This [[Popular Media Search]] was conducted to help me discover new content, stay up to date with the latest releases, and make informed decisions about what to watch, listen to, or read as it relates to my topic. ### Step 1: Identify Topics Most Relevant to the [[My Leadership Development Plan#POC Timeline & Milestones The Projection|Project]] > [!Topics]+ > - The lack of representation and diversification in STEM > - Overrepresentation in Gifted Programs > - The future of coaching in education > - Gamification in education > - Chess as an education tool ^3a62a9 ### Step 2: Identify Sources of Insightful Information > [!question] >1. Who are the industry experts who can provide informed and thoughtful input or what is happening? >>[!answer]+ >>1. Parents >>2. Students >>3. Educators & School Faculty Members >>4. Coaches >>5. Consultants > > [!question] >1. Who are the bloggers writing about the context in a way that is insightful and timely? >>[!answer]+ >>1. Daniel Parente - Creative Entrepreneur and Game Developer, Director of Academic Programs, Phd Student, Writer, Technology evangelist >>> - [Daniel Parente Blog - Games, tech and vision blog](https://www.danielparente.net/en/) >>>- [Future Of Education | @dparente | Flipboard](https://flipboard.com/@dparente/future-of-education-3b7p6c10z) >>2. Steve Hargadon - founder/director of the [Learning Revolution Project](http://www.learningrevolution.com/), the host of the [Future of Education](http://www.futureofeducation.com/) and [Reinventing School](https://www.reinventing.school/) >>>- [Steve Hargadon](https://www.stevehargadon.com/) >>> - [Future of Education](https://futureofeducation.com/) >>3. Lisa Nichols - Transformational Leader >>>- [Lisa Nichols - Motivating The Masses](https://motivatingthemasses.com/) >>4. Do Something Organization >>>- [Fueling Young People to Change the World | DoSomething.org](https://www.dosomething.org/us) >>5. Best Colleges >> >- [Find the Best Online College or University for You! | BestColleges](https://www.bestcolleges.com/) >> > - [Black Industry Leaders are Making Room for Diversity in Tech | BestColleges](https://www.bestcolleges.com/blog/black-diversity-in-tech/) ### Step 3: Conduct Searches > [!question] >1. What are the publications that cover specifics about context? >>[!answer]+ >>1. Lack of representation and diversification in STEM >>>1. [[HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM.pdf|HIGH SCHOOL CHOICES AND THE GENDER GAP IN STEM]] >> > >[!abstract]+ >Women are less likely than men to graduate with a degree in science, technology, engineering, or math (STEM). We use detailed administrative data for a recent cohort of Ontario high school students, combined with data from the province's university admission system, to analyze the sources of this gap. We show that entry to STEM programs is mediated through an index of STEM readiness that depends on end‐of‐high school courses in math and science. Most of the gender gap in STEM entry can be traced to differences in the share of college entrants who are STEM‐ready; only a small share is attributable to differences in the choice of major conditional on readiness. We then use high school course data to decompose the gender gap in STEM readiness into two channels: one reflecting the gap in the fraction of high school students with the necessary prerequisites to enter STEM, the other arising from differences in the overall fractions of females and males who enter university. The gender gap in the fraction of males and females with STEM prerequisites is small. The primary driver of the gap in STEM readiness is the low rate of university entry by non science‐oriented males. >>>2. [[Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students.pdf|Effect of a Place-Based Learning Community on Belonging, Persistence, and Equity Gaps for First-Year STEM Students]] >>> >[!abstract]+ >>> >We combined tenets of learning communities and place-based learning to develop an innovative first-year program for **STEM** students. Using a quasi-experimental design, we found that participants in the place-based learning community had a stronger sense of belonging, improved academic performance, and increased first-year persistence relative to a matched reference group. We also showed that participation narrowed equity **gaps** in first-year outcomes for students underrepresented in the sciences. A sense of place arises not just from a location, but from interrelationships between people and the natural world, and these results suggest organizing learning around place can promote inclusive student success. >>>3. [[Closing the Achievement Gap for Underrepresented Minority Students in STEM- A Deep Look at a Comprehensive Intervention.pdf|Closing the Achievement Gap for Underrepresented Minority Students in STEM: A Deep Look at a Comprehensive Intervention]] >> > >[!abstract]+ >> >>Operation **STEM** (OpSTEM) is an NSF grant-funded program at Cleveland State University to improve retention and graduation among high-risk students seeking **STEM** degrees by supporting them through early mathematics. OpSTEM focuses on students from underrepresented minority (URM) groups, first generation college students, and women. The OpSTEM program has two levels of treatment: supplemental instruction and a comprehensive program. This study considers URM students and their non-URM counterparts. For non-URM students, the majority of gains are seen in pass rates with supplemental instruction. The comprehensive program is associated with increases in pass rates such that URM students are indistinguishable from their non-URM counterparts. For URM students, a