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Get the latest news about media stories, trends, research, data, and events that affect boys’ education. Please share any news you have with us. Email us at janicki@theibsc.org.

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Latest News from the IBSC

IBSC Teachers New to Boys' Schools Conference, October 25-27, 2018, The Roxbury Latin School, West Roxbury, Massachusetts, United States

Learn and explore best practices in boys' education from experienced teachers and administrators. Designed for teachers in their first two years of work at a boys' school, this conference provides teachers in all grade levels and disciplines the opportunity to engage in meaningful discussions with peers, delve into topical issues including relational teaching, social development, and student advising, and visit classes at Roxbury Latin and other Boston area schools to observe many of the theoretical concepts in action.

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The Self-Motivated Boy: Developing Future-Ready Leadership in the Classroom

Join colleagues from around the globe for The Self-Motivated Boy, an online course led by psychiatrist and best-selling author Dr. Shimi Kang. Drawing on irrefutable science and unforgettable stories, Dr. Kang illuminates how to prepare boys to develop the key future-ready skills required for success in our rapidly changing, fast-paced, ultracompetitive, and highly connected modern world.

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Nick Little, The Scotts College, Wins 2018 IBSC Action Research Award

The winner of the IBSC Action Research Award for 2018 is Nick Little from The Scots College in Sydney, Australia. Nick receives this award for the completion of a highly innovative action research project of the highest standard, and for his valuable contribution to the IBSC action research community.

Nick's research, working within the topic of 'Adaptability in a Changing World,' focussed on exploring effective teaching strategies for Next Generation Learning Spaces, and, in particular, how Task-Based Learning might help Grade 9 boys better adapt to learning effectively in these spaces. Through this action, the boys were able to identify tasks that worked well in NGLS spaces and link their learning to those tasks. They demonstrated increased engagement in their learning and an awareness of the need for increased focus and responsibility, to adapt to the increased independence given them in those spaces.

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