417 research outputs found
Leading welcoming and inclusive schools for newcomer students: A conceptual framework
No full textSchools with dramatically increased immigrant and refugee student populations need a systematic approach and inclusive process to ensure newcomer students, who differ in their backgrounds, languages, identities, frames of reference, prior educational experiences, abilities, interests, and belief systems, have equal opportunities and resources to thrive and succeed in schools. Based on a two-year qualitative study examining the key actors and strategies in building welcoming and inclusive schools for newcomer students, this article introduces a conceptual framework with key dimensions and strategies for guiding culturally responsive and socially just school leadership praxis.Social Sciences and Humanities Research Council, Canad
THE WAY YOU MAKE ME FEEL AND BEHAVE: SUPERVISOR-TRIGGERED NEWCOMER AFFECT AND APPROACH-AVOIDANCE BEHAVIOR
No full textWe examine how supervisor-triggered newcomer affect may link supervisor behaviors with newcomer adjustment and performance. Using emotion as feedback system theory and the approach-avoidance framework, we investigate the influence of newcomers' accumulated supervisor-directed affect on their outcomes. We develop scales to measure the proposed construct, supervisor-triggered newcomer affect, using multicompany samples and test the hypothesized model using longitudinal, multisource data from an Indian information technology company. Results indicate that supervisor-triggered newcomer affect plays an important role in the process of newcomer adjustment. This study contributes to research on newcomer adjustment and the longer-term role of target-specific affect in the context of supervisor-subordinate relationships.http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000310716300007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=8e1609b174ce4e31116a60747a720701BusinessManagementSSCI24ARTICLE51146-11685
Book Review: Reflections on Native-Newcomer Relations: Selected Essays
No full textReflections on Native-Newcomer Relations is a compilation of essays authored by one of the most prominent Canadian historians in the field of Native-newcomer relations. It contains twelve essays written between 1988 and 2004, four of them under the heading Policy, and the others paired under the headings Historiography, Methodology, The Crown, and Academe. There is also an introduction that places each essay in its historical context and describes how it came about. Though the criteria of selection and the collection\u27s overall goal are not explained, the essays effectively reflect the author\u27s range of interests and include some of his more important published contributions to the field as well as five papers previously unpublished
Do organizational socialization tactics influence newcomer embeddedness and turnover?
No full textThe author proposes that socialization tactics influence newcomer turnover by embedding newcomers more extensively into the organization. Hypotheses are tested with a sample of newcomers in a large financial services organization. Results reveal that socialization tactics enable organizations to actively embed new employees; collective, fixed, and investiture tactics were positively related to on-the-job embeddedness. Results also indicate that on-the-job embeddedness is negatively related to turnover and mediates relationships between some socialization tactics and turnover
Design Thinking In ESL Programming: Creating A Program Model For Newcomer Students
No full textThe research question addressed in the project was, how can ESL educators design a program that best serves the needs of newcomer students? It documents a teacher’s use of design thinking to explore a current challenge in ESL education: newcomer programming. It integrated research in design thinking and ESL programming to create a basis for the project’s creation. Design Thinking for Educators was the selected design process. The author details how the design thinking process can be implemented particularly in secondary newcomer programs. Successes and challenges are both highlighted in the project’s description. The findings suggest that Design Thinking for Educators offers an appealing resource for educators wishing to implement design thinking for English Learners
A teacher\u27s strategies for coping with issues of ""newcomer"" students
No full textBased on a field research conducted in a diverse classroom in a public primary school in the Kanagawa Prefecture, this article explores what kind of strategies a teacher adopts in order to resolve the dilemmas he encounters in coping with the issues of ""newcomer"" students in the classroom. It has been pointed out in a former study that Japanese teachers tend to have a peculiar way of dealing with issues of ""newcomer"" students : they eliminate rather than make the most of the cultural differences of the students\u27(datsu-bunmyakuka) ; they treat each ""newcomer"" student as a member of the homogeneous population in the classroom/school (doshitsuka) ; and they treat the difficulties/failures the students go through as individual issues, i.e., his/her own personality, rather than social issues (kojinka). Teachers seemingly have such tendencies. However, they encounter dilemmas, considering hard situations a ""newcomer"" student is in due to his/her own cultural/historical background. Through an analysis of a teacher\u27s narratives as well as the teacher-student (s) interactions, the author illuminates why the teacher adopts strategies which may be expressed as kojinka or doshitsuka while he considers the hard situations the ""newcomer"" student is in due to his own cultural/historical background
