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2021 IBSC Annual Conference

Viaró Global School

Barcelona, Spain

July 7 – 10, 2021


Workshop Block 2

Thursday, July 9, 4:15 - 4:45 PM
2019-2020 IBSC Action Research Program

Developing Agency: Boy Voice and Choice

4C Action Plans: A Pathway to Self-Efficacy

Greg Ryerson, Crescent School (Canada)
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Academic Self-Regulation and the Power of Peers: Developing Academic Self-Regulation and Interest in an Algebra II Honors Class

Caroline Dengler, St. Paul's School for Boys (United States)
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Agency and Authenticity: Fostering Self-Efficacy Through Problem-Based Learning

Ashleigh Askew, Hilton College (South Africa)
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Aloud in the Library: Developing Boys' Self-Efficacy in Physics Inquiry with the Think Aloud Protocol

Mari Roughneen, Upper Canada College (Canada)
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Border Walls: How Immigration Discussions Strengthen Boys’ Confidence
Kate Crachy, St. Augustine High School (United States)
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Boys as Journalists: Creating Agency in a Language Classroom

Claire Rey, Shore School (Australia)
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Boys Using Creative Writing to Showcase Their Voices

Daniel Wightman, Scotch College (Australia)
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Bring the Noise! Project-Based Learning to Increase Boys’ Voices in Physical Education
Neil Gibbs, Aylesbury Grammar School (United Kingdom)
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Building Self-Efficacy Through Collaboration and Class Critiques
Monique Ellis-Martin, Christ's College (New Zealand)
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Chasing Curiosity: Using Autonomy to Promote Boys’ Creativity

Andrew Doodson, The Scots College (Australia)
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Cogito Ergo Sum: Courage and Agency in Ethical Decision-Making

Anné Du Plessis, St. John's College (South Africa)
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Common Ground: Giving Boys a Choice and Voice in the Mentoring Process

Andrew McBride, Westlake Boys' High School (New Zealand)
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Developing Agency by Setting SMART Goals

Quique Saiz, Viaró Global School (Spain)
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Developing Self-Efficacy in Year 10 Boys Through a Collaborative Innovation Task Coadette Low, Rathkeale College (New Zealand)

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Empowering Boys as Teachers Through Peer Tutoring

Luke Rawle, Toowoomba Grammar School (Australia)
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Engaging Grade 11 Boys: Giving Voice Through Choice Design Tasks in Physics
Casey Torrence, St. Christopher's School (United States)
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Executive Functions: Direct Instruction of the Process of Reading Comprehension

Andrew Ayers, Collegiate School (Canada)
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Failing Forward: The Power of Being Fearless, Not Flawless

Stephanie McQuillan, The Southport School (Australia)
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Finding Their Voices: Directed Discussion, Learning Preferences, and Self-Advocacy for Graduating Boys with IEPs

Sebastien Lajoie, Selwyn House School (Canada)
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Free Will in a Philosophy Classroom: How Choice Drives Engagement

Matt Gompels, Harrow School (United Kingdom)
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Genius Time: Student Choice in Character Education

Kate Cowan, Sterling Hall School (Canada)
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Giving Boys a Voice to Propose Solutions to World Challenges

Helen MacDonald, Berwick Grammar School (Australia)
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Hearing Boys' Voices: Developing Self-Efficacy in Mathematics Through Reflection

Suzette Richard, St. Davids' Marist Inanda (South Africa)
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Inquiry-Based Learning : A Vehicle for Engaging Boys in the Research Process

Moira Gundu, St. Alban's College (South Africa)
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Lessons from the Periphery: Engaging Boys in Core Disciplines Through Increased Student Voice and Choice

Raymond Shay, Princeton Academy of the Sacred Heart (United States)
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Mental Health Thermometer: Boys Asking Boys

John VanDyk, Aquinas College (Australia)
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The Positive Effects of Including Boys' Voices in Classroom Design

Trudy Trehearn-Temlett, St. Stithians Boys' Preparatory School (South Africa)
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Powering Up and Equipping Boys for Tomorrow: Fostering Intellectual Risk-Taking in Mathematics
Allison Buchner, St. John's College (South Africa)
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Reflective Power: Boosting Boys’ Metacognition Through Peer Feedback Loops

Giovanna Padas, The Hutchins School (Australia)
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Self-Assessment (and Emojis!) for Deeper Learning in Year Four Boys

Carly Nathan, Town School for Boys (United States)
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Sharing Goals, Building Grit: Goal-Setting Theory's Effect on the Academic Resilience of Boys in Algebra II

Abigail Mills, Woodberry Forest School (United States)
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Student Agency and Portal Technology: A Case for Boys as Curriculum Designers

Faith Ward, Gilman School (United States)
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Student-Directed Formative Tasks: Building Analytical Skills in Senior English

Denis McKinnon, St. Kevin's College (Australia)

Take Charge: A Self-Determined PBL Program to Develop Self-Efficacy

Katy Mellor, St. Stithians Boys' College (South Africa)
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Walk and Talk: Learning Coaching Skills for Peer Partnerships to Promote Well-Being

Pauline Herbommez, Eton College (United Kingdom)
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We’re a Family: Fostering Community Through Boy Voice and Choice

Stephen Krawec, The Allen-Stevenson School (United States)
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Writing that Matters: Empowered Boys Make a Difference

James Eketone, Aldwickbury School (United Kingdom)
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