Associate Professor Debra Hayes

BSc(Sydney), PhD(UoN), MA(Macquarie), DipEd(UoN)
Director, Education I-IV Program

A35 - Education Building
The University of Sydney

Telephone +61 2 93516389
Fax +61 2 93514580

Website Contact details

Biographical details

Debra has previously held posts at Griffith University and the University of Technology, Sydney. Her research investigates how schools function in ways that produce inequitable outcomes for some groups of young people. Her mainly ethnographic research includes being ‘embedded’ in sites for extended periods of time. In addition to supervising research higher degree students, Debra works in initial teacher education. She teaches units of study in the sociology of education, research methods, and pedagogical approaches in education. Debra has collaborated with school and system-based educators in the public system, as well as community-based service providers. She is a former secondary school science teacher.

Research interests

Debra’s research is located in contexts where there are high levels of poverty and difference. Her research aims to contribute towards improving the educational participation and achievement of young people who benefit the least from schooling. She draws upon a range of systems of thinking that focus on the effects of marginalisation to examine how these are constituted by schooling practices.

Debra is also wokring with Hon A/Prof Craig Campbell on a biography ofJean Blackburn (1919-2001), one of the key architects of the former Disadvantaged Schools Program that was funded by successive Australian Governments (1974-1996),

Current research students

Project title Research student
An Investigation on Refugee Students' Virtual Peer-Learning Experience in Australia Neriman COSKUN
Rationality & Power in Australian Education Pat NORMAN

Associations

Selected grants

2012

  • School retention through alternative schooling: towards a socially just approach to education; Mills M, McGregor G, Hayes D, Te Riele K; Australian Research Council (ARC)/Discovery Projects (DP).
  • Educational leadership and turnaround literacy pedagogy; Hattam R, Comber B, Hayes D; Australian Research Council (ARC)/Linkage Projects (LP).

2008

  • Longitudinal evaluation of the Leading Quality Professional Learning project; Hayes D, Ewing R, Armstrong A, Anderson J; NSW Department of Education and Training (NSWDET)/Australian Government Quality Teacher Program.

2007

  • Changing schools in changing times: Stabilising and sustaining whole school change in schools serving low-income communities; Hayes D, Te R, Te Riele K, Power K; Australian Research Council (ARC)/Linkage Projects (LP).
  • Linkage 2003 Round Two for funding commencing July 2004 - Changing schools in changing times: Stabil; Hayes D, Dias T.
  • Redesigning schools and school leadership: an Australian comparative case study; Hayes D, Blackmore J; Australian Research Council (ARC)/Discovery Projects (DP).

2005

  • Evaluation of AGQTP Sustaining Professional Learning; Armstrong A, Ewing R, Hayes D, Anderson J; NSW Department of Education and Training (NSWDET)/Research Grant.

Selected publications & creative works

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Books

  • Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R., Thomson, P. (2017). Literacy, leading and learning: Beyond pedagogies of poverty. Abingdon, Oxon and New York: Routledge.
  • Connell, R., Welch, A., Vickers, M., Foley, D., Bagnall, N., Hayes, D., Proctor, H., Sriprakash, A., Campbell, C. (2013). Education, Change and Society: Third Edition. Melbourne, Australia: Oxford University Press.
  • Hayes, D., Mills, M., Christie, P., Lingard, B. (2005). Teachers And Schooling Making A Difference: Productive Pedagogies, Assessment, And Performance. Australia: Allen and Unwin.
  • Lingard, B., Hayes, D., Mills, M., Christie, P. (2003). Leading Learning: making hope practical in schools. United Kingdom: McGraw-Hill International.