comprehensive program is associated with a narrowing of the achievement **gap** that is not found with supplemental instruction alone. >>2. Overrepresentation in Gifted Programs >> >1. [Racial and Ethnic Representation in Gifted Programs](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=37007180&site=ehost-live) >> >>[!abstract]+ >> >>The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of **overrepresentation** of **gifted** Asian American students in **gifted** education **programs** in the United States. Nationally, Asian and Whites have been overrepresented in **gifted** education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that **gifted** Asian American students may face concerning the image of model minority and through the acculturation processes as immigrants or descendants of immigrants. Furthermore, this study suggests a need for disaggregated data collection and more research concerning **gifted** Asian American students from various ethnic Asian groups. >> >2. [Psychological Well-Being of Intellectually and Academically Gifted Students in Self-Contained and Pull-Out Gifted Programs](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=156317005&site=ehost-live) >> > >[!abstract]+ >> > >This study examined the psychological well-being of students enrolled in two **gifted** **programs** with different service delivery models. Participants were 292 fifth- and sixth-grade students (M age = 11.70, SD age = 0.65) enrolled in a **gifted** math pull-out **program** (n = 103), a self-contained **gifted** **program** (n = 90), or a **program** providing no **gifted** services, which served as a control group (n = 99). Multiple differences in psychological well-being across **programs** were revealed in Hierarchical Linear Models, particularly in terms of math self-concept, loneliness, and maladaptive perfectionism. Students in the two **gifted** **programs** reported different patterns of psychological well-being when compared with students in the no **gifted** services control group. These differences suggest distinct social phenomena underlying the two different service delivery models. >> >3. [The Challenges of Achieving Equity Within Public School Gifted and Talented Programs](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=154478238&site=ehost-live) >> > >[!abstract]+ >> > >K–12 **gifted** and talented **programs** have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken—from low-hanging fruit to major societal changes—in order to combat inequity in **gifted** education and move the field forward. >>3. The future of coaching in education >> >1. [[Strengthening the Process of Implementation of Coaching in Medical Education Settings.pdf|Strengthening the process of implementation of coaching in medical education settings]] >> > >[!abstract]+ >> > >The branch of medicine is quite complex and it requires a wide range of teaching–learning innovations, student support activities, and faculty motivation to ensure that the goals of medical **education** are accomplished. The purpose of the current review is to explore the role of **coaching** in improving the learning and skill acquisition in the field of medical **education**. An extensive search of all materials related to the topic was carried out in the PubMed search engine and a total of 22 articles were selected based on the suitability with the current review objectives. The ultimate aim of **coaching** in medical **education** is to unearth the real potential of the students to optimize their performance by helping them to learn instead of teaching them. **Coaching** is a strategy to help medical students to become competent and reflective practitioner. In addition, **coaching** plays an important role in the refinement of technical skills (like surgical skills) and nontechnical skills. To conclude, **coaching** in medical **education** has significant scope to improve the learning outcomes among students and even make them lifelong learners. The need of the hour is to implement a **coaching** system in each of the medical colleges after considering the local logistics and with the active support of faculty members. >> >2. [Advancing the science of coaching in education: An introduction to the special issue.](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=161281611&site=ehost-live) >> > >[!abstract]+ >> > >School-based **coaching** has emerged as an effective approach for enhancing school personnel's knowledge, implementation skills, and wellbeing, as well as student achievement and behavior. This article introduces the special issue Advancing the Science of **Coaching** in **Education**, highlighting four large-scale, rigorous investigations on the effects of **coaching** and possible contextual variables that influence effective **coaching** in **education**. Two studies (Glover et al., 2022; Pianta et al., 2022) assessed how components of **coaching** (e.g., feedback, practice) may mediate or moderate classroom practices and/or teacher-student interactions that lead to improved student learning. One study (Pas et al., 2022) examined fidelity profiles of motivational interviewing embedded **coaching** on classroom practices and student behavior in middle school. The final study (Reddy et al., 2022) examined the effects of behavior support **coaching** on paraprofessional implementation of research-based behavior interventions, wellbeing, and elementary school student social behavior. This article spotlights common elements across studies and offers directions for research and innovation. The special issue closes with a commentary (Erchul, 2022) on the contributions of school