From macro to micro: One model of implementing government policy into classroom practice

Year: 2005

Author: Thompson, Jean, Imms, Wesley, Godinho, Sally

Type of paper: Abstract refereed

Educational research and government policies have identified the need to address the engagement of boys in learning. Consequently, improving learning outcomes for boys involves several key strategies: those aimed at ensuring that boys are at school and actively engaged in learning, and those aimed at enhancing effective pedagogies by ensuring lesson content is relevant for boys and consistent with their preferred learning styles.

Of interest to this conference is the method of implementing such directions in a project that encompasses over 350 schools nationally. The DEST-funded Boys' Education Lighthouse School Stage 2 (BELS) Project has implemented an evidence-based approach that has enabled government, school administrators, teachers, boys and members of the wider community to develop quality strategies that allow for measurable outcomes and community ownership in areas such as literacy, gender and role models, learning styles, numeracy, ICT-supported learning, social competencies, and home and school partnerships. This presentation will use the BELS project to illustrate large-scale implementation of government policy that seeks to improve learning outcomes for boys in a wide variety of classrooms.