Debra Hayes is an Associate Professor in the Faculty of Education and Social Work, as the University of Sydney. She is a co-author of Teachers and Schooling Making a Difference: Productive Pedagogies, Assessment & Performance (Allen & Unwin, 2006), and Leading Learning: Making Hope Practical in Schools (Open University Press, 2003). She is a former secondary school science teacher.Robert Hattam is an Associate Professor in the School of Education at the University of South Australia. He has been involved in book projects with others that include: Schooling for a Fair Go, Teachers' Work in a Globalising Economy, Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School, Connecting Lives and Learning, and Pedagogies for Reconciliation.Barbara Comber is a Research Professor in the School of Education at the University of South Australia. Her research interests include teachers' work, critical literacy and social justice. She has conducted longitudinal ethnographic case studies and collaborative action research with teachers working in high poverty and culturally diverse communities. Her research examines the kinds of teaching that make a difference to young people's literacy learning trajectories and what gets in the way. She recently published Literacy, place and pedagogies of possibility (Comber, 2016).Lyn Kerkham is a research associate and teacher in the School of Education, University of South Australia. Recent publications include 'Literacy, sustainability and landscapes for learning' in Nichols, S & Snowdon, C (Eds) (2016) Languages and Literacies as Mobile and Placed Resources and a co-authored chapter, ‘Literacy leadership and accountability practices: holding onto ethics in ways that count’ in Lingard,B., Thomson, G. & Sellar, S. (2016) National Testing in Schools: An Australian assessment. She is a former primary school teacher.Ruth Lupton is a Professor of Education at the Manchester Institute of Education, University of Manchester, England. She was formerly Deputy Director at the Centre for Analysis of Social Exclusion at the London School of Economics. She is the author of Poverty Street: The Dynamics of Neighbourhood Decline and Renewal, and numerous papers on the subject of school context and its effect on school practice.Pat Thomson is a former school principal in disadvantaged schools in South Australia. Now in England at the University of Nottingham, her research focuses on arts, creativity and school and community change, and academic writing and doctoral education. Her most recent books are Educational leadership and Pierre Bourdieu (Routledge November 2016), Place based methods for researching schools, with Christine Hall (Bloomsbury, November 2016) and Detox your writing: Strategies for doctoral researchers with Barbara Kamler (Routledge, 2016). She blogs at patthomson.net.

• Lists of figures, maps, tables or casesSeries Editor IntroductionAcknowledgementsList of abbreviationsAbout the AuthorsIntroductionChapter 1. Poverty NowChapter 2. Studying SchoolsChapter 3. Educational Leadership Practices: Making and Remaking the SchoolChapter 4. Uncommon PedagogiesChapter 5. Common Pedagogies: Missed Opportunities and Unmet HopesChapter 6. Supporting Children’s Literacy Learning at School and Home: Analysing the Effects of DiscourseChapter 7. ‘We Can Make a Difference’: Educational Leadership Practices for Literacy LearningAppendix A

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Debra Hayes is an Associate Professor in the Faculty of Education and Social Work, as the University of Sydney. She is a co-author of Teachers and Schooling Making a Difference: Productive Pedagogies, Assessment & Performance (Allen & Unwin, 2006), and Leading Learning: Making Hope Practical in Schools (Open University Press, 2003). She is a former secondary school science teacher.Robert Hattam is an Associate Professor in the School of Education at the University of South Australia. He has been involved in book projects with others that include: Schooling for a Fair Go, Teachers' Work in a Globalising Economy, Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School, Connecting Lives and Learning, and Pedagogies for Reconciliation.Barbara Comber is a Research Professor in the School of Education at the University of South Australia. Her research interests include teachers' work, critical literacy and social justice. She has conducted longitudinal ethnographic case studies and collaborative action research with teachers working in high poverty and culturally diverse communities. Her research examines the kinds of teaching that make a difference to young people's literacy learning trajectories and what gets in the way. She recently published Literacy, place and pedagogies of possibility (Comber, 2016).Lyn Kerkham is a research associate and teacher in the School of Education, University of South Australia. Recent publications include 'Literacy, sustainability and landscapes for learning' in Nichols, S & Snowdon, C (Eds) (2016) Languages and Literacies as Mobile and Placed Resources and a co-authored chapter, ‘Literacy leadership and accountability practices: holding onto ethics in ways that count’ in Lingard,B., Thomson, G. & Sellar, S. (2016) National Testing in Schools: An Australian assessment. She is a former primary school teacher.Ruth Lupton is a Professor of Education at the Manchester Institute of Education, University of Manchester, England. She was formerly Deputy Director at the Centre for Analysis of Social Exclusion at the London School of Economics. She is the author of Poverty Street: The Dynamics of Neighbourhood Decline and Renewal, and numerous papers on the subject of school context and its effect on school practice.Pat Thomson is a former school principal in disadvantaged schools in South Australia. Now in England at the University of Nottingham, her research focuses on arts, creativity and school and community change, and academic writing and doctoral education. Her most recent books are Educational leadership and Pierre Bourdieu (Routledge November 2016), Place based methods for researching schools, with Christine Hall (Bloomsbury, November 2016) and Detox your writing: Strategies for doctoral researchers with Barbara Kamler (Routledge, 2016). She blogs at patthomson.net.

