In the process of implementing attitudes of educational reforms, socialization becomes very important which embodiment meets great difficulties such as insufficient teachers’ experi-ence, ignorance of the specific disability and capabilities in certain educational activities (it is obvious, that preparing teachers for secondary schools integration itself is not thoroughly dis-cussed). Therefore, this MBA paper analyses five specific types of disabilities and proposes specific possibilities for them to be integrated in the music lesson activities at comprehensive schools. During the research the hypothesis was confirmed: purposefully organized musical ac-tivities, creating appropriate psychological security atmosphere, is a factor (motive), which en-courages self-confidence of the educated child in his personality powers and positively influ-ences personality development in music activities. Musical education of children with specific disabilities is greatly influenced by economi-cal conditions, democratic society and principles of humanity of education system in Lithuania. This signifies the importance of the theme chosen. Research object – artistic socialization of disabled children aged 9-13. Research hypothesis - purposefully organized musical activities, creating appropriate psychological security atmosphere, is a factor (motive), which encourages self-confidence of the educated child in his personality powers and positively influences personality development. Research... [to full text]

In this study the relation between parenting and the development of prosocial reasoning in children ages 9-13 years was examined. Domains of socialization (Grusec & Davidov, 2010) were used as the framework to categorize parent/child interactions and as the foundation to create two new measures, one to organize mothers’ endorsement of specific kinds of parent/child interactions, the other to organize the kinds of reasons children provide for prosocial behavior. Maternal and child Openness (John & Srivastava, 1999) were associated with parent/child interactions that are characterized by perspective taking and therefore likely to contribute to the development of a child’s internalized reasoning. There was a negative relation found between mother/child interactions that are likely to promote the development of internalized-reasoning (Deci & Ryan, 1989) and a child’s externally based prosocial motivation (Ryan & Connell, 1989). This suggests that specific types of interactions will lead to the development of internalized prosocial reasoning.

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Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006. / "A dissertation in counseling psychology." Advisor: Chrisanthia Brown. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Nov. 13, 2007. Includes bibliographical references (leaves 94-103). Online version of the print edition.

Thesis (Ph. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: B, page: 3489. Includes bibliographical references (leaves 241-249).

Thesis (M.A.)--York University, 2007. Graduate Programme in Social Anthropology. / Typescript. Includes bibliographical references (leaves 140-143). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR31974

Thesis (Ph. D.)--Universität, Halle-Wittenberg. / Description based on print version record.

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [87]-97).

Thesis (M.A.)--Catholic Theological Union at Chicago, 1995. / Vita. Includes bibliographical references (leaves 91-103).