Action learning in schools : reframing teachers' professional learning and development / Peter Aubusson, Robyn Ewing and Garry Hoban.

Includes bibliographical references and index.

1. Our remedies oft in ourselves do lie : introduction -- 2. Positioning action learning -- 3. Enabling action learning : getting started -- 4. The dynamics of action learning -- 5. Community -- 6. Facilitating action learning : the academic partner's role -- 7. Gathering and learning from evidence -- 8. Ethical action learning -- 9. Sustaining professional learning through action learning -- 10. Epilogue : extending action learning.

This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authors' research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors provide practical advice on how to initiate and sustain action learning. They explain the interaction between action learning, teacher development, professional learning, community building, leadership and change. They illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, "Action Learning in Schools" provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives.