers and community members perceive the use of force on juvenile offenders. Failure to understand the differences in these perceptions negatively affected a probation department in California, which failed to address public concerns regarding the use of force in the juvenile hall, which resulted in a consent decree and a costly financial settlement. Using socialization theory as the foundation, the purpose of this study was to understand if there is a statistically significant difference between probation officers and civilians regarding their perceptions of use of force against juvenile offenders. Data were collected from a nonprobability sample of probation officers (n = 71) and community members (n = 125) in a Northern California community through an online survey that featured 5 scenarios of escalating behavior from a juvenile offender. Respondents were asked to evaluate whether the use of force was appropriate or excessive for each scenario. Data were analyzed using an independent samples t test and chi-square tests of independence. Findings indicated that, overall, there is a statistically significant difference in the perception of use of force between the 2 groups (p <. -4.04). Specifically, community members are more likely to have a lower threshold of tolerance for use of force than probation officers in 3 of the 5 scenarios in the survey. The positive social change implications of this study include recommendations to probation departments in California for enhanced collaboration and training with community members to better understand the expectations of each group related to use of force and the treatment of juvenile offenders.

Magistro baigiamajame darbe išanalizuotas naujų darbuotojų socializacijos procesas, įvertinti konkrečios stambios finansinės institucijos naujų darbuotojų socializacijos trūkumai bei privalumai, pateikiamos išvados bei siūlymai organizacijai. Darbe iškelta problema – dažna darbuotojų kaita Lietuvos organizacijose, kuriai turi įtakos prasta naujų darbuotojų socializacija bei nepakankamas dėmesys šiam procesui, kuris privalo būti sistemiškai nukreiptas į visapusišką darbuotojų įsiliejimą į gamybinę ir kultūrinę organizacijos aplinką. Teorinėje darbo dalyje yra išanalizuoti užsienio ir Lietuvos autorių požiūriai į naujų darbuotojų socializaciją organizacijoje, aptariamas darbuotojų socializacijos procesas, jo rodikliai ir veiksniai. Analitinėje dalyje pristatomi vieno Lietuvos banko departamentų darbuotojų socializacijos proceso ypatumai, bei pateikiamos rekomendacijos. / The master's thesis deals with the organisational socialization process of new employees, evaluates drawbacks and advantages of socialization of new employees of a particular major financial institution and presentes the findings and recommendations to the organization. The problem was raised in the thesis - frequent staff turnover in Lithuanian organizations affected by poor socialization of new employees and the lack of attention to this process which should be systematically directed to the comprehensive integration of employees into industrial and cultural environment of the organization. The theoretical part of the thesis analyzes the approaches of Lithuanian and foreign authors to the socialization of new employees in an organization, the specialisation process of employees in question, its indicators and factors. The analytical part presents the particular features of the socialization process of employees in a particular department of a Lithuanian bank and offers some recommendations.

The mechanism of how physical education teacher education (PETE) students learn to teach physical education (PE) has been considered as a missing link in a comprehensive curriculum of PETE research. Previous studies found that the PETE students’ acculturation phase has a big impact on the students’ beliefs towards teaching PE as it is referred to as Occupational Socialization Theory (OST). The purpose of this study was to explore how PETE students learn to teach PE based on their experiences being taught PE and coached in a sport and their reflections on their emerging practices whilst taking a course EPHE 452 – Strategies for teaching games, a culminating course in their physical and health education teachable area. The study used two qualitative research methods, autoethnography and participant observation ethnography, within a case study design methodology. Data collection included the case studies’ interviews of three PETE students and the EPHE 452 course observation throughout COVID-19 pandemic in Spring semester in 2021. The findings showed that PETE students carried beliefs from their acculturation phase to their professional phase, while the teacher education program has a positive impact on the PETE students’ beliefs towards teaching PE. Four organizing course themes with sub-themes emerged; insights on the impact of COVID-19 pandemic on the course becoming a mediating theme. Several effective methods were used to develop PETE students’ abilities to teach PE, such as the online resources, group discussions, the practicum experience and the reading of articles. The COVID-19 pandemic created opportunities and challenges among PETE students who took EPHE 452 course in Spring Semester in 2021 that have led to a rethinking and redevelopment of the EPHE 452 course. / Graduate