Jump-Starting the Socialization Experience: The Longitudinal Role of Day 1 Newcomer Resources on Adjustment
No full textThis is the author accepted manuscript. the final version is available from SAGE Publications via the DOI in this recordWe examine the newcomer adjustment patterns of 985 new hires at a Fortune 500 technology organization across their first year on the job. Data were collected from newcomers, their managers, and company records from organizational entry (employee’s first day) to the end of the first year of employment. We examined, first, whether newcomer resources (material, personal, social, and status resources) related to early newcomer adjustment levels (role clarity, task mastery, and acceptance) and rates of adjustment and, second, how newcomer resources and the rate of adjustment related to manager ratings of newcomer adjustment at 9 and 12 months post-entry. The average of every adjustment variable was higher at the latest data collection point, indicating that time was on newcomers’ side and was related, overall, to higher adjustment levels. Finally, we explored which resources related to the three newcomer adjustment indicators and the shapes adjustment trajectories took depending on resources at organizational entry. Results indicated that personal resources (proactive personality, optimism, and organizational knowledge) were related to early adjustment. Regarding material resources, having a work station ready the first day on the job was related to adjustment. For social resources, meeting one’s manager the first day on the job was related to early social acceptance. For status resources, greater newcomer job level was unexpectedly not related to early adjustment. We found partial support for the direct relationships between early adjustment levels or adjustment rates and manager ratings of adjustment at 9 months but limited support for manager ratings of adjustment at 12 months
Développement d'une échelle de mesure de la socialisation organisationnelle: une approche croisée entre processus et contenu
No full textLe développement des échelles de mesure de la socialisation organisationnelle, quoique récent, est fondamental pour la recherche en la matière. À partir d'une analyse tant en termes de processus sous-jacents que de contenus, cet article montre les limites des échelles existantes. En effet, le développement des échelles s'est confondu avec les recherches sur le contenu de la socialisation selon une vision centrée essentiellement sur le processus d'apprentissage, négligeant ainsi le processus d'intériorisation, dont l'importance est pourtant de plus en plus reconnue dans la littérature. En croisant une approche par les processus et par les contenus, une nouvelle échelle de mesure de la socialisation organisationnelle est alors proposée puis testée auprès d'un échantillon de 195 jeunes diplômés en début de carrière.Socialisation organisationnelle, Echelles, Processus et contenu
A Teacher\u27s Experienced Dilemmas in Considering Differences of a ""Newcomer"" Student
No full textBased on an in-depth field research conducted in a public primary school located in the Kanagawa Prefecture, this article explores a teacher\u27s experienced dilemmas in coping with some difficulties a ""newcomer"" student goes through in school/classroom. It has been pointed out in former studies that a Japanese teacher tends to take into little consideration different cultural/historical backgrounds of newcomer students in coping with difficulties they go through, which leads them to academic failure(low academic achievement, dropouts etc.). In actuality, however, the teacher does consider different cultural/historical backgrounds of ""newcomer"" students somehow. Although the teacher attempts to cope with the students\u27difficulties in consideration of their backgrounds, his/her treatment at times causes preventing them from studying in school/classroom. Through an analysis of a teacher\u27s experienced dilemmas in her classroom practice, the author illuminates why the teacher\u27s treatments cause preventing a ""newcomer"" student from studying in classroom/school while she attempts to take into much consideration the student\u27s cultural/historical backgrounds
L'individu et l'organisation :une approche par le concept de socialisation
No full textLa (ré)conciliation de l'économique et du social renvoie à de multiples dimensions et points de vue de la relation entre l'individu, l'organisation, et l'environnement social voire sociétal. Cet article se propose d'approfondir un aspect de la problématique, en traitant de la relation entre l'individu et l'organisation à travers le concept de socialisation organisationnelle. Plus précisément, alors que les recherches sur la socialisation organisationnelle utilisent de nombreux indicateurs individuels, nous posons ici la question de la convergence de ces indicateurs selon leur niveau d'analyse. Sans toutefois confondre les deux notions, nous utiliserons le regard du manager comme un des indicateurs possibles d'un « point de vue organisationnel », et analyserons donc en l'occurrence la convergence ou divergence des perceptions de la socialisation selon qu'il s'agisse du manager ou du managé. Trois types de résultats empiriques sont présentés : le niveau de socialisation perçu sur les indicateurs par les managés et leurs managers (moyenne), les corrélations entre ces mesures (managé vs manager), et les déterminants clés de la satisfaction des managers et des managés. Les résultats obtenus conduisent à s'interroger sur le concept même de socialisation organisationnelle, et la pertinence du seul niveau d'analyse individuel dans ce domaine de recherche, voire plus largement.Socialisation organisationnelle
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