• Lists of figures, maps, tables or casesSeries Editor IntroductionAcknowledgementsList of abbreviationsAbout the AuthorsIntroductionChapter 1. Poverty NowChapter 2. Studying SchoolsChapter 3. Educational Leadership Practices: Making and Remaking the SchoolChapter 4. Uncommon PedagogiesChapter 5. Common Pedagogies: Missed Opportunities and Unmet HopesChapter 6. Supporting Children’s Literacy Learning at School and Home: Analysing the Effects of DiscourseChapter 7. ‘We Can Make a Difference’: Educational Leadership Practices for Literacy LearningAppendix A

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Debra Hayes is an Associate Professor in the Faculty of Education and Social Work, as the University of Sydney. She is a co-author of Teachers and Schooling Making a Difference: Productive Pedagogies, Assessment & Performance (Allen & Unwin, 2006), and Leading Learning: Making Hope Practical in Schools (Open University Press, 2003). She is a former secondary school science teacher.Robert Hattam is an Associate Professor in the School of Education at the University of South Australia. He has been involved in book projects with others that include: Schooling for a Fair Go, Teachers' Work in a Globalising Economy, Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School, Connecting Lives and Learning, and Pedagogies for Reconciliation.Barbara Comber is a Research Professor in the School of Education at the University of South Australia. Her research interests include teachers' work, critical literacy and social justice. She has conducted longitudinal ethnographic case studies and collaborative action research with teachers working in high poverty and culturally diverse communities. Her research examines the kinds of teaching that make a difference to young people's literacy learning trajectories and what gets in the way. She recently published Literacy, place and pedagogies of possibility (Comber, 2016).Lyn Kerkham is a research associate and teacher in the School of Education, University of South Australia. Recent publications include 'Literacy, sustainability and landscapes for learning' in Nichols, S & Snowdon, C (Eds) (2016) Languages and Literacies as Mobile and Placed Resources and a co-authored chapter, ‘Literacy leadership and accountability practices: holding onto ethics in ways that count’ in Lingard,B., Thomson, G. & Sellar, S. (2016) National Testing in Schools: An Australian assessment. She is a former primary school teacher.Ruth Lupton is a Professor of Education at the Manchester Institute of Education, University of Manchester, England. She was formerly Deputy Director at the Centre for Analysis of Social Exclusion at the London School of Economics. She is the author of Poverty Street: The Dynamics of Neighbourhood Decline and Renewal, and numerous papers on the subject of school context and its effect on school practice.Pat Thomson is a former school principal in disadvantaged schools in South Australia. Now in England at the University of Nottingham, her research focuses on arts, creativity and school and community change, and academic writing and doctoral education. Her most recent books are Educational leadership and Pierre Bourdieu (Routledge November 2016), Place based methods for researching schools, with Christine Hall (Bloomsbury, November 2016) and Detox your writing: Strategies for doctoral researchers with Barbara Kamler (Routledge, 2016). She blogs at patthomson.net.

• Lists of figures, maps, tables or casesSeries Editor IntroductionAcknowledgementsList of abbreviationsAbout the AuthorsIntroductionChapter 1. Poverty NowChapter 2. Studying SchoolsChapter 3. Educational Leadership Practices: Making and Remaking the SchoolChapter 4. Uncommon PedagogiesChapter 5. Common Pedagogies: Missed Opportunities and Unmet HopesChapter 6. Supporting Children’s Literacy Learning at School and Home: Analysing the Effects of DiscourseChapter 7. ‘We Can Make a Difference’: Educational Leadership Practices for Literacy LearningAppendix A

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