Interest in teaching, coaching, and careers in education: A survey of university student-athletes

Brown, Alan V.; Sieben, Nicole; Gordon, Zach

doi:10.1016/j.tate.2019.03.003

Cited by 7 publications

(7 citation statements)

References 46 publications

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“…These he said evaluations based solely on two numbers are considered one-sided evaluations as they are inaccurate and do not take into account the employee's overall performance. similar from previous researchers revealed the above (Braglia et al, 2022); (Abu Oda et al, 2022); (Brown et al, 2019) Employee performance has a significant impact on company quality in achieving all company goals. Obviously, good employees make it easier for companies to grow.…”

Section: Introductionsupporting

confidence: 55%

The Influence of Talent Management Practice, Training, Job Satisfaction on Employee Performance: The Mediating Role of Employee Engagement

Tahir

2023

FJST

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This study aims to find the factors that influence employee performance through employee engagement. This study used a qualitative literature review method. As a result of this study, several variables strongly support improving employee performance. No respondents were used in this study. Previous articles have been used and analyzed. Related to the research title. The results of this study show that there is a significance between the independent and dependent variables which are proven to be interconnected. The findings of this study are that the employee engagement variable plays a very important role in bridging the employee performance variables, supported by thirteen previous research literature reviews.

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Section: Introductionsupporting

confidence: 55%

The Influence of Talent Management Practice, Training, Job Satisfaction on Employee Performance: The Mediating Role of Employee Engagement

Tahir

2023

FJST

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Section: Discussionmentioning

confidence: 99%

“…In education-related studies, playfulness is defined as learners' personal and contextual interest in a course (Renninger et al, 2014). Brown et al (2019) argued that the learning outcome would be influenced by whether learners are interested in the course design and topics. Likewise, if cultivating students' AI literacy competence is the teaching purpose, teachers should make the course enjoyable to attract students' attention.…”

Section: Playfulnessmentioning

confidence: 99%

“…Consequently, if instructors want students to be more engaged in the course, they can link students' past learning experiences and knowledge to arouse their curiosity and interest. Moreover, students' interests in the teaching design and the lesson topics will directly affect students' learning performance in the course (Brown et al, 2019). Students in AI software development which indicated that students' AI literacy would indirectly affect students' AI course satisfaction and their intention to learn AI programming through self-efficacy.…”

Section: Usefulness and Playfulnessmentioning

confidence: 99%

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Exploring the factors of students' intention to participate in AI software development

Chen

et al. 2022

LHT

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PurposeAlthough many universities have begun to provide artificial intelligence (AI)-related courses for students, the influence of the course on students' intention to participate in the development of AI-related products/services needs to be verified. In order to explore the factors that influence students' participation in AI services and system development, this study uses self-efficacy, AI literacy, and the theory of planned behaviour (TPB) to investigate students' intention to engage in AI software development.Design/methodology/approachThe questionnaire was distributed online to collect university students' responses in central Taiwan. The research model and eleven hypotheses are tested using 151 responses. The testing process adopted SmartPLS 3.3 and SPSS 26 software.FindingsAI programming self-efficacy, AI literacy, and course satisfaction directly affected the intention to participate in AI software development. Moreover, course playfulness significantly affected course satisfaction and AI literacy. However, course usefulness positively affected course satisfaction but did not significantly affect AI literacy and AI programming self-efficacy.Originality/valueThe model improves our comprehension of the influence of AI literacy and AI programming self-efficacy on the intention. Moreover, the effects of AI course usefulness and playfulness on literacy and self-efficacy were verified. The findings and insights can help design the AI-related course and encourage university students to participate in AI software development. The study concludes with suggestions for course design for AI course instructors or related educators.

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“…Like the stereotypical representation of Black male teachers and teacher-coaches on film (Thomas, Johnson, & Brown, 2022), the existing scholarship on this population has provided little to no mention of the curricular, pedagogical, relational, or critical praxis among these men. Despite making up 2.4% of undergraduate enrollment in Power Five conference schools, Black male student-athletes comprised 55% of football teams and 56% of men’s basketball teams (Harper, 2018), and Brown et al (2019) found that Black student-athletes had the highest interest in coaching, which led to a desire for a career in education. Moreover, quantitative data showed that Black male social studies teachers were the highest concentration of teacher-coaches by race (Knowles et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Gatekeepers and Guardians of Black Intellectual Thought: Black Male Teacher-Coaches Combating an Anti-Black Epistemic Order

Thomas

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Historical narratives and contemporary research continue to produce scholarship on teacher-coaches through a White racial frame that both reifies a Western European origin story and centers the experiences of White males. However, the American history of teacher-coaches is not the Black history of teacher-coaches. The Black male teacher-coach tradition is anchored in the utilization of Black intellectual thought to implement revisionist ontology projects that simultaneously claim Black personhood and contest curricular genocide while being consumed within an anti-Black milieu. In this study, the tradition of Black male teacher-coaches’ critical civic engagement within secondary schools is taken from the margins and centered. Purpose/Objective/Research Questions/Focus of Study: This study examines how Black male teacher-coaches utilize Black intellectual thought within secondary social studies and literature courses to combat a White-controlled epistemic order of knowledge. Within their courses, the participants purposefully challenge institutional forms of bad faith by utilizing Black intellectual thought to unsettle the coloniality of truth to challenge the existing anti-Black scholastic order of knowledge. Using the theoretical lenses of subjective understanding and bad faith, this study is guided by the following primary research question: How do Black men in predominantly non-Black schools utilize Black intellectual thought to enact their work as teacher-coaches? Research Design: The findings from this study emerge from an instrumental multiple case study that included four Black male teacher-coaches serving as secondary social studies or literature educators in schools that were not predominantly Black. Employing an interpretive approach within this methodology created space to redress the following two broader external interests: (1) de-essentializing the specificity of the Black male teacher-coach tradition from a Eurocentric dominant narrative, and (2) explicating the salience of Black intellectual thought in the counter-hegemonic practices of these Black men relative to anti-intellectual tropes about teacher-coaches in general. Findings/Results: Findings indicate how participants continue the legacy of the long Civil Rights Movement by utilizing Black intellectual thought to enact a project of revisionist ontology to combat an anti-Black epistemic order of knowledge. The study explicates the following thematic findings: (1) carving out space for Black intellectual thought, (2) centering Black intellectual thought, and (3) making Black intellectual thought relevant. Conclusions/Recommendations: Findings from this study illustrate how Black teachers in general, and Black male teacher-coaches in particular, serve as the gatekeepers and guardians of Black intellectual thought within predominantly non-Black secondary schools. Participants who were secondary social studies and literature teachers resisted a White-controlled epistemic order that marginalizes Black intellectual thought. These findings have direct implications for secondary preservice teachers with the desire to courageously enact fugitive pedagogical practices to include diverse, antiracist curricular materials.

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Interest in teaching, coaching, and careers in education: A survey of university student-athletes

Cited by 7 publications

References 46 publications

The Influence of Talent Management Practice, Training, Job Satisfaction on Employee Performance: The Mediating Role of Employee Engagement

The Influence of Talent Management Practice, Training, Job Satisfaction on Employee Performance: The Mediating Role of Employee Engagement

Exploring the factors of students' intention to participate in AI software development

Gatekeepers and Guardians of Black Intellectual Thought: Black Male Teacher-Coaches Combating an Anti-Black Epistemic Order

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