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New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

The purpose of this paper is to present the construct of social intra-organizational connection (SIC). This construct reflects the extent to which a focal actor believes his alters present behaviors of social inclusion in relation to himself. This assessment compares the ego’s expectations of being included and the behavior of inclusion performed by those alters with whom the actor has more frequent interactions. The effects of this construct are tested in the organizational domain regarding the intention to leave, in the domain of co-workers regarding cooperation and in the family domain regarding work–family conflict.

The survey data were collected from 380 Brazilian workers.

The results confirmed the effects of SIC in the relational domain of the organization through the variation in the focal actor’s intention to leave. In the sphere of coworkers, the effects of SIC were found in the variation of the degree of cooperation. In the family sphere, SIC had an influence upon the intensity of the work–family conflict.

The research indicates that the behavior of making direct contacts and more frequent interactions by the focal actor extends to other relational spheres through the transitions of the organizational member between the domains of organization, coworkers and family. This paper draws attention to the need to consider the local networks, both within and beyond the organization, and their effects on each other.