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Socialization to Research: A Qualitative Exploration of the Role of Collaborative Research Experiences in Preparing Doctoral Students for Faculty Careers in Education and EngineeringSaddler, Tonya N. 03 June 2008 (has links)
One challenge facing graduate education is the preparation of future faculty members across disciplines to assume faculty positions (Wulff & Austin, 2004). This qualitative study explored the socialization process of doctoral students in education and engineering fields committed to a career as a faculty member. Specifically, this study attempted to understand what knowledge, skills, and understandings (Weidman, Twale, & Stein, 2001; Van Maanen & Shein, 1979) are acquired during the research collaborations some doctoral students have with their faculty mentors and how this relationship prepared doctoral students for a future as a faculty member. Core elements of the Graduate and Professional Student Socialization model (acquisition of knowledge and skills, investment, and involvement) were used to explore doctoral student socialization (Weidman et al.). Semi-structured telephone interviews were conducted with forty doctoral students (20 education, 20 engineering) from four predominately White research institutions (PWRIs).
Five themes emerged from the data regarding the role research collaboration played in socializing doctoral students in education and engineering to faculty careers. First, the research collaborative process with mentors aided doctoral students in learning how to communicate research to different audiences, the realities of research, how to conduct problem solving research, and the competitive nature of research. Second, participants identified learning about the complexity of a faculty role, particularly responsibilities that extend beyond teaching and research for faculty members. Third, doctoral students reported learning about the requirements of the tenure process.
There were ways the collaborative experience positively or negatively contributed to an interest in a faculty role. Positive factors included enjoyment of research and the perceived autonomy and flexibility of research. Negative factors included the perceived low priority given to teaching and the demands placed on faculty members. Participants reported varying levels of commitment to the research collaborative relationship depending on whether they had competing interests. Exposure to the research collaborative process with a faculty mentor allowed doctoral students to conceptualize the entire research process from beginning to dissemination and to get an intimate idea of the realities of faculty life. Implications for practice, research, and theory are outlined. / Ph. D.
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Social Distancing and Social Barriers: The Impact of the Pandemic on Dallas YouthBejdaoui, Nadia 05 1900 (has links)
As stay-at-home mandates were put in place to curtail the spread of COVID-19, the extent to which today's youth has been affected by such efforts has gone largely under examined. Through a collaborative qualitative study with Big Thought, a Dallas-based nonprofit geared towards empowering youth, we sought to answer how the social interactions and socioemotional wellbeing of their 2021 summer program participants were impacted, as well as how Big Thought was able to exhibit organizational resilience. Methods used for this study included digital and in-person ethnography, interviewing, and interactive media projects. Findings showcased noticeable adverse effects to the socioemotional wellbeing of youth (particularly among older cohorts), shifts in communication, gaps in learned practices of socialization, and coping through digital device use. Despite Big Thought's ability to display organization resilience, there is a clear need for additional concerted efforts to be practiced in reacclimating and guiding youth back into social environments and providing them with the resources and support to get there.
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Faculty Perceptions of Undergraduate Academic DishonestySaddlemire, Marie T. 04 April 2005 (has links)
No description available.
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A Study of Socialization of Accelerated BSN GraduatesWolf, Linda Eileen 20 July 2007 (has links)
No description available.
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The Female Assistant Principal: Stepping Stone or Stumbling Block to the Secondary School PrincipalshipGregg, Mary Jane 31 October 2007 (has links)
No description available.
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SOCIALIZATION AND IDENTITY OF GHANAIAN SECOND GENERATION IMMIGRANTS IN GREATER CINCINNATI, OHIO, USAYeboah, Samuel 04 December 2007 (has links)
No description available.
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FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATIONMARKS, MELISSA J. 11 June 2002 (has links)
No description available.
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Gender Differences in How Children Experience, Explain, and Cope with BullyingRosen, Nicole Lise January 2015 (has links)
No description available.
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Parental Socialization Behaviors & Youth Functioning in India and US: The Role of AppraisalsTeo, Belinda H. 25 February 2016 (has links)
No description available.
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The Role of Coping Socialization by Peers and Parents in Adolescents' Coping with Cyber-victimizationBradbury, Stacey Lynn 14 July 2016 (has links)
No description available.
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