The Relationship Between Distributed Leadership and Action Learning in Schools: A Case Study
Teachers’ professional learning has been shown to be fundamental to successful teaching, student achievement and successful schools (Hattie, 2003, 2007; Dinham, 2007a, 2008b). In recent times there has been a movement away from traditional approaches to teachers’ professional learning towards more decentralised, contextualised forms of learning. (Dinham, 2007a).
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