000			03846nam a2200361Ia 4500
999			_c2854 _d2854
001			107105
005			20250625151229.0
008			110331s2004 eng
040			_aWSS _dAFV
082	0		_a155.432 ITS
100			_aLashlie, Celia _91535
245			_a'It's about boys' : _bthe good man project _cLashlie, Celia; Pivac, Kathleen
260			_aNelson, N.Z.? _bNelson College _c2004
300			_a70 leaves ; 30 cm
365			_a00 _b0
500			_aOn cover "Background research by Kathleen Pivac." Cover title. "March 2004." Available from Nelson College, Private Bag 16, Nelson, New Zealand. Includes bibliographical references (leaves 66-70)
505	0	0	_tIntroduction -- Methodology -- Participating schools -- What boys' school do well -- Areas of challenge -- How boys learn -- The definition of a Good Man -- The way forward -- The journey begins -- Final stories
520			_aThis report is an outcome of The Good Man Project which aimed to develop a working definition of what makes a good man in the context of the education of boys in single-sex boys' schools in New Zealand. The key research questions at the start of the project were: What is the definition of a good man?; What is the essence of being male?; What does it mean to be a young man in the 21st century?; and What makes a good man in the 21st century? The project methodology involved 'total immersion' visits of three days duration to 24 schools from September 2002 to August 2003. During each visit the author conducted and recorded a series of exploratory open-ended conversations with staff, management and as wide a range of students as possible. The project hoped to influence the direction taken by boys' schools in the education of their students. The report is intended as a discussion document about the needs of boys in today's world and discusses ways to deliver appropriate life skills to all boys in schools. It seeks to stimulate informed discussion about male rites of passage. The report tries to reflect both the content and spirit of a significant number of insightful and inspiring conversations. It offers insights into the minds and attitudes of teenage boys, including attitudes towards girls of the same age and the nature of their relationships with them, among other topics. In terms of ways forward, the author suggests the development of a training module for schools that seeks to maximise the inherent strengths of boys' schools and includes a module designed specifically for women teachers. She was surprised at how well developed boys thoughts were and how articulate they could be when given both the time to think about the question and then deliver their answer. It is suggested that schools need to create the opportunity to develop the art of conversation, including active listening, and outlines how this may operate from years 11 to 13. She also sees merit in investigating the potential positive impact of exploring in greater depth the concept of Maori warrior culture. Steps taken or planned by some of the participating schools as a result of the project are also reported on. Contents: Introduction -- Methodology -- Participating schools -- What boys' school do well -- Areas of challenge -- How boys learn -- The definition of a Good Man -- The way forward -- The journey begins -- Final stories
522			_anz
650	2	7	_aADOLESCENT BEHAVIOUR _935
650	2	7	_aADOLESCENTS _943
650	2	7	_2FVC _aCHILD PSYCHOLOGY _9119
650	2	7	_aCHILDREN _9127
650	2	7	_aEDUCATION _9218
650	2	7	_aENGAGING MEN AND BOYS IN VIOLENCE PREVENTION _911209
650	2	7	_2FVC _aMASCULINITY _9361
650	2	7	_aPRIMARY PREVENTION _93268
650	2	7	_2FVC _aSCHOOLS _9515
650	2	7	_aYOUNG MEN _9658
651		4	_aNEW ZEALAND _92588
700	1		_aPivac, Kathleen _91919
942			_2ddc _cBOOK