Action Research in Boys' Schools
Six years ago, the IBSC started Action Research in Boys'
Schools. Five global teams have completed their projects, a sixth is underway,
and a seventh will be selected in November, 2010.
Whether alone or part of a team, educators who engage in action
research identify and ask questions about an area of practice, find out what's known
about it, modify or design a strategy, figure out how to measure its impact,
and assess how well it has worked, and with what results. It is "research" on the
front-line of teaching, and "action" that contributes to ongoing improvement in
practice.
Put just a little more formally by expert Geoffrey Mills in
Action Research: A Guide for the Teacher Researcher (2nd edition):
Action research is any systematic inquiry conducted
by teacher researchers, principals, school counsellors, or other stakeholders
in the teaching/learning environment to gather information about how their
particular schools operate, how they teach, and how well their students
learn. This information is gathered with the goals of gaining insight, developing
reflective practice, effecting positive changes in the school environment
(and on educational practice in general), and improving student outcomes
and the lives of those involved. (5)
Teaching and organisational practice that works especially well
for boys is at the heart of the mission of boys' schools. Building that repertoire
of wisdom and expertise is very much the mission of the IBSC. Action Research
in Boys' Schools helps to identify and generate informed reflection and discussion
about these practices - and hopefully inspires other educators in the IBSC community.
And uniquely, we believe, Action Research in Boys' Schools
brings together teams of educators from all over the world. Its success is striking
vindication of the international dimension of the IBSC, and eloquent proof that
educators from all our global regions can collaborate and learn from one another
- enriching both their professional lives and the quality of education for their
students.
Those interested in the projects completed to date can read their
reports below. The IBSC especially encourages teachers to consider action research
in their own work and professional development. Those seeking more information and
direction are encouraged to consult the following publication prepared by IBSC Action
Research coordinators Di Laycock and Margot Long:
Application Process for the 2011/12 Action
Research Projects
Stay tuned for an announcement in late September 2010.
Current & Past Action Research
Projects
-
Action Research in Boys' Schools, 2010–11
The 2010-11 action research teams have commenced work on
these research topics:
- How can boys' engagement and achievement in the study of Foreign Languages be
developed and enhanced?
- How can we create and deepen meaningful and authentic leadership opportunities
for boys in our schools?
- How can school library programmes and initiatives support and enhance boys'
enthusiasm for and success in reading?
(Click
here for an overview of all 3 Action Research topics.)
Team members met before the 17th annual conference in Philadelphia.
They will be working together throughout the year,
and will report at the 18h annual conference
in London, July, 2011.
-
Action Research in Boys' Schools, 2009–10
Ready, Willing, and Able: Boys and Writing, Volume 1
[download pdf]
Members of the fifth cycle of the IBSC Action Research
programme addressed the question: How can we help boys become prolific,
powerful and confident writers? A team of 22 teachers from Australia,
New Zealand, Hong Kong, Canada, South Africa, the UK and the US worked on a
variety of exciting projects during 2009-10.
A number of clear themes are evident in the two volumes
of Ready, Willing, and Able: Boys and Writing. The first theme
focused on the ways in which Web 2.0 applications such as wikis, discussion
boards and blogs can change the way boys feel about writing tasks. A second
theme highlighted the importance of audience and feedback for boy writers.
The third theme relates to the use of a variety of prompts and stimuli to
encourage boys to write, whilst the final area of focus examined the value
of collaborative projects in engaging boys in the writing process.
These reports are a treasure-trove of ideas for
motivating boy writers, and a celebration of the unique power of action
research to generate reflection and change in teaching practice – to the
betterment of boys’ education everywhere.
Ready, Willing, and Able: Boys and Writing, Volume
II
[download pdf]
Members of the fifth cycle of the IBSC Action Research
programme addressed the question: How can we help boys become prolific,
powerful and confident writers? A team of 22 teachers from Australia,
New Zealand, Hong Kong, Canada, South Africa, the UK and the US worked on a
variety of exciting projects during 2009-10.
A number of clear themes are evident in the two volumes
of Ready, Willing, and Able: Boys and Writing. The first theme
focused on the ways in which Web 2.0 applications such as wikis, discussion
boards and blogs can change the way boys feel about writing tasks. A second
theme highlighted the importance of audience and feedback for boy writers.
The third theme relates to the use of a variety of prompts and stimuli to
encourage boys to write, whilst the final area of focus examined the value
of collaborative projects in engaging boys in the writing process.
These reports are a treasure-trove of ideas for
motivating boy writers, and a celebration of the unique power of action
research to generate reflection and change in teaching practice – to the
betterment of boys’ education everywhere
-
Action Research in Boys' Schools, 2008–09
Journeys into Masculinity:
[download pdf]
The fourth action research team commenced its work on the
research question, How can texts be used to extend boys' understanding
of masculinities?, and reported at the 16th annual conference in New
Zealand in July, 2009. Journeys into Masculinities, the collection
of reports, was recently published and is available now.
The reports offer deep insights into the challenges that
face boys on their journey into manhood and illustrate the great opportunities
that boys’ schools have to assist them in coming to grips with complex and sensitive
constructs such as masculinity.
The findings also highlight the vital role that boys’ schools
can play in providing safe environments in which boys’ voices are recognised
and respected. As one boy wrote: “Masculinity is not about the occupation someone
has or the hobbies they participate in. Masculinity is about the hard decisions
one has to make and whether or not they believe what they chose was right.”
-
Action Research in Boys' Schools, 2007–08
Positive Relationships, Positive Learning
[download pdf]
This collection of reports is the culmination of the creative
and inspired work of five educators in the IBSC action research programme for
2007–08. They met at the 14th annual IBSC conference at The Roxbury Latin School,
worked on their projects during the year, and presented their findings at the
15th annual IBSC conference in Toronto.
Positive Relationships, Positive Learning is grounded in
two principles. Boys learn best in empathy-rich classrooms. And nurturing boys’
social-emotional competency is central to our mission as schools for boys.
The reports explore peer leadership and mentoring initiatives,
programmes that promote healthy relationships, and exercises that “engage the
empathy muscle for a workout”, in the words of one contributor. Whether on a
small or large scale, the projects described here are intriguing and inspiring.
These are also vivid stories of the step-by-step process of action research,
a brand of inquiry that remains at the cutting edge of educational practice.
For front-line teachers and school leaders alike, the journeys recounted here
provide compelling testimony of the power of action research to spark professional
growth and school change.
-
Action Research in Boys' Schools, 2006–07
Boys and Digital Literacy
In the second cycle of the project, the action research team
embarked on the investigation of the research question: "How can we improve
our teaching of boys by identifying and using specific aspects of digital technology
to engage boys in learning?" During the year of the year of investigation, team
members explored - often with other teachers in their schools - the use of a
variety of digital tools and software that have the potential to boost student
collaboration, organisation and engagement with learning. Their findings were
reported at the 14th annual IBSC conference in Boston.
2006-07 Action Research findings.
-
Action Research in Boys' Schools, 2005–06
Boys and Reading
The topic of inquiry was chosen for the inaugural project
because of the widespread concern that many boys are disengaged from reading,
and less competent in mastering the skills of literacy, often with significant
consequences for their achievement. Boys' schools are uniquely positioned
to focus on curriculum, approaches and pedagogy that promote their engagement
with literate tasks and outcomes.
2005-06 Action Research findings.