Book Chapters

  • Hayes, D. (2016). Teachers' Work in High-Poverty Contexts: Curating Repertoires of Pedagogical Practice. In Jo Lampert, Bruce Burnett (Eds.), Teacher Education for High Poverty Schools, (pp. 211-222). Cham: Springer International Publishing. [More Information]
  • Mills, M., McGregor, G., Hayes, D., te Riele, K. (2015). 'Schools are for us': The importance of distribution, recognition and representation to creating socially just schools. In Karen Trimmer, Alison L. Black, Stewart Riddle (Eds.), Mainstreams, Margins and the Spaces In-between: New possibilities for education research, (pp. 150-167). Abingdon, Oxon: Routledge. [More Information]
  • Hayes, D., Skattebol, J. (2015). Education and the Politics of Belonging: Attachments and Actions. In Johanna Wyn, Helen Cahill (Eds.), Handbook of Children and Youth Studies, (pp. 517-528). Singapore: Springer Science+Business Media. [More Information]
  • Hayes, D. (2011). Negotiated Ethnography: The Possibilities for Practice. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 101-110). New York: Springer. [More Information]
  • Hayes, D. (2011). Reconnecting marginalised youth to learning. In Dorothy Bottrell and Susan Goodwin (Eds.), Schools, Communities and Social Inclusion, (pp. 242-253). South Yarra: Palgrave Macmillan.
  • Hayes, D. (2011). Ways of knowing and teaching: how teachers create valuable learning opportunities (pedagogical capital) by making knowledge the means and not just the ends in classrooms. In J Sefton-Green, P Thomson, K Jones and L Bresler (Eds.), The Routledge International Handbook of Creative Learning, (pp. 200-210). Abingdon, UK: Routledge imprint of Taylor & Francis. [More Information]
  • Hayes, D. (2010). Young People and School. In Connell R, Campbell C, Vickers M, Welch A, Foley D, Bagnall N, Hayes D (Eds.), Education, Change and Society 2nd Ed, (pp. 1-20). South Melbourne: Oxford University Press Australia.
  • Hayes, D. (2009). Pedagogies of place and possibility. In Margaret Somerville, Kerith Power, Phoenix de Carteret (Eds.), Landscapes and Learning: Place Studies for a Global World, (pp. 101-117). Rotterdam: Sense Publishers.
  • Hayes, D. (2003). Getting Rid of the Subject: A Technique for Understanding how Gendered Subjectivities Form and Function in Educational Discourses. In Maria Tamboukou, Stephen J. Ball (Eds.), Dangerous Encounters: Genealogy and Ethnography (Eruptions: New Feminism Across the Disciplines Vol 17) (, (pp. 91-110). Germany: Peter Lang Publishing.

