Research in Boys' Schools
An IBSC On-Demand Online Class
Explore research programs in boys’ schools, and their impact on school culture and practice. Open to educators and administrators at IBSC member schools, the research in boys’ schools on-demand bundle proves valuable to anyone interested in implementing research in boys’ schools or hearing about current research efforts in member schools. Get expert advice from colleagues around the globe.
The bundle includes three 40-minute pre-recorded presentations and additional resources. You have access to this content for 30 consecutive days. The 2022 research in boys’ schools on-demand bundle covers the following relevant topics.
Developing a School-Based Research Program
Presented by St. Christopher’s School (United States)
Hear from Kim Hudson, Laura Sabo, and Derek Porter as they share their experience of developing a research fellows program through The Center for the Study of Boys at St. Christopher’s School. Current research fellows also share their experience with this school-based research program. Hudson, Sabo, and Porter explain why they developed this program, highlight how they have structured the program, and offer suggestions to schools about steps to take when developing a school-based research program. Registered participants also gain access to additional resources from the St. Christopher’s Center for the Study of Boys.
Character Education and Well-Being in Boys’ Schools
Presented by The Scots College (Australia)
Hear from teachers and researchers from The Scots College as they share their approach to character and care. Learn about how The Scots College Research Office approaches school-based research and how this approach informs their practice. Hugh Chilton, Caitlin Munday, and their colleagues detail the Brave Hearts, Bold Minds educational philosophy and how it is enacted in the classroom through the Teaching for Character program. Learn about new research-informed signature programs at The Scots College and how this research is informing the future.
Presented by Eton College (United Kingdom)
Hear from Iro Konstantinou and Jonnie Noakes as they share their research on building resilience in Year 9 and Year 12 students. Learn how Eton College approaches school-based research at The Tony Little Centre for Innovation and Research in Learning and how this research informs its practice. Konstantinou and Noakes showcase a classroom-based character education intervention, The Resilience Project, and Building Academic Resilience: A Study with Year 12 Students.
Who Should Attend?
All boys' educators and leaders benefit from the insights in these presentations and gain ideas to put into practice immediately.
Start your on-demand online class at your convenience. The on-demand format works on your schedule. You may pause your class whenever you want; it will resume where you left off when you return to the online platform. You have 30 days to access and complete coursework at whatever pace you choose. If you need access for longer than 30 days, you will have to repurchase the course. All purchases are final, nontransferable, and nonrefundable.
It takes the average participant three to four hours to complete an on-demand online class. This class has four sections:
- Developing a School-Based Research Program
- Character Education and Well-Being in Boys’ Schools
- Building Resilience
- Additional resources
After you complete all the lessons in the bundle, you earn a certificate of course completion.
- IBSC member rate: US $99
- Nonmember rate: US $120
IBSC On-Demand Online Classes are nonrefundable. If a registrant fails to access a course before it expires (30 days), they remain liable for the class fees. No refunds will be given for classes not accessed or completed in time.
Please Note: Each person registered will receive an email with login information to access the on-demand class within 24 hours of IBSC receiving payment for the class. Please contact IBSC@theibsc.org if you have paid but have not yet received this email.
Hugh Chilton serves as director of research and professional learning at The Scots College (Australia). His passion is for people and organizations to be shaped by their vocation. He loves the opportunity to do that at Scots as a history teacher and member of the Executive Leadership Team, being immersed in a community of formation with boys and staff, and helping create partnerships with universities, churches, businesses, and other schools in Australia and overseas. Chilton is also a conjoint lecturer in the School of Education at the University of Newcastle, a member of the IBSC Research Committee, and an early career researcher in the fields of intellectual, cultural, and religious history, publishing his first book in 2020.
Kim Hudson joined St. Christopher’s School in 2006 as an upper school academic resource teacher. She was named director of the Center for the Study of Boys when it launched in 2014.
Hudson works to promote best practices in engaging and teaching boys through research, professional development, and programming. She also serves as a faculty advisor to the Peer Advisor Program and as a member of the Community Assistance Team and the Upper School Guidance Committee. Previously, Hudson worked as an elementary special education teacher in Hanover County, Virginia, a graduate assistant and course instructor at University of Virginia’s Curry School of Education, and an adjunct professor for the Virginia Commonwealth University School of Education. She holds bachelor's, master's, and doctoral degrees from University of Virginia. Hudson has garnered the Andrew Jackson Bolling III Faculty Award and the Armstrong-Jennings Award. She holds the chair of Distinguished Teaching and Collaborative Research.