consultation research to contemporary **coaching** research and offers recommendations for bridging research to practice. >> >3. [As we coach, so shall we consult: A perspective on coaching research in education](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=161281612&site=ehost-live) >> > >[!abstract]+ >> > >In taking stock of educational **coaching** research, I consider the extant literature and content of four articles comprising a special issue of the Journal of School Psychology (viz., Glover et al., 2022; Pas et al., 2022; Pianta et al., 2022; Reddy et al., 2022). Before reviewing these specific articles, the thesis offered for the broader field is that without the solid foundation afforded by the school consultation literature, the science of educational **coaching** would not be as advanced as it is today. Following a description of each study and comparisons between/among them, I consider unique and shared aspects of consultation and educational **coaching**. The article concludes with four proposed directions for future **coaching** research based on prior consultation research: (a) documenting **coaching** procedural integrity and intervention fidelity/integrity to an equal degree, (b) changing teacher behavior utilizing social influence/behavior change frameworks, (c) incorporating greater use of technology (i.e., telecoaching), and (d) moving toward the concept of prescriptive **coaching**. >>4. Gamification in education >> >1. [Gamification in medical education: An approach to enhance active engagement of students](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=163249999&site=ehost-live) >> > >[!abstract]+ >> > >Technology has found its root and application in all sectors, and the same stands true in the field of medical **education**. Moreover, with the emergence of the coronavirus disease-2019 pandemic, the use of technology in online teaching-learning and assessment has increased immensely. The purpose of the current review is to explore the utility of **gamification** apps to enhance the active engagement of medical students. An extensive search of all materials related to the topic was carried out in the PubMed search engine and a total of five articles were selected based on their suitability with the current review objectives. Keywords used in the search include **gamification** and medical **education**. **Gamification** refers to the employment of elements of games in nongame contexts with an intention to engage users and making them to solve the given problems. It promotes the delivery of information in a learner-centered way and meets the requirement of individual students, especially by targeting those domains in which they are interested. These games are designed in such a way that it simulates problems of the real world, wherein students have to apply their knowledge into practice and simultaneously learn the clinical decision-making skills. In conclusion, **gamification** and the use of technology should be acknowledged as the new aspects of curriculum delivery and all efforts should be taken to incorporate them as one of the components of medical teaching and assessment in the near future across all medical institutions. >> >2. [Gamification to enhance engagement and higher order learning in entrepreneurial education](https://search-ebscohost-com.devryalu.idm.oclc.org/login.aspx?direct=true&db=a2h&AN=163614743&site=ehost-live) >> > >[!abstract]+ >> > >Purpose: In an effort to enhance the student experience and achieve complex learning outcomes the use of **gamification** in higher **education** is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of **gamification** in entrepreneurial **education**. Design/methodology/approach: In the first case study, students leveraged their taught knowledge about **gamification** to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy. Findings: The students' overall engagement with entrepreneurial **education** was significantly influenced by two factors: their perceived learning about **gamification**; and their perceived engagement with the **gamification**. It was observed that highly engaged students considered the **gamification** component of the course challenging. Originality/value: This study demonstrates the potential of **gamification** to enhance engagement and to foster higher-order learning in the context of entrepreneurial **education**. >> >3. [[The use of gamifcation in higher technical education- perception of university students on innovative teaching materials.pdf|The use of gamification in high technical education - perception of university students on innovative teaching materials]] >>>>[!abstract]+ >>>>**Education** for sustainable development is considered a key element of quality. However, nearly-graduated students of architecture perceive that during their training there is a lack in the use of innovative teaching materials such as building simulation performance tools (BPSTs). This document examines the material included in the architectural project subjects within the degree in architecture focused on sustainable development. The conclusions were obtained after developing two workshops accomplished by a set of nearly-graduated students of architecture. As per the results obtained, learning through such innovative material is mainly influenced by the difficulties found by the students due to the non-use of BPSTs during their previous training, the high motivation of the students related to the easy acquisition of theoretical concepts through the use of numerical analysis, and the high concern of the students about their poor background on environmental