Journals

  • Hayes, D., Doherty, C. (2017). Valuing epistemic diversity in educational research: An agenda for improving research impact and initial teacher education. Australian Educational Researcher, 44(2), 123-139. [More Information]
  • Mills, M., McGregor, G., Baroutsis, A., te Riele, K., Hayes, D. (2016). Alternative education and social justice: considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100-115. [More Information]
  • Skattebol, J., Hayes, D. (2016). Cracking with affect: Relationality in young people’s movements in and out of mainstream schooling. Critical Studies in Education, 57(1), 6-20. [More Information]
  • Baroutsis, A., Mills, M., McGregor, G., te Riele, K., Hayes, D. (2016). Student voice and the community forum: finding ways of 'being heard' at an alternative school for disenfranchised young people. British Educational Research Journal, 42(3), 438-453. [More Information]
  • Talbot, D., Hayes, D. (2016). Teachers' experiences of re-engaging disenfranchised young people in learning through inquiry-based pedagogies: A phenomenographic study. International Journal of Child, Youth and Family Studies, 7(2), 257-274. [More Information]
  • McGregor, G., Mills, M., te Riele, K., Hayes, D. (2015). Excluded from school: Getting a second chance at a 'meaningful' education. International Journal of Inclusive Education, 19(6), 608-625. [More Information]
  • Hayes, D. (2013). Customization in schooling markets: The relationship between curriculum and pedagogy in a 'pop-up' learning project, and the epistemic opportunities afforded by students' interests and backgrounds. International Journal on School Disaffection, 10(2), 3-22.
  • Hayes, D. (2012). Re-engaging marginalised young people in learning: the contribution of informal learning and community-based collaborations. Journal of Education Policy, 27(5), 641-653. [More Information]
  • Hayes, D. (2011). Redesigning pedagogical practices: New designs for new landscapes. Pedagogies: an international journal, 6(4), 347-358. [More Information]
  • Mitchell, J., Hayes, D., Mills, M. (2010). Crossing school and university boundaries to reshape professional learning and research practices. Professional Development in Education, 36(3), 491-509. [More Information]
  • Hayes, D. (2009). Co-opting the market in support of young people who are not well served by school: Service-based innovation in high poverty and high difference contexts. Curriculum Perspectives, 29(1), 69-75.
  • Hayes, D., Johnston, K., King, A. (2009). Creating enabling classroom practices in high poverty contexts: the disruptive possibilities of looking in classrooms. Pedagogy, Culture and Society, 17(3), 251-264. [More Information]
  • Hayes, D., Johnston, K., Morris, K., Power, K., Roberts, D. (2009). Difficult dialogue: Conversations with Aboriginal parents and caregivers. The Australian Journal of Indigenous Education, 38, 55-64. [More Information]
  • Johnston, K., Hayes, D. (2008). "This is as good as it gets": Classroom lessons and learning in challenging circumstances. Australian Journal of Language and Literacy, 31(2), 109-127. [More Information]
  • Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385-395. [More Information]
  • Hayes, D. (2007). Social background and academic achievement. Principal Matters, 71, 12-14.
  • Johnston, K., Hayes, D. (2007). Supporting student success at school through teacher professional learning:the pedagogy of disrupting the default modes of schooling. International Journal of Inclusive Education, 11(3), 371-381. [More Information]
  • Lingard, B., Mills, M., Hayes, D. (2006). Enabling and aligning assessment for learning: some research and policy lessons from Queensland. International Studies in Sociology of Education, 16(2), 83-103. [More Information]
  • Hayes, D. (2006). Making all the flashy stuff actually work: the role of the principal in ICT integration. Cambridge Journal of Education, 36(4), 565-578. [More Information]
  • Hayes, D., Chodkiewicz, A. (2006). School-community links: supporting learning in the middle years. Research Papers in Education, 21(1), 3-18. [More Information]
  • Hayes, D. (2006). Telling stories: sustaining improvement in schools operating under adverse conditions. Improving Schools, 9(3), 203-213. [More Information]
  • Hayes, D. (2005). Amplifying Learning through Sites of Pedagogical Practice: a possible effect of working with disciplinary technologies in schools operating under adverse conditions. Journal of In-Service Education, 31(4), 683-696.
  • Hayes, D., Christie, P., Mills, M., Lingard, B. (2004). Productive leaders and productive leadership: Schools as learning organisations. Journal of Educational Administration, 42(5), 520-538. [More Information]
  • Hayes, D., Lingard, B. (2003). Introduction: Rearticulating gender agendas in schooling: an Australian perspective. International Journal of Inclusive Education, 7(1), 1-6. [More Information]
  • Hayes, D. (2003). Making Learning an Effect of Schooling: aligning curriculum, assessment and pedagogy. Discourse: studies in the cultural politics of education, 24(2), 225-245. [More Information]
  • Hayes, D. (2003). Mapping transformations in educational subjectivities: working within and against discourse. International Journal of Inclusive Education, 7(1), 7-18. [More Information]
  • Lingard, B., Hayes, D., Mills, M. (2003). Teachers and Productive Pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11(3), 399-424. [More Information]
  • Lingard, B., Hayes, D., Mills, M. (2002). Developments in school-based management: The specific case of Queensland, Australia. Journal of Educational Administration, 40(1), 6-30. [More Information]

Conferences

  • Mitchell, J., Hayes, D., Mills, M. (2006). Crossing school and university boundaries as part of professional learning: an Australian case study. American Education Research Association Annual Meeting AERA 2006, USA: American Educational Research Association. [More Information]
  • Hayes, D. (2003). Leading technologies: a mid-term analysis of a longitudinal study into the integration of learning technologies in NSW public schools. Joint Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education (AARE).
  • Hayes, D., Yates, L. (2002). What does 'enhanced learning through computer-based technologies' actually look like? Australian Association for Research in Education Annual Conference: AARE 2002, Australia: Australian Association for Research in Education (AARE).

