Education issues feature almost daily in print media online on the radio and on television much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the âeducation revolutionâ in Australia. Drawing on 500 interviews conducted over a four period with the Principal parents teachers and students at a regional low SES school this book challenges the profile of one school as represented on the âMy Schoolâ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context before exploring topics including leadership and management student behaviour constructs of the âgood teacherâ the involvement of parents in school and the âdigital revolutionâ. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia which examines the impact of the âeducation revolutionâ on the Principal parents teachers and students. It comprehensively challenges the official âMy Schoolâ representation of a low SES school and will appeal to researchers in education as well as those involved in postgraduate teacher education and sociology courses both from Australia and internationally. . Language: English