Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

Grafnetterova, Nikola; Aguirre, Hilda Cecilia Contreras; Banda, Rosa M.

doi:10.12930/nacada-20-06

Cited by 2 publications

(2 citation statements)

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“…al., 2017) and the Club at School implemented within its framework (PZSzach, 2019) while promoting women in the sport -the World Chess Federation (FIDE) establishing 2022 as the "Year of the Woman in Chess" and related events (FIDE, 2022). On the other hand, following the example of other countries, to implement support programmes for pupils taking part in sport, e. g. programmes for student athletes (see Comeaux & Harrison, 2011;Grandy, 2016) even specific ones such as those coming from abroad (Newell, 2015) or those studying STEM (Grafnetterova et. al., 2021).…”

Section: Discussionmentioning

confidence: 99%

Women in Chess. Education-Related Problems During Talent Development Process

Baum

2022

MJSE

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The aim of the paper is to identify the educational problems faced by Polish female chess grandmasters during the talent development process, i.e. the time required to win the highest women’s title. A free-form, in-depth, qualitative interview method was used; the research tool was a guide prepared based on Françoys Gagné’s Comprehensive Model of Talent Development (CMTD). The data was subjected to qualitative analysis: codes and categories relating to educational problems were applied to the interviews with 14 female chess grandmasters. For female athletes, it is especially important to find a balance between school/academic life and sports practice. Women have much fewer opportunities to make a living from sports than men and are thus forced to prepare for other professions, which is tantamount to combining a sports career with getting an education. This situation can also be observed among female chess players. Additionally, women’s performance in chess is significantly lower than men’s. Thus, in the series of papers titled “Women in Chess. Problems…”, an attempt was made to present female chess grandmasters in the context of hardships that significantly affected the development of their talent. This paper presents hardships related to education. The study showed that most of the future female grandmasters experienced education-related hardship during secondary school, mainly due to absenteeism from school, poor attitudes of teachers, a lack of interest from the school in their successes, and a non-conformist attitude towards the rules of the school system. As a result of the analysis, it is suggested to disseminate knowledge throughout the school environment concerning the specific nature of chess as a sport discipline and to implement support programs for female and male students who practice it.

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Section: Discussionmentioning

confidence: 99%

Women in Chess. Education-Related Problems During Talent Development Process

Baum

2022

MJSE

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“…También, se encuentran grupos de participantes a los que los convocan intereses comunes o características particulares como a los atletas (Comeaux et al, 2017;Grafnetterova et al, 2021), los colectivos con enfoque de género con mujeres integrantes (Boateng, 2017;Elliott et al, 2020;Kim et al, 2018;Olutayo y Adebayo, 2021;Makarova et al, 2016;Marco-Bujosa et al, 2021), los conformados por la comunidad queer (Kersey y Voigt, 2021), entre otros.…”

Section: Propósitos De Aprendizaje De Experiencias Educativas Con Enf...unclassified

Elementos centrales de experiencias educativas con enfoque STEM

et al. 2022

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Este artículo presenta una revisión bibliográfica en bases de datos multidisciplinarias para identificar elementos centrales en el desarrollo de experiencias educativas STEM (Science, Technology, Engineering, and Mathematics) desde diversas acepciones como STEM+A o STEAM, para su integración con las artes; STEM+H, por las humanidades; o STEM + Agriculture; entre otros. Este enfoque ha incrementado su presencia en diversos niveles educativos, en parte por la promoción realizada a través de organismos multilaterales como la OCDE y el BID, y por la definición de políticas públicas, en especial en Norteamérica. Se analizaron 67 artículos de investigación, de los cuales se seleccionaron 53 como muestra porque dan cuenta de experiencias STEM desarrolladas en 19 países de cuatro continentes. La mayoría (54.72 %) relaciona experiencias de Norteamérica, especialmente de Estados Unidos, que aporta un 47.17 % del total de las fuentes del estudio. La revisión identifica las siguientes tendencias: los propósitos de aprendizaje, enfocados en el desarrollo de competencias; la colaboración entre grupos y la generación de buenas prácticas para el aprendizaje a lo largo de la vida; el uso de estrategias de aprendizaje activo; el rol de las TIC, que se identifican como articuladoras del desde su rol didáctico; y los factores de éxito del enfoque, en el que el rol del docente que prioriza el aprendizaje es preponderante. De estas tendencias se concluye que el papel del docente en la ejecución de experiencias de aprendizaje con enfoque STEM es fundamental, dadas las implicaciones pedagógicas, didácticas y humanas que supone desarrollarlo.

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Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

Cited by 2 publications

References 30 publications

Women in Chess. Education-Related Problems During Talent Development Process

Women in Chess. Education-Related Problems During Talent Development Process

Elementos centrales de experiencias educativas con enfoque STEM

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