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) 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 values
2) 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.
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.
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.
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.