Associate Professor Debra Hayes

BSc(Sydney), PhD(UoN), MA(Macquarie), DipEd(UoN)
Associate Professor, 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’s mainly ethnographic research is located in contexts where there are high levels of poverty and difference. Her research aims to describe the impact of these factors on young people’s educational participation and achievement. She draws upon systems of thinking that focus on the effects of marginalisation to examine how these are constituted by discourse of schooling, in particular teaching practices.

Debra works closely with school and system-based educators in the public system, as well as community-based service providers. During the past five years, she has collaborated with a range of community organisations in inner Sydney to establish and maintain an interest-based approach to learning for young people not attending school, work or training located in a youth service. Debra is a former secondary school science teacher

Research interests

Educational systems: administration, management and leadership

  • Preschool, primary and secondary

Research on teaching and learning

  • Teacher education and professional learning

Social structures, inequalities and social justice

  • Social change

Current research students

Project title Degree Research student
Early career teachers in the new NSWIT regime (Associate Supervisor). PhD Kate KEELEY
Students' constructions of student participation: a participatory ethnography of one school's approach to reform. PhD Eve MAYES
21st Century Leaning: Not just for students, for teachers too! PhD Debra TALBOT

Current projects

  • Jean Blackburn 1919-2001- a biography with Hon A/Prof Craig Campbell
  • Teaching in Timor Leste - narratives of teachers in a post-conflict society, with Dr Antero Benedito da Silva, Universidade Nacional Timor Lorosae
  • School retention through alternative schooling: towards a socially just approach to education (DP120100620).Prof Martin Mills (UQ), Dr Glenda McGregor (Griffith), A/Prof Debra Hayes & A/Prof Kitty Te Riele (VU).This ARC funded Discovery project is concerned with how mainstream schools may become more socially just and inclusive of all young people through an analysis of alternative schools specifically designed for this purpose. Such a concern is critical for lifting school retention rates of marginalised young people and improving practices in all schools.
  • Educational leadership and turnaround literacy pedagogy (LP120100714). A/Prof Robert Hattam (University of South Australia Project), Professor Barbara Comber (QUT) and A/Prof Debra Hayes, in partnership with SA Department of Education and Children's Services.This ARC funded Linkage project will provide new ways of thinking about school reform for improving literacy achievement in high poverty contexts. The project will examine the ways in which new forms of educational leadership are developing in South Australian public schools and its effects on school culture, pedagogy and student literacy learning.

Associations

Selected grants

2012

  • Educational leadership and turnaround literacy pedagogy; Hattam R, Comber B, Hayes D; Australian Research Council (ARC)/Linkage Projects (LP).
  • 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).

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

Download citations: PDF RTF Endnote

Books

  • 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

  • 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 K. Trimmer, A. Black & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research, (pp. 150-167). London: Routledge.
  • Hayes, D., Skattebol, J. (2015). Education and the politics of belonging: Attachments and actions. In J. Wyn & H. Cahill (Eds.), Handbook of children and youth studies, (pp. 517-528). Singapore: Springer.
  • Hayes, D. (2015). Teachers' work in high poverty contexts: Curating repertoires of pedagogical practice. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools. New York: Springer.
  • 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.
  • 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.
  • 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

  • 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.
  • 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.
  • Hayes, D. (2007). ICT and learning: Lessons from Australian classrooms. Computers and 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.
  • 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.
  • Hayes, D. (2006). Telling stories: sustaining improvement in schools operating under adverse conditions. Improving Schools, 9(3), 203-213.
  • 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.
  • Hayes, D., Lingard, B. (2003). Introduction: Rearticulating gender agendas in schooling: an Australian perspective. International Journal of Inclusive Education, 7(1), 1-6.
  • 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.
  • Hayes, D. (2003). Mapping transformations in educational subjectivities: working within and against discourse. International Journal of Inclusive Education, 7(1), 7-18.
  • Lingard, B., Hayes, D., Mills, M. (2003). Teachers and Productive Pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11(3), 399-424.
  • 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.

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.
  • 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.

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 K. Trimmer, A. Black & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research, (pp. 150-167). London: Routledge.
  • Hayes, D., Skattebol, J. (2015). Education and the politics of belonging: Attachments and actions. In J. Wyn & H. Cahill (Eds.), Handbook of children and youth studies, (pp. 517-528). Singapore: Springer.
  • 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. (2015). Teachers' work in high poverty contexts: Curating repertoires of pedagogical practice. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools. New York: Springer.

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.
  • 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.

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.
  • 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.
  • 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 and 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.

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.
  • 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.
  • Hayes, D. (2006). Telling stories: sustaining improvement in schools operating under adverse conditions. Improving Schools, 9(3), 203-213.

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.

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.
  • 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.
  • Hayes, D. (2003). Mapping transformations in educational subjectivities: working within and against discourse. International Journal of Inclusive Education, 7(1), 7-18.
  • Lingard, B., Hayes, D., Mills, M. (2003). Teachers and Productive Pedagogies: contextualising, conceptualising, utilising. Pedagogy, Culture and Society, 11(3), 399-424.

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.
  • 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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