ABSTRACT
The Fair Go Program of research has worked extensively on identifying those practices which exemplary teachers in schools in high-poverty communities pursue in order to achieve strong student engagement. The deep learning referred to by Johnston and Hayes and Kemmis speaks to issues of sustainability. Teachers were to be part of ‘an intellectual community of inquiry’, engaging in action research as ‘theorised practice’. The chapter argues that teacher professional development that is enacted through collaborative teacher-research is a key enabling condition for successful pedagogical change in schools – and that such development needs to be strategically central to the work of schools in high-poverty communities. Duncan-Andrade and Morrell found changes to urban youth education provided their young people with a reason to invest in education.
