NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004324
Record Type: Journal
Publication Date: 2013
Pages: 4
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-1089-5701
Teaching to Strengths: Engaging Young Boys in Learning
Johnson, Cynthia; Gooliaff, Shauna
Reclaiming Children and Youth, v21 n4 p28-31 Win 2013
Traditional teaching methods often fail to engage male students in learning. The purpose of this research was to increase student engagement in the story writing process and increase self-confidence in boys at risk. A qualitative approach included student surveys as well as teacher journaling and portfolios (including e-portfolios). The student surveys were given at the beginning and end of the research and were used to gain an understanding of how much they enjoyed writing, technology, and comic books. Teacher journaling was completed on a daily basis and was utilized to become more of a reflective practitioner and improve teacher practice. A quantitative approach was used with the "Grade 3 Narrative Writing Scoring Guide" from Alberta Education to assess story writing at the beginning and end of the Action Research process. Results were collected and analyzed to see what impact the implementation of Photo Story and Comic Life had on student engagement in the story writing process. The survey results were sorted and analyzed by the levels of engagement in student writing using Comic Life, superheroes from the Guardian Project, and individual self-confidence levels with the use of Photo Story. The results were not only positive, but academic growth was boosted for all boys who were served by this project. It is important to remember that according to West (2009), boys spend, on average, around 13,000 hours in the classroom. Academic success is largely dependent on engaging students to explore their learning environment.
Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Canada (Calgary)