issues. This study concludes that the syllabuses of the architectural project subjects within the degree in architecture must urgently incorporate the use of BPSTs. Universities are urged to make decisions on this issue. Furthermore, the design of graphic analysis must be adapted to the language of architects in order to help them understand the theoretical concepts pertaining to the technical aspects of architecture. Finally, the design of innovative teaching material significantly influences the motivation of students and therefore their learning process. This article also suggests a set of action lines in order to find a solution for this problem. >>>4. [[Gamification in Education- A Systematic Mapping Study.pdf|Gamification in Education - A Systematic Mapping Study]] >>>>[!abstract]+ >>>>While **gamification** is gaining ground in business, marketing, corporate management, and wellness initiatives, its application in **education** is still an emerging trend. This article presents a study of the published empirical research on the application of **gamification** to **education**. The study is limited to papers that discuss explicitly the effects of using game elements in specific educational contexts. It employs a systematic mapping design. Accordingly, a categorical structure for classifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include **gamification** design principles, game mechanics, context of applying **gamification** (type of application, educational level, and academic subject), implementation, and evaluation. By mapping the published works to the classification criteria and analyzing them, the study highlights the directions of the currently conducted empirical research on applying **gamification** to **education**. It also indicates some major obstacles and needs, such as the need for proper technological support, for controlled studies demonstrating reliable positive or negative results of using specific game elements in particular educational contexts, etc. Although most of the reviewed papers report promising results, more substantial empirical research is needed to determine whether both extrinsic and intrinsic motivation of the learners can be influenced by **gamification**. >>5. Chess as an educational tool >> >1. [[Chess Therapy]] >> > >[!abstract]+ >> > >Chess therapy endeavors to use chess games between the therapist and the client to form better rapport between them for confirmatory or alternate diagnosis and toward the goal of problem solving or achieving higher levels of functioning. Although the approach limits itself to therapists and clients who play chess and are familiar with the rules and peculiarities of the game, many practitioners of various theoretical backgrounds and persuasions have incorporated chess games in their sessions to diagnose client personality and help the client develop self-awareness and insight regarding his temperament, and to teach social experience, which necessitates abiding by rules and taking into consideration the acts of the opponent in the game. >> >2. [Computer chess programs as educational tools | Request PDF](https://www.researchgate.net/publication/361085621_Computer_chess_programs_as_educational_tools) >> > >[!abstract]+ >> > >This article presents the influence of the chess game on human development. It also presents the differences between the game of chess between people and computers. The article includes a short history of chess and a comparison of existing computer chess engines. The benefits of practical chess skills and the competitive disadvantages among children playing are presented. The possibilities of using computer chess programs as educational tools are assessed. >> >3. [Chess as a Way of Inclusion of Prisoners: A Portuguese Experience](https://www.researchgate.net/publication/369767232_Chess_as_a_Way_of_Inclusion_of_Prisoners_A_Portuguese_Experience) >> >>[!abstract]+ >> > >This paper describes a Portuguese ongoing experience of policies aiming at including people in society and ultimately in the labour market, promoting sustainability in wellbeing. Namely, if focuses on the teaching of chess to prisoners in Portuguese jails, and the following participation of these prisoners in championships as the first Hybrid European Championship for Prisoners held in October of 2021. the authors base the study in theories about social inclusion and relate them to chess. Then they explain in detail experiences dealing with the inclusion of chess in society. Furthermore, they explain the Portuguese case. The chapter concludes that chess has been a very interesting tool for the social integration of prisoners in Portugal as well as in other countries. Therefore, the experience is worth being pursued and developed worldwide. >> >4. [Educational Value of Chess](https://www.researchgate.net/publication/265034783_Educational_Value_of_Chess) >> >>[!abstract]+ >> > >It's not about Kings, Queens, and Rooks, but rather, quadrants and coordinates, thinking strategically and foreseeing consequences. It's about lines and angles, weighing options and making decisions. Chess might just be the perfect teaching and learning tool. Since 2000, America's Foundation for Chess (AF4C) has been working with 2nd and 3rd grade students and their teachers to promote the use of chess as an educational tool. The goal of the First Move™ curriculum is to use the game of chess as a tool, to increase higher level thinking skills, advance math and reading skills, and build self-confidence. Research shows, there is a strong correlation between learning to play chess and academic achievement. In 2000, a landmark study found