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de la technologie, V35(1) Winter / hiver, 2009  \nLearning for Teaching: Building Professional Knowledge on a National Scale  \nElizabeth Hartnell-Young  \nAuthor  \nElizabeth Hartnell-Young, is an Honorary Fellow at the University of Melbourne, Parkville, Australia. Correspondence regarding this article can be sent to: [hartnell-young.elizabeth.a@edumail.vic.gov.au](hartnell-young.elizabeth.a@edumail.vic.gov.au)  \nAbstract  \nThis paper takes a large-scale social perspective in describing a national project in Australia that was premised on local school communities working together and contributing ideas for the benefit of their students, and potentially, the whole country. The project was intended to improve schools’capacity for educating boys, and in the long-term, the learning outcomes of under-performing boys, using evidencebased and action research methods. It was supported by the web spaces and tools of the National Quality Schooling Framework and [Think.com. This](Think.com. This) paper emphasises the structures and processes teachers engaged in while building knowledge through their daily work, where the resulting ideas became the property of the whole community. Analyses focus on the extent to which an underlying social structure for knowledge building developed in various parts of the nation during the project, making it possible to characterize a process for innovations in education with commitment to continual idea improvement.  \nRésumé  \nLe présent article adopte une perspective sociale à grande échelle pour décrire un projet national en Australie fondé sur la collaboration des communautés scolaires locales et leur contribution d’idées au bénéfice de leurs élèves et, éventuellement, de l’ensemble du pays. Le projet avait pour but de rendre les écoles plus aptes à éduquer les garçons et, à long terme, d’améliorer les résultats d’apprentissage des garçons qui sous-performent à l’aide de méthodes de recherche-action fondées sur des donnéesprobantes. Il a bénéficié du soutien des espaces et des outils Web du National Quality Schooling Framework et de [Think.com. Le](Think.com. Le) présent article met l’accent sur les structures et les processus que lesenseignants ont utilisés dans leur travail quotidien pour la coélaboration de connaissances; les idées qui en ont résulté sont par la suite devenues la propriété de l’ensemble de la communauté . Les analyses portent principalement sur la mesure dans laquelle une structure sociale sous-jacente de coélaboration des connaissances s’est développée en différents endroits de la nation au cours du projet, ce qui rend possible la caractérisation d’un processus d’innovation en éducation avec un engagement enversl’amélioration continue.  \nIntroduction  \nThe problematizing of boys’ education in Australia in the late 1990s stemmed from statistics and reports that identified worrying aspects of boys’ learning and behaviour. Compared with girls, significantly more boys were identified as ‘at-risk’ in literacy and fewer boys reached the national literacy benchmarks (Commonwealth Government, 2002) . Boys reported less positive experiences and enjoyment of schooling (Trent & Slade, 2001; Rowe & Rowe, 1999), and were said to be less engaged, more easily distracted, and less motivated (Collins, Batten, Ainley & Getty, 1996) . Risk-taking associated with depression and suicide was 4–5 times greater for boys (Collins et al, 1996) .  \nWhile these are important issues, we should not make generalizations about boys’performance, viewing them as a homogeneous group (Alloway, Freebody, Gilbert & Muspratt, 2002; Lingard, Martino, Mills, & Bahr, 2003) . Many boys do share common experiences of ‘being a boy’ in Australian society and are undoubtedly influenced by dominant discourses and images of masculinity. However Collins, Kenway, & McLeod (2000) found that socio-economic status was ","cbCaijjv71eYX1vV","https://ap.wps.com/l/cbCaijjv71eYX1vV","pdf",149203,13,"English","# Introduction\n# Problem of Boys’ Education in Australia\n# Evidence and Guidance from Inquiries\n# Boys Education Lighthouse Schools (BELS) Projects","[{\"question\":\"What is the core purpose of the national project discussed in the paper?\",\"answer\":\"To improve schools’ capacity to educate boys and, in the long term, to enhance learning outcomes for under-performing boys through evidence-based action research and local collaboration.\"},{\"question\":\"How does the paper explain teachers’ roles during knowledge building?\",\"answer\":\"It emphasizes the structures and processes teachers engaged in through daily work, leading to ideas that became shared community property.\"},{\"question\":\"Which patterns of at-risk boys’ education does the paper highlight?\",\"answer\":\"It identifies Aboriginal boys, boys from working-class areas, and boys from homes where the first language is not English as being particularly at risk.\"}]","Learning for Teaching - Building Professional Knowledge on a National Scale | PDF",1792087059,33]