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Optimising Teaching Practice for Boys’ Learning: Implementation of Government Policy into Classroom Practice

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Educational research and Australian government policies have identified the need to address the engagement of boys in learning. This article discusses the evidence-based approach adopted by a large-scale national project, Boys’ Education Lighthouse Schools (BELS), designed to meet both government and school needs. School clusters designed projects that were grounded in strategies that were identified as having a positive impact on boys’ learning. Strategies focused on key areas, such as literacy, role models and mentoring, learning styles and ICT-supported learning environments. School clusters were asked to identify measurable outcomes, and to consider how they would monitor and measure these outcomes in relation to the boys’ learning. In our article, we discuss key policy initiatives that drove the BELS project and explain the evidence-based practice that underpinned the framing of the cluster projects. Three exemplar case studies are presented to provide snapshots of the project in action.

Keywords: Australia; boys’ academic achievement; classroom teaching; gender

Document Type: Research Article


Affiliations: The University of Melbourne

Publication date: 2006-01-01

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