that students who received chess instruction scored significantly higher on all measures of academic achievement, including math, spatial analysis, and non-verbal reasoning ability (Smith and Cage, 2000). While studies have shown chess to have a positive impact on kids in elementary, middle and high school, AF4C targeted second and third graders as the evidence, and certainly our experience, suggests it's the ideal age. Eight and nine year-old minds and thinking skills are developing rapidly, and chess teaches higher level thinking skills such as the ability to visualize, analyze, and think critically. If you teach an adult to play chess, they quickly comprehend where they should and shouldn't move pieces to capture or avoid capture. Young Kate knew the names of the pieces and how they moved, but initially moved her pieces randomly. Soon she was saying, "If I move my piece here, you could capture it, right? Then I'm not going to move there." You can almost see the mental changes taking place. >>>5. [[Chess as a Powerful Educational Tool for Successful People.pdf|Chess as a Powerful Education Tool for Successful People]] >>> >[!abstract]+ >>> >In accordance with the challenges brought out by modern times, it is necessary to adapt to the new circumstances in the field of education. Classical education programs do not provide enough opportunities for individual development, so recently there are many noticeable attempts to refresh existing programs through the introduction of new educational techniques with the aim of better knowledge acquisition in school and preschool age. One of those new techniques is the use of chess, which has proven to be an excellent educational tool through its beneficial factors. Important benefits can be divided into cognitive elements: concentration, memory and logical thinking, as essential skills for the development of each individual; critical thinking factors: improving the ability to assess strengths and weaknesses, establishing value judgments and making decision; and improving creativity through problem solving. Along with these main factors, there are causal-connections with better results in mathematics, improvements in attitude and general behavior, as well as in literacy. What is actually the main advantage of using chess as a formal or informal learning tool in education is that all these benefits can be gained while playing, which is exceptional value in preschool and school age! It is important to emphasize that the chess program also allows to teachers certain freedom for their own creative expression in program implementation in order to raise the attention of children. The aim of this paper is to present in more detail the process of introducing chess as possible education tool in Croatia (and applicable in other countries). Advantages achieved in correlation to the existing programs should be point out, as well as the skills acquired through contact with chess that become one of the most important skills with which individuals can compete in a competitive labor market and in their further life roles, even at the highest management levels. >>> > >>> > [!important] >> [!Articles]+ >> >- **STEM** > >>>1. [Black Industry Leaders are Making Room for Diversity in Tech | annotated by Eric](https://readwise.io/reader/shared/01h303hfj3pe2d8xf0q0chj439) > >>> > [!summary]+ > >>> >Black industry leaders are working to make the tech industry more diverse. While tech companies have fewer employees of color than the overall private sector, leaders like Ashana Evans and Fortune Onwuzuruike are committed to creating bridge mechanisms for minority students to gain exposure to tech fields earlier. They believe community outreach, resources, and mentorship is necessary for more people of color to succeed in tech. Opportunities like networking and attending conferences can connect students of color with mentors and peers while building relationships within the tech industry. > >>>2. [STEM Resources for BIPOC Students | annotated by Eric](https://readwise.io/reader/shared/01h2tvzj0f4k542vj0tppw70y5) > >>>> [!summary]+ > >>>> STEM fields have not sufficiently included BIPOC individuals, despite a recent increase in racial diversity in the US. BestColleges has launched a diversity in STEM hub that provides a resource guide specifically designed for BIPOC students to strengthen the pipeline for them in STEM and understand why the diversity gap persists. The resource guide includes STEM resources for BIPOC students and is available on their website. > >>>3. [The Complete Guide for BIPOC Students in STEM | annotated by Eric](https://readwise.io/reader/shared/01h2tvz15d8d82e6rk9qd722vt) > >>>> [!summary]+ > >>>> The Complete Guide for BIPOC Students in STEM explains the diversity gap in STEM and presents opportunities for colleges and universities to implement best practices to support BIPOC students. The article highlights several challenges faced by BIPOC students in STEM, including opportunity hoarding, stereotype-induced self-doubt, microaggressions, and exclusive learning spaces. The article also provides key statistics and resources for BIPOC students in STEM, such as mentorship programs and scholarships, and emphasizes the importance of diversity in science. > >>>4. [Unpacking the STEM Gap | annotated by Eric](https://readwise.io/reader/shared/01h2tvz22970w0kdrk9w4rh70y) > >>>> [!summary]+ > >>>>The STEM gap refers to the lack of representation in STEM careers for women and BIPOC individuals. Although many girls in middle school express an interest in math, science, or engineering, only 0.4% of them pursue a STEM major in college. Men make up 