OUR RESEARCH:
The key domains of character, well-being, pedagogy & diversity
The key domains of character, well-being, pedagogy & diversity
Click here to view Student Research
Discover Opportunities for Professional Learning with the CCBE
The links below reveal the key takeaways and research details for each faculty research project. The findings have been categorized by the four areas of focus for CCBE research: Character, Well-Being, Pedagogy & Diversity.
Discover Opportunities for Professional Learning with the CCBE
The links below reveal the key takeaways and research details for each faculty research project. The findings have been categorized by the four areas of focus for CCBE research: Character, Well-Being, Pedagogy & Diversity.
Character
List of 5 items.
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Steve Verzyden: Moral Misalignment
Takeaways from my research:1) By explicitly declaring one's values, a boy is more likely to hold himself accountable when making values-based decisions, exercise greater self-reflection when that value is broken, and demonstrate stronger self-advocacy/expression by staying true to their values2) With better self-awareness developed from participating in a values proposition, boys are more likely to align themselves with other like-minded peers and develop stronger, more meaningful relationships.Watch Steve Verzyden's research video. -
Gordon Wotherspoon: How Perspective Helps Form Opinion
Takeaways from my research:
1. Boys can have a deeper learning experience when they learn to ask the right questions
2. Boys can develop greater empathy when they appreciate different perspectives
Click to view research poster
Click to view research abstract -
Ian Fisher: The Power of Peers, Recognizing the Good in Each Other
Takeaways from my research:1. It takes courage for Lower School Boys to give feedback to their peers2. Lower School boys feel empowered when the give feedback and receive feedback from their peers.
Click to view research brief -
Ryan Bell: Building Boys’ Resilience Through Character Education
Takeaways from my research:
1. Character education and opportunities for empowerment (ie. leadership councils, Outreach/Service Learning, The Arts, Athletics) can and does lead to greater resilience in students.
2. Simply learning about resilience and how it can be a benefit in your life can lead to greater resilience.
Click to view research poster
Click to view research abstract -
Dr. Sandra Boyes: Character Matters: Giving Voice to the Boys
Takeaways from my research:1. Boys were empowered to have a voice to improve the awards structure of the Character Education Program.2. The sense of the boys’ responsibility for themselves was heightened and this was demonstrated in their daily behaviour.Click to view research abstract
Well-being
List of 2 items.
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Patricia Alviano: Using Life Stories to Deepen Self-Understanding
Takeaways from my research:Click to view research poster1. Narrative inquiry can be used as both a tool and vehicle to promote the construction of identity.2. An intentional reflective practice is needed for students to create meaning from personal experiences.
Click to view research abstract
Click here to view the video -
Sam Pena & Candace Harrison: The Connection Between Anxiety, Test-Taking and Math
Takeaways from our research:
1. Students do buy-in to formative assessment as a learning tool if you show them how and why it will help with their learning.2. Student agency is essential when it comes to formative assessment and learning. Provide the road map and the process, they will surprise you.Click to view research brief
Pedagogy
Active
List of 3 items.
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Trish Cislak: The Impact of Audio Books on Boys’ Pleasure Reading Habits
Takeaways from my research:1. Listening 'counts' and is a viable option as a reading tool.
2. The completion of a book via listening is a powerful piece of recognition for a reluctant reader to identify as a reader.
Click to view research poster
Click to reach the research abstract -
Caitlin Tino: Awareness of Intrinsic Motivation to Engage in Physical Education
1. Fostering assessment conditions in PHE that promote achievement of relatedness will result in higher levels of intrinsic motivation amongst boys, important for long- term engagement in activity.
2. The social context in which learning takes place within PHE has a profound impact on the onset of maladaptive thoughts and behaviour in boys (such as aggression, distraction, anxiety and fear of failure) and should be proactively considered when designing assessment conditions to increase levels of engagement.Click to view research brief -
Carson McGregor and Martha Miller: Enhancing Grade 9 Boys' Learning Through Reflection
Takeaways from our research:
1) Peer evaluation was found to be a very valuable tool by the boys. They did not participate as much, or find as much worth, in self-reflection/evaluation practices.
2) This work led us to become more interested in project-based learning and to encourage students to explore topics of their interest with the help of their fellow students.
See their action research poster.
Experiential
List of 1 items.
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Caitlin Tino: Optimizing Recess to Promote Wellbeing
- Every recess activity was able to foster the achievement of play, belonging, and recharge for at least one child.
- It was evident that boys care deeply about the connections they make with their friends and the importance of feeling like they belong.
Click to read research abstract
Relational
List of 1 items.
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Dr. Sandra Boyes & Natalie Vera: Relational Teaching Strategies
Takeaways from our research:
1. The relational gestures apply to and support the learning of boys in the elementary school setting. They are easy to use.2. Relational learning and emotional intelligence form a close partnership in the elementary setting. Educators with a high degree of emotional intelligence can understand that relational breakdowns are caused by feelings of fear and frustration.
Click to view handbook
