ABSTRACT
In this chapter, the authors discuss two sets of findings that have emerged from the very heart of our research. They are: the dampening of efforts to develop an intellectually challenging curriculum due to the adoption of highly scripted, ritualised literacy teaching; and, in contrast, the potential of some teachers whose practices stand out from their peers to teach ‘against the grain’ of these scripts and to support literacy learning. They also discuss a number of other insights from their research before considering some implications for practice, policy and further research. The authors summarise their findings across the book, including what they learned about poverty and schooling, and about school leadership and its effects on teaching and learning. They propose some key implications for practice for those working in schools, together with implications for policy and for further research. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
