Inclusion of Marginalized Boys: A Survey of a Summer School Using Positive Psychology InterventionsReport as inadecuate




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Journal of Educational Issues, v2 n1 p231-247 2016

Marginalized boys at risk of dropping out of high school have for a long time been a problem in the Western world. 100 such Danish 14-16 year old boys were in the summers of 2013, 2014 and 2015 exposed to a new school program, "The Boys Academy," inspired by Seligman and the American KIPP schools suggesting seven character strengths to be put into action along with academic education: "self-control," "commitment," "perseverance," "social intelligence," "curiosity," "gratitude," and "optimism." During these three-week summer school periods a study has been conducted by the authors, looking closer at the effects of the program. Academic performance, well-being, motivation and personal development within the seven character strengths were measured. Data consists of interviews, learning scales and different test scores. The results of the study show that all the boys improved substantially in reading, spelling, math, well-being and school motivation during the three week summer school.

Descriptors: Foreign Countries, At Risk Students, Dropouts, Males, High School Students, Summer Programs, Single Sex Classes, Student Characteristics, Self Control, Persistence, Social Development, Inquiry, Psychological Patterns, Program Effectiveness, Academic Achievement, Well Being, Student Motivation, Individual Development, Interviews, Tests, Scores, Reading Achievement, Spelling, Mathematics Achievement, Mixed Methods Research

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Author: Andersen, Frans ├śrsted; Nissen, Poul; Poulsen, Line

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=235&id=EJ1127473







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