Report

  • Kerkham, L., Hattam, R., Comber, B., Hayes, D., Lucas, B. (2013). Towards a new narrative of leadership for literacy: Challenges and opportunities. Phase 1 Educational Leadership and Turnaround Literacy Pedagogies Research Project Report.
  • Hayes, D. (2011). Glebe Pathways Project: Evaluation of program design and outcomes October 2009 – April 2011.
  • Hayes, D., Bottrell, D. (2009). Glebe Youth Service education program for marginalised youth - a briefing paper.
  • Hayes, D., Johnston, K., Morris, K., Roberts, D., Power, K. (2008). Making contact: conversations with Aboriginal Parents and Caregivers.
  • Hayes, D., Yates, Y., Alexander, S., Blackwell, S., Anderson, S., Harriman, S., Dwyer, J. (2005). The E.ffects Project Report: What happens when schools take on technology. Longitudinal case-studies of the form and effects of ICT integration across a range of NSW public schools.
  • Chodkiewicz, A., Hayes, D. (2003). Beyond the school fence: School- community links in the middle years.

Research Reports

  • Hayes, D., Down, B., Talbot, D., Choules, K. (2013). Big Picture Education Australia: Experiences of students, parents/carers & Teachers, (pp. 4 - 59). Sydney, Australia: The University of Sydney.
  • Hayes, D., Ewing, R., Armstrong, A., Anderson, J., Wheeler, M., Smith, D., Duncan, D. (2009). Leading Quality Professional Learning: Final report and evaluation overview, (pp. 4 - 75). Sydney, Australia: The University of Sydney.

2017

  • Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R., Thomson, P. (2017). Literacy, leading and learning: Beyond pedagogies of poverty. Abingdon, Oxon and New York: Routledge.
  • Hayes, D., Doherty, C. (2017). Valuing epistemic diversity in educational research: An agenda for improving research impact and initial teacher education. Australian Educational Researcher, 44(2), 123-139. [More Information]

2016

  • Mills, M., McGregor, G., Baroutsis, A., te Riele, K., Hayes, D. (2016). Alternative education and social justice: considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100-115. [More Information]
  • Skattebol, J., Hayes, D. (2016). Cracking with affect: Relationality in young people’s movements in and out of mainstream schooling. Critical Studies in Education, 57(1), 6-20. [More Information]
  • Baroutsis, A., Mills, M., McGregor, G., te Riele, K., Hayes, D. (2016). Student voice and the community forum: finding ways of 'being heard' at an alternative school for disenfranchised young people. British Educational Research Journal, 42(3), 438-453. [More Information]
  • Talbot, D., Hayes, D. (2016). Teachers' experiences of re-engaging disenfranchised young people in learning through inquiry-based pedagogies: A phenomenographic study. International Journal of Child, Youth and Family Studies, 7(2), 257-274. [More Information]
  • Hayes, D. (2016). Teachers' Work in High-Poverty Contexts: Curating Repertoires of Pedagogical Practice. In Jo Lampert, Bruce Burnett (Eds.), Teacher Education for High Poverty Schools, (pp. 211-222). Cham: Springer International Publishing. [More Information]

2015

  • Mills, M., McGregor, G., Hayes, D., te Riele, K. (2015). 'Schools are for us': The importance of distribution, recognition and representation to creating socially just schools. In Karen Trimmer, Alison L. Black, Stewart Riddle (Eds.), Mainstreams, Margins and the Spaces In-between: New possibilities for education research, (pp. 150-167). Abingdon, Oxon: Routledge. [More Information]
  • Hayes, D., Skattebol, J. (2015). Education and the Politics of Belonging: Attachments and Actions. In Johanna Wyn, Helen Cahill (Eds.), Handbook of Children and Youth Studies, (pp. 517-528). Singapore: Springer Science+Business Media. [More Information]
  • McGregor, G., Mills, M., te Riele, K., Hayes, D. (2015). Excluded from school: Getting a second chance at a 'meaningful' education. International Journal of Inclusive Education, 19(6), 608-625. [More Information]

