ABSTRACT
This chapter gives an account of a research partnership with an Australian international high school that spanned the Years 2008–2017. Origins of the relationship in early research grants are outlined and the evolving partnership is characterised. The partnership involved staff and school leadership, but importantly also students, in a spiral research design that gave voice to their interests and empowered their influence over teaching and learning. Teacher practices and student learning strategies are reported over the 10-year period. The critical role of school leadership is discussed. There are rich and enduring connections between the way students differentially approached their own learning and their best studied subjects, as well as their attitudes to intelligence. A picture is drawn of a school that is academically successful yet open to change as it continues to evolve its approaches to 21st-century teaching and learning.
