Click on the links below to 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, Wellbeing, Pedagogy & Diversity.
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.
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.
My two takeaways are: 1. The real life connections were a powerful tool in changing the boys' attitudes towards global water sustainability. 2. Student-produced videos from various cultural backgrounds, incorporating voices of students like themselves, increased awareness of water sustainability issues. “Talking with a group of students who were locals experiencing the issue, made it seem more real than just reading it from a book or watching it on the news. It was as if we were tourists visiting those countries and getting an opportunity to talk with the locals.”
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.
Takeaways from my research: 1. It is most effective when the boys first identify the 4C skill they feel is their strongest. From there, they can determine the related sub-set of skills through directed reflection and apply these skills to other 4C domains. 2. The boys did not view the 4Cs as separate skills but rather smaller aspects of a larger continuum. They used the awareness and confidence derived from their skill strengths to ‘train up’ the other, less developed 4Cs.