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en émergence  \nThérèse Laferrière, Mireia Montané, Begona Gros, Isabel Alvarez, Merce Bernaus, Alain Breuleux, Stéphane Allaire, Christine Hamel, and Mary Lamon  \nAuthors  \nThérèse Laferrière, Professor, Faculty of Education, Laval University, Québec, QC, Canada. Correspondence regarding this article can be sent to [tlaf@fse.ulaval.ca](tlaf@fse.ulaval.ca)  \nMireia Montané, Ministry of Education, Catalunya, Spain Begona Gros , University of Barcelona, Spain  \nIsabel Alvarez, University Autonome of Barcelona, Spain Merce Bernaus, University Autonome of Barcelona, Spain Alain Breuleux, McGill University, Quebec  \nStéphane Allaire, Université du Québec à Chicoutimi, Québec Christine Hamel, Laval University, Québec  \nMary Lamon, Lamon Consulting, Toronto, Ontario  \nAbstract  \nKnowledge Building is approached in this study from an organizational perspective, with a focus on the nature of school-­‐university-­‐government partnerships to support researchbased educational innovation. The paper starts with an overview of what is known about effective partnerships and elaborates a conceptual framework for Knowledge Building partnerships based on a review of literature and two case studies of school-­‐universitygovernment partnerships. In one case, a Ministry of Education wanted to bring more vitality into schools of small remote villages, and in the other case another Ministry of Education wanted to renew its school-­‐based international cooperation profile. Emerging from this work is a three-­‐component model for going to scale with Knowledge Building partnerships: Knowledge Building as a shared vision; symmetric knowledge advancement; and multi-­‐level, research-­‐based innovation. Characteristics of, and conditions for, effective partnerships for Knowledge Building are elaborated, and an emerging model is developed to help communities establish effective partnerships and contribute to this evolving model.  \nRésumé  \nLa coélaboration de connaissances est étudiée dans une perspective organisationnelleen mettant l'accent sur la nature des partenariats entre l'école, l'université et le  \ngouvernement afin de soutenir l'innovation en éducation. L’article présente un aperçude ce qui est connu des partenariats qui fonctionnent et il élabore un cadre conceptuel portant sur les partenariats en coélaboration de connaissances basé sur une analyse documentaire et deux cas de partenariats. Dans le premier cas, le ministère del’Éducation voulait dynamiser des écoles de petits villages éloignés, et dans le deuxième cas, un autre ministère de l’Éducation souhaitait renouveler le profil coopératif international d’une école. Ce qui ressort de cette étude est un modèle en trois parties :  \nla coélaboration de connaissances en tant que vision partagée, l’avancement symétrique des connaissances et l’innovation à niveaux multiples fondée sur la recherche. Lescaractéristiques et les conditions pour des partenariats efficaces sont donc développées, et un nouveau modèle émergent est proposé pour aider les communautés à établir des partenariats gagnants et à contribuer à ce modèle en évolution.  \nPartnerships for Knowledge Building: An Emerging Model  \nKnowledge Building is a collaborative effort directed towards creating and improving ideas. Ideally, ideas get out into the whole community in a form that allows the community to identify problems of understanding, to gather and critique information from authoritative sources, and to create theories, explanations, historical accounts, novel problem formulations, and solutions. Can schools operate as knowledge-­‐creating organizations or are they bound to their role as knowledge-­‐telling organizations? Researchers within the Institute for Knowledge Innovation and Technology ([www.ikit.org](www.ikit.org)) are addressing that question; the work reported here is part of that larger effort.  \nKnow","cbCaikT2PxUdlMbj","https://ap.wps.com/l/cbCaikT2PxUdlMbj","pdf",282490,"English","# Abstract\n## Organizational perspective on partnerships\n## Conceptual framework and case studies\n## Three-component scaling model\n## Conditions for effective Knowledge Building partnerships","[{\"question\":\"What perspective does the study use to approach Knowledge Building partnerships?\",\"answer\":\"The study takes an organizational perspective, focusing on the nature of partnerships among schools, universities, and governments to support research-based educational innovation.\"},{\"question\":\"What are the three components of the emerging model for scaling Knowledge Building partnerships?\",\"answer\":\"The model consists of Knowledge Building as a shared vision, symmetric knowledge advancement, and multi-level, research-based innovation.\"},{\"question\":\"How are effective partnerships supported and evaluated in the study?\",\"answer\":\"The paper elaborates on characteristics and conditions for effective partnerships by drawing on a literature review and two case studies of school-university-government partnerships.\"}]","Partnerships for Knowledge Building - An Emerging Model | PDF",1792087081]