Eton College (United Kingdom) Researcher-in-Residence Iro Konstantinou completed her PhD at the Department of Sociology at the University of Warwick looking at constructions of race and class in private schooling. She serves as head of research programmes at the Tony Little Centre for Innovation and Research in Learning where she oversees school-based interventions on well-being and resilience, academic attainment, and student leadership. Konstantinou edits the Eton Journal for Research and Innovation in Education, which gives a platform to students, teachers, and those interested in education to reflect on their practice, teaching and learning, and present school-based research.
Caitlin Munday is the founding director of the Teaching Schools Alliance Sydney, an organization that seeks to equip and grow the next generation of Christian teachers and leaders for Australian schools. She is also research fellow (professional learning) at The Scots College, Sydney where she oversees a number of staff research and development programs, including significant university linkage projects and partnerships. She also teaches drama and studies of religion. Munday received a B.Ed. with honors in drama and English and a Ph.D. in education, both by the University of Sydney, where she was also a sessional tutor and lecturer. Her doctoral thesis explored the drama classroom as community. It formed part of a large Australian Research Council (ARC) project on “The Role of Arts Education in Academic Motivation, Engagement, and Achievement,” conducted in partnership with The Australia Council for the Arts. Munday serves on the IBSC Research Committee, regularly presents at conferences and has published several chapters in the edited volume How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy (Routledge, 2015). In 2018, she was awarded a New Voice in Educational Leadership Research Scholarship by the Australian Council of Educational Leadership.
Eton College (United Kingdom) Director of Teaching and Learning Jonnie Noakes also serves as director of The Tony Little Centre for Innovation and Research in Learning, a center for pedagogical excellence, evidence-informed practice, and research into teaching, learning, and leadership in education. An expert in character education, he has two decades of experience in teaching emotional intelligence and a deep knowledge of boarding education. As an English teacher, Noakes has led two departments concurrently at Eton and at the London Academy of Excellence and has published 14 texts on contemporary novels for A-Level and undergraduate level. He has been a governor or trustee of several state and independent schools, a director of the education charity BrainCanDo, and an editorial board member of the Chartered College of Teaching’s journal Impact. Noakes serves on the IBSC Research Committee.
Derek Porter has been instrumental in creating and refreshing the middle school curriculum since joining St. Christopher's School in 2013.
He designed the sixth grade social studies course, Global Thinking, and has made a significant impact on how history and current events are taught in the middle school. The hallmark of his career has been empowering students to become responsible global citizens who think critically. A graduate of Yale Divinity School, Porter is currently pursuing a doctorate at William & Mary’s School of Education, where he earned the DiPaola Family Scholarship, which is granted to doctoral students who have demonstrated leadership and a commitment to PK-12 education. He has focused his dissertation on evaluating the effectiveness of the Saints Action Research Program. His essential efforts will shape the path forward for professional development offered by the Center for the Study of Boys.
Laura Sabo joined St. Christopher’s School in 2010 as a lower school instructional technologist. In 2014, she became one of the lower school librarians.
Along with nurturing a love of reading, Sabo works with her Learning Commons team to help faculty integrate technology and information literacy skills in the context of classroom curriculum. A strong believer in promoting a teacher-as-researcher culture, each year she also supports a cross-divisional team of St. Christopher’s faculty members as they conduct action research projects. Sabo first got involved with IBSC in 2012 when she investigated how technology inspires creativity in boys. In 2014, she became an IBSC Action Research advisor and spent the next six years coaching teams of international teacher researchers. In 2020, Sabo took on the leadership role of IBSC Action Research Program Coordinator. Previously, she worked as an instructional technologist in many Richmond-area independent schools and in the University of Richmond’s School of Professional and Continuing Studies. Sabo holds a bachelor’s degree from University of Mary Washington and a master’s of information degree from Rutgers University. In 2017, she received the Norma Alley Faculty Prize.