2013

  • Hayes, D., Down, B., Talbot, D., Choules, K. (2013). Big Picture Education Australia: Experiences of students, parents/carers & Teachers, (pp. 4 - 59). Sydney, Australia: The University of Sydney.
  • Hayes, D. (2013). Customization in schooling markets: The relationship between curriculum and pedagogy in a 'pop-up' learning project, and the epistemic opportunities afforded by students' interests and backgrounds. International Journal on School Disaffection, 10(2), 3-22.
  • Connell, R., Welch, A., Vickers, M., Foley, D., Bagnall, N., Hayes, D., Proctor, H., Sriprakash, A., Campbell, C. (2013). Education, Change and Society: Third Edition. Melbourne, Australia: Oxford University Press.
  • Kerkham, L., Hattam, R., Comber, B., Hayes, D., Lucas, B. (2013). Towards a new narrative of leadership for literacy: Challenges and opportunities. Phase 1 Educational Leadership and Turnaround Literacy Pedagogies Research Project Report.

2012

  • Hayes, D. (2012). Re-engaging marginalised young people in learning: the contribution of informal learning and community-based collaborations. Journal of Education Policy, 27(5), 641-653. [More Information]

2011

  • Hayes, D. (2011). Glebe Pathways Project: Evaluation of program design and outcomes October 2009 – April 2011.
  • Hayes, D. (2011). Negotiated Ethnography: The Possibilities for Practice. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 101-110). New York: Springer. [More Information]
  • Hayes, D. (2011). Reconnecting marginalised youth to learning. In Dorothy Bottrell and Susan Goodwin (Eds.), Schools, Communities and Social Inclusion, (pp. 242-253). South Yarra: Palgrave Macmillan.
  • Hayes, D. (2011). Redesigning pedagogical practices: New designs for new landscapes. Pedagogies: an international journal, 6(4), 347-358. [More Information]
  • Hayes, D. (2011). Ways of knowing and teaching: how teachers create valuable learning opportunities (pedagogical capital) by making knowledge the means and not just the ends in classrooms. In J Sefton-Green, P Thomson, K Jones and L Bresler (Eds.), The Routledge International Handbook of Creative Learning, (pp. 200-210). Abingdon, UK: Routledge imprint of Taylor & Francis. [More Information]

2010

  • Mitchell, J., Hayes, D., Mills, M. (2010). Crossing school and university boundaries to reshape professional learning and research practices. Professional Development in Education, 36(3), 491-509. [More Information]
  • Hayes, D. (2010). Young People and School. In Connell R, Campbell C, Vickers M, Welch A, Foley D, Bagnall N, Hayes D (Eds.), Education, Change and Society 2nd Ed, (pp. 1-20). South Melbourne: Oxford University Press Australia.

2009

  • Hayes, D. (2009). Co-opting the market in support of young people who are not well served by school: Service-based innovation in high poverty and high difference contexts. Curriculum Perspectives, 29(1), 69-75.
  • Hayes, D., Johnston, K., King, A. (2009). Creating enabling classroom practices in high poverty contexts: the disruptive possibilities of looking in classrooms. Pedagogy, Culture and Society, 17(3), 251-264. [More Information]
  • Hayes, D., Johnston, K., Morris, K., Power, K., Roberts, D. (2009). Difficult dialogue: Conversations with Aboriginal parents and caregivers. The Australian Journal of Indigenous Education, 38, 55-64. [More Information]
  • Hayes, D., Bottrell, D. (2009). Glebe Youth Service education program for marginalised youth - a briefing paper.
  • Hayes, D., Ewing, R., Armstrong, A., Anderson, J., Wheeler, M., Smith, D., Duncan, D. (2009). Leading Quality Professional Learning: Final report and evaluation overview, (pp. 4 - 75). Sydney, Australia: The University of Sydney.
  • Hayes, D. (2009). Pedagogies of place and possibility. In Margaret Somerville, Kerith Power, Phoenix de Carteret (Eds.), Landscapes and Learning: Place Studies for a Global World, (pp. 101-117). Rotterdam: Sense Publishers.

2008

  • Johnston, K., Hayes, D. (2008). "This is as good as it gets": Classroom lessons and learning in challenging circumstances. Australian Journal of Language and Literacy, 31(2), 109-127. [More Information]
  • Hayes, D., Johnston, K., Morris, K., Roberts, D., Power, K. (2008). Making contact: conversations with Aboriginal Parents and Caregivers.

