39 research outputs found
The impact of an "equal opportunities" ideological framework on coachesâ knowledge and practice
This study focuses upon UK professional coachesâ experiences of equity training and the impact of the conceptualisation of equity as a matter of equal opportunities on this education and subsequent coaching practice. The research employs a critical feminist approach to connect the ideological framing of gender equity by sporting organisations to coachesâ ability to understand, identify and manage issues of gender equity, equality and diversity. The discussions are based on interviews with four coaches, Jack, Peter, Charlotte and Tony, who had all recently undertaken equity training, and all of whom represented sports and different stages of the coaching pathway. The data highlights that seeing gender equity through an âequal opportunitiesâ lens results in a narrow conceptualisation of such issues by coaches, fails to challenge dominant and discriminative ideologies, and does not enable coaches to address equity within their practices. Consequently, coaches struggle to understand the importance of and manage such issues. The participantsâ experiences reveal that gender relations, intersected principally with religion and ethnicity, underpinned their everyday coaching practices. The findings illustrate the need for sporting organisations to redefine how they approach equality and equity and for a more sophisticated sociocultural educational programme for coaches
Assessment to Optimize Learning Strategies: a Qualitative Study of Student and Faculty Perceptions
Design and analysis of a robotics day event to encourage the uptake of a career in STEM fields to pre-GCSE students
Impact of guided self-study on learning success in undergraduate physiotherapy students â a study protocol for a randomized controlled feasibility trial
Echoes and Influences of Realistic Mathematics Education in Portugal
This chapter traces the connections between Realistic Mathematics Education (RME) and Portuguese developments in mathematics education in terms of research studies and curriculum development. The basis for this work is a literature review of papers and other documents, with special attention to the period 2005-2015, and research studies organised by mathematical topic. Although there is no research group in Portugal that is perfectly aligned with RME principles and curriculum materials, noticeable influences may be seen in the frequent references made in some research groups to key RME ideas, notably the importance of students working from tasks in meaningful contexts, the role of representations and models to support studentsâ thinking, and the levels of studentsâ mathematical activity. This is most noticeable in conceptual frameworks for developmental research studies in the area of number and in the use of realistic contexts in task design, and it is also apparent in the official 2007 Portuguese curriculum document.info:eu-repo/semantics/publishedVersio