73% of all STEM workers. The lack of representation and diversification in STEM has often led to fewer women and BIPOC individuals pursuing careers in science, tech, engineering, or math. The reasons for perpetuating the STEM gap include gender stereotypes, lack of role models, and unawareness of opportunities. > >>- **Gifted Programs** > >>> 1. [Gifted and Talented Programs: What Parents Should Know | annotated by Eric](https://readwise.io/reader/shared/01h30367ktk4yf1hds1z0h28sy) > >>>> [!summary]+ > >>>>Gifted and talented programs are being debated across the country as educators try to provide challenging academic programs to support advanced students. However, there is no universal method for deciding who qualifies as gifted, and these programs have been marked by racial and economic disparities. Students who are exceptionally gifted have special needs, which GATE programs can address, but giftedness does not necessarily mean a child will be high-achieving. Experts suggest various ways to address inequities in enrollment to these programs, such as considering every student, using unbiased assessments, and using local norms. Parents should also make sure the program is academically, culturally, and emotionally appropriate for their child. > >>> 2. [Killing gifted and talented programs in schools in misguided](https://readwise.io/reader/shared/01h30cyqznrcdr04s31q8dm8kt) > >>>> [!summary]+ > >>>>Politicians in California and New York are attempting to eliminate or weaken gifted-and-talented programs in schools in the name of "equity." The author, a minority woman, argues that diverse students can thrive in gifted programs and that eliminating them is a "race to the bottom." Instead of lowering the bar for admission, the solution is to find ways to increase the number of minority students enrolled in the programs, such as testing all students for eligibility. The author's sister, a scholar, teaches and advocates for gifted programs, and the Yvonne A. Ewell Townview Magnet Center in Dallas is cited as an example of the success of such programs. > >>> 3. [Why the Gifted and Talented Program is Rigged (in Public School) | annotated by Eric](https://readwise.io/reader/shared/01h30d3ks7svjjnpnhrxqz0b2b) > >>>> [!summary]+ > >>>>The gifted and talented program, which allows students who test in to be placed in accelerated classrooms, is typically only available to the top 1% of students, with children from high-income families having the best chance of qualifying for the program. However, testing into these programs is more indicative of a child's advanced language understanding than their capacity. The divide is perpetuated by splitting students at an early age, which creates a gap between the two classes that will widen over time. Elephant Learning can help students to prepare for these tests by deepening their conceptual understanding of math skills and ideas. > >>- **Coaching in Education** > >> >1. [A Look at Educational Coaching in the Classroom | annotated by Eric](https://readwise.io/reader/shared/01h30dfj0mgmverghyc526ac3x) > >> >> [!summary]+ > >> >>The article explores the philosophy of educational coaching, which seeks to initiate personal and professional development for educators through reflection and open-ended questions. This form of coaching aims to promote learning by maximizing teacher performance and enhancing student experiences. The article outlines three coaching models - teacher-centered coaching, student-centered coaching, and differentiated coaching - each focused on a different aspect of student learning and development. Additionally, the article outlines several coaching programs and certification opportunities, including Google's Certified Coach Program and the Instructional Coaching Group. > >> >2. [Coaching for Impact in Education | annotated by Eric](https://readwise.io/reader/shared/01h30dhk4765md34wwbtmznrxk) > >> >> [!summary]+ > >> >>Coaching is an important element of school redesign and can support a culture of shared responsibility and collaboration in education. It can enhance leadership skills and inspire staff to achieve a shared vision. Coaching can also improve pedagogy by building capacity for self-reflection, independent problem-solving and a culture of innovation. Benefits of coaching include clarity and direction for leadership, a positive culture of trust, improved well-being and motivation for staff and learners, and more opportunities for innovative learning and creativity. Learning Cultures offers a certification program endorsed by the Association for Coaching. > >> >3. [Instructional Coaching: Education Buzzwords or Effective PD? | annotated by Eric](https://readwise.io/reader/shared/01h30dj5vzm7284sydk67pakd5) > >> >> [!summary]+ > >> >> Instructional coaching has become increasingly popular in education, with 83% of survey participants reporting engagement with some form of coaching activity. However, there is no clear definition of what instruction coaching entails. Coaches are expected to be knowledgeable and data-driven, comfortable working with adults, adaptable and flexible, and address equity issues within the education system. While mentoring and coaching share similarities, coaching is a more formal and structured process geared towards short-term goals. To ensure the effectiveness of instructional coaching, coaches must receive proper professional development, have clear expectations and feedback systems in place, and be adequately supported by administrators and school systems. > >> >4. [Twenty years of research on coaching in education | annotated by Eric](https://readwise.io/reader/shared/01h30dk3qaargepcgew20z4sc8) > >> >>[!summary]+ > >> >>The article provides an overview of the last 20 years of research on coaching in education. The authors discuss the evolution of coaching research, highlighting the expansion of research on coaching in education and the range of approaches. They provide examples of the studies conducted on education leadership, professional practice, student experience, and community engagement. Additionally, the authors discuss future directions for coaching research, including the need for coaching to be contextually designed, training requirements, and how to measure effectiveness. > >>- **Gamification** > >>>1. [15 Trends That Will Redefine Executive Coaching In The Next Decade | annotated by Eric](https://readwise.io/reader/shared/01h3artf38vwkh0xvvte7hsbkh) > >>>>[!summary]+ > >>>>Fifteen members of Forbes Coaches Council share their insights about the future of executive coaching. Emerging trends include specialized training and regulation of the coaching industry; use of technology for automated coaching sessions and gamification; greater emphasis on mental status or the psychology aspect of a client's career and the ability to demonstrate measurable results. Other predicted trends include the high demand for interpersonal skills and emotional intelligence, greater acceptance by executives, and digitalization of coaching delivery methods to supplement or replace in-person sessions. > >>>2. [How To Use Gamification In eLearning For Maximum Engagement And Effectiveness | annotated by Eric](https://readwise.io/reader/shared/01h30ej314tqg44qt0gefp6f3s) > >>>> [!summary]+ > >>>>This article explores the advantages of using gamification in eLearning, and offers tips on how to use it to maximize learner engagement. > >>>3. [Examples of Gamification in Higher Education | annotated by Eric](https://readwise.io/reader/shared/01h30egwj4e0fb0wnfrmq1kb9t) > >>>>[!summary]+ > >>>Gamification is a strategy that teachers and college program managers can use to make burnout less of a factor for their student body. By applying strategic game mechanics such as points, rewards, and leaderboards, gamification increases engagement and motivates behavior on campus or in the classroom. Friendly competition, goal-setting, storytelling, and incentives can all be used in higher education to make learning more fun and to help make tough subject matter easier to digest. Using gamification platforms such as Scavify, Arcademics, Bookwidgets, Brainscape, and BreakoutEdu can help produce incredible results for higher education students. > >>>4. [Gamification In K-12 Education Curriculum Design | annotated by Eric](https://readwise.io/reader/shared/01h30eghxr8xww9twjah5jty27) > >>> > [!summary]+ > >>> >Gamification is becoming more popular in K-12 education curriculum design as a way to motivate and engage students. Unlike traditional gaming, gamified learning involves incorporating game-design elements into lesson plans, such as earning points for completing tasks and progressing to higher levels. Proponents of gamification believe that it leads to increased student engagement and motivation, promotes problem-solving and innovative thinking, and improves concentration and creative problem-solving skills. Educators can incorporate gamification into their lessons by giving points for academic and non-academic tasks, encouraging positive competition, and giving badges instead of grades. > >>>5. [What are the challenges and risks of gamification in education? | annotated by Eric](https://readwise.io/reader/shared/01h30edmpg1da6er7f4v08pntb) > >>>> [!summary]+ > >>>>Gamification is the use of game elements to enhance learning in educational settings. While it can improve engagement, retention, and performance, it also poses challenges and risks that must be considered. These include ethical concerns, such as privacy violations, as well as pedagogical, technological, psychological, and practical issues. To overcome such challenges, gamification must be designed and implemented in a manner that aligns with educational objectives, respects learners' autonomy, is accessible and personalized to learners' needs, and is feasible and sustainable in terms of resources. > >>- **Chess in Education** > >> >1. [Connecting Chess to Academic and 21 st Century Skills. | annotated by Eric](https://readwise.io/reader/shared/01h30gvfjpckeb28nvkvr1x9dt) > >> >>[!summary]+ > >> >>Chess in Education (CIE) is an educational program that uses chess to reinforce academic and 21st-century skills in students. The program aims to improve the communication and relationship between teachers and students, enhancing the classroom environment. CIE makes deliberate connections between chess and other domains to promote skill transfer. The program offers a monthly newsletter called Connections to keep members updated on CIE providers, teaching tips, and the impact of chess in education on a global scale. > >> >2. [CONNECTING CHESS TO THE CLASSROOM | annotated by Eric](https://readwise.io/reader/shared/01h30gvmzdfkqkwfxn0r3096nm) > >> >> [!summary]+ > >> >>Chess in Education- US is an organization that provides resources and support to teachers for using chess-related activities to enhance students' problem-solving and logical thinking skills while addressing various aspects of social-emotional learning. As schools confront a post-pandemic environment, funding sources to deal with issues such as learning loss and resilience are being examined, and Chess in Education - US suggests that their programs could be funded by ESSER, Title I, or ESSA Title IV grants. The organization offers customizable course options to