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dc.contributor.authorAdams, Thomasina Christine
dc.date.accessioned2014-04-18T04:30:21Z
dc.date.available2014-04-18T04:30:21Z
dc.date.issued2013-12
dc.identifier.otheradams_thomasina_c_201312_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/adams_thomasina_c_201312_phd
dc.identifier.urihttp://hdl.handle.net/10724/29699
dc.description.abstractThe purpose of this study is to understand how Black men perceive the role of chess in their lives, and how cognitive and affective skills are developed through the playing of chess in this context. The research questions focus on how Black men benefit from playing chess and the cognitive and affective skills they learn from playing chess. Black men’s perceptions of the role of chess, as well as the skills they gain from playing chess, lead to specific cognitive skills and affective skills that were linked to criteria teachers look for when identifying students to be nominated and tested for gifted programs. I used a case study design to investigate the perceptions of adult, Black, male chess players, and gathered data through informal interviews of the individuals, observations during an elicitation strategy, and discussion in a focus group.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectChess
dc.subjectBlack Men
dc.subjectCognitive Skills
dc.subjectAffective Skills
dc.subjectGifted
dc.subjectUnderrepresentation
dc.subjectCase Study
dc.titleBlack men's perceptions of the cognitive and affective benefits of playing chess
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorEducation of Gifted
dc.description.advisorBonnie Cramond
dc.description.committeeBonnie Cramond
dc.description.committeeBilly Hawkins
dc.description.committeeTarek C. Grantham
dc.description.committeeKathleen deMarrais


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