2007

  • Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385-395. [More Information]
  • Hayes, D. (2007). Social background and academic achievement. Principal Matters, 71, 12-14.
  • Johnston, K., Hayes, D. (2007). Supporting student success at school through teacher professional learning:the pedagogy of disrupting the default modes of schooling. International Journal of Inclusive Education, 11(3), 371-381. [More Information]

2006

  • Mitchell, J., Hayes, D., Mills, M. (2006). Crossing school and university boundaries as part of professional learning: an Australian case study. American Education Research Association Annual Meeting AERA 2006, USA: American Educational Research Association. [More Information]
  • Lingard, B., Mills, M., Hayes, D. (2006). Enabling and aligning assessment for learning: some research and policy lessons from Queensland. International Studies in Sociology of Education, 16(2), 83-103. [More Information]
  • Hayes, D. (2006). Making all the flashy stuff actually work: the role of the principal in ICT integration. Cambridge Journal of Education, 36(4), 565-578. [More Information]
  • Hayes, D., Chodkiewicz, A. (2006). School-community links: supporting learning in the middle years. Research Papers in Education, 21(1), 3-18. [More Information]
  • Hayes, D. (2006). Telling stories: sustaining improvement in schools operating under adverse conditions. Improving Schools, 9(3), 203-213. [More Information]

2005

  • Hayes, D. (2005). Amplifying Learning through Sites of Pedagogical Practice: a possible effect of working with disciplinary technologies in schools operating under adverse conditions. Journal of In-Service Education, 31(4), 683-696.
  • Hayes, D., Mills, M., Christie, P., Lingard, B. (2005). Teachers And Schooling Making A Difference: Productive Pedagogies, Assessment, And Performance. Australia: Allen and Unwin.
  • Hayes, D., Yates, Y., Alexander, S., Blackwell, S., Anderson, S., Harriman, S., Dwyer, J. (2005). The E.ffects Project Report: What happens when schools take on technology. Longitudinal case-studies of the form and effects of ICT integration across a range of NSW public schools.

2004

  • Hayes, D., Christie, P., Mills, M., Lingard, B. (2004). Productive leaders and productive leadership: Schools as learning organisations. Journal of Educational Administration, 42(5), 520-538. [More Information]

2003

  • Chodkiewicz, A., Hayes, D. (2003). Beyond the school fence: School- community links in the middle years.
  • Hayes, D. (2003). Getting Rid of the Subject: A Technique for Understanding how Gendered Subjectivities Form and Function in Educational Discourses. In Maria Tamboukou, Stephen J. Ball (Eds.), Dangerous Encounters: Genealogy and Ethnography (Eruptions: New Feminism Across the Disciplines Vol 17) (, (pp. 91-110). Germany: Peter Lang Publishing.
  • Hayes, D., Lingard, B. (2003). Introduction: Rearticulating gender agendas in schooling: an Australian perspective. International Journal of Inclusive Education, 7(1), 1-6. [More Information]
  • Lingard, B., Hayes, D., Mills, M., Christie, P. (2003). Leading Learning: making hope practical in schools. United Kingdom: McGraw-Hill International.
  • Hayes, D. (2003). Leading technologies: a mid-term analysis of a longitudinal study into the integration of learning technologies in NSW public schools. Joint Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education: NZARE/AARE 2003, Australian: Australian Association for Research in Education (AARE).
  • Hayes, D. (2003). Making Learning an Effect of Schooling: aligning curriculum, assessment and pedagogy. Discourse: studies in the cultural politics of education, 24(2), 225-245. [More Information]
  • Hayes, D. (2003). Mapping transformations in educational subjectivities: working within and against discourse. International Journal of Inclusive Education, 7(1), 7-18. [More Information]
  • Lingard, B., Hayes, D., Mills, M. (2003). Teachers and Productive Pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11(3), 399-424. [More Information]

2002

  • Lingard, B., Hayes, D., Mills, M. (2002). Developments in school-based management: The specific case of Queensland, Australia. Journal of Educational Administration, 40(1), 6-30. [More Information]
  • Hayes, D., Yates, L. (2002). What does 'enhanced learning through computer-based technologies' actually look like? Australian Association for Research in Education Annual Conference: AARE 2002, Australia: Australian Association for Research in Education (AARE).

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