cater to varying funding criteria, limitations, and needs. Teachers can subscribe to their newsletter to receive updates on chess in education initiatives, theories, research, and program offerings. > >> >3. [10 Reasons to Train with Chess Coach | annotated by Eric](https://readwise.io/reader/shared/01h30h42850pmqxm2r6nq3je8e) > >> >> [!summary]+ > >> >>Chess coach can offer a systematic training approach, teach how to find typical plans, explain strategic mistakes, instill a correct understanding of the position, prepare an opening repertoire that suits you best, keep your motivation, help you take better and smarter actions, prepare you for the tournament, help you adopt the mindset of a master, and improve your self-confidence and alleviate psychological pressure. Chesslance.com helps choose the coach you would like to work with, select a training program that suits your needs, and improve your chess performance rapidly. The website even offers a free 20-minute chess lesson with any chess coach. --- > [!important] >> [!Books/Pdfs]+ >>>- **Gifted Programs** >>>>1. [[Encyclopedia of Educational Psychology]] >>>- **Gamification** >>>>1. [[Principles of Programming & Coding]] >>>- **Chess in Education** >>>>1. [[BenefitsOfChessInEd-1.pdf]] >>>>2. [[Chess in the Middle Ages and E - O'Sullivan, Daniel E._5427.pdf]] --- ### Step 4: Review, Extract, and Document Observations > [!Check] Key Takeways > >[!tip]+ Lack of representation and diversification in STEM > >>- Despite expressing interest in math, science, or engineering, only a small percentage of girls in middle school pursue a STEM major in college, contributing to the lack of representation and diversification in STEM careers. > >>- Men currently make up the majority of STEM workers, with women and BIPOC individuals being underrepresented in these fields. > >>- The perpetuation of the STEM gap can be attributed to factors such as gender stereotypes, lack of role models, and limited awareness of opportunities in STEM fields. > > >[!tip]+ Overrepresentation in Gifted Programs > >>- The variation in representation of different racial and ethnic groups in gifted programs can be attributed to factors such as each state's unique demographic profile, definitions of giftedness, identification procedures, and identification policies. > >>- Gifted and talented programs have been marked by racial and economic disparities, indicating a need for more equitable enrollment practices. > >>- Asian and White students have been consistently overrepresented in gifted education programs since 1978, while students from other ethnic backgrounds, such as African American, Hispanic, and American Indian or Alaska Native groups, have been underrepresented. > > >[!tip]+ The future of coaching in education > > >- There are different models of coaching in education, including teacher-centered coaching, student-centered coaching, and differentiated coaching, each targeting different aspects of student learning and development. > > >- Coaching in education is a growing field of research, with a focus on various aspects such as education leadership, professional practice, student experience, and community engagement. > > >- Benefits of coaching in education include providing clarity and direction for leadership, fostering a positive culture of trust, improving well-being and motivation for staff and learners, and creating more opportunities for innovative learning and creativity. > >> [!tip]+ Gamification in education >> >- Gamification is becoming increasingly popular in both K-12 education and higher education as a way to motivate and engage students. It involves incorporating game-design elements into lesson plans, such as earning points for completing tasks and progressing to higher levels. >> >- While gamification can improve engagement, retention, and performance, it also poses challenges and risks that must be considered. These include ethical concerns, such as privacy violations, as well as pedagogical, technological, psychological, and practical issues. >> >- To overcome these challenges, gamification must be designed and implemented in a manner that aligns with educational objectives, respects learners' autonomy, is accessible and personalized to learners' needs, and is feasible and sustainable in terms of resources. Further empirical research is needed to determine the impact of gamification on both extrinsic and intrinsic motivation of learners. > > > [!tip]+ Chess as an education tool >> >- Chess can be a powerful educational tool for successful individuals, as it has been shown to provide various benefits such as improved mathematics skills, positive attitude and behavior, and literacy improvements. >> >- Introducing chess as an educational tool can provide advantages over existing programs and help individuals acquire important skills that can be valuable in a competitive labor market and in various life roles, including at the highest management levels. >> >- Chess games can be used in therapy sessions to diagnose client personality, develop self-awareness, and teach social experiences. ### Step 5: Cite Sources Salkind, N. J. (Ed.). (2012). _Encyclopedia of educational psychology_. SAGE Publications. Franceschetti, D. (Ed.). (2018). _Principles of programming & coding_. H.W. Wilson Publishing. Papers on Chess. (n.d.). _The benefits of ChessThe benefits of chess in education_. Chessedu.org. Retrieved June 19, 2023, from http://www.chessedu.org/wp-content/uploads/BenefitsOfChessInEd-1.pdf O’Sullivan, D. E. (Ed.). (2012). _Chess in the middle ages and early modern age: A fundamental thought paradigm of the premodern world_. De Gruyter.