Debra Hayes

Creating enabling classroom practices in high poverty contexts: The disruptive possibilities of looking in classrooms

Publisher: Informa UK Limited

Date: 10-2009

DOI: 10.1080/14681360903194293

Re-engaging marginalised young people in learning: The contribution of informal learning and community-based collaborations

Publisher: Informa UK Limited

Date: 09-2012

DOI: 10.1080/02680939.2012.710018

ICT and learning: Lessons from Australian classrooms

Publisher: Elsevier BV

Date: 09-2007

DOI: 10.1016/J.COMPEDU.2005.09.003

Productive leaders and productive leadership: Schools as learning organisations

Publisher: Emerald

Date: 10-2004

DOI: 10.1108/09578230410554043

Abstract: This paper draws on a three‐year study of 24 schools involving classroom observations and interviews with teachers and principals. Through an examination of three cases, sets of leadership practices that focus on the learning of both students and teachers are described. This set of practices is called productive leadership and how these practices are dispersed among productive leaders in three schools is described. This form of leadership supports the achievement of both academic and social outcomes through a focus on pedagogy, a culture of care and related organizational processes. The concepts of learning organisations and teacher professional learning communities as ways of framing relationships in schools, in which ongoing teacher learning is complementary to student learning, are espoused.

Crossing school and university boundaries to reshape professional learning and research practices

Publisher: Informa UK Limited

Date: 09-2010

DOI: 10.1080/19415250903126050

Excluded from school: getting a second chance at a ‘meaningful’ education

Publisher: Informa UK Limited

Date: 28-10-2014

DOI: 10.1080/13603116.2014.961684

Supporting student success at school through teacher professional learning: The pedagogy of disrupting the default modes of schooling

Publisher: Informa UK Limited

Date: 05-2007

DOI: 10.1080/13603110701240666

Introduction: Rearticulating gender agendas in schooling: an Australian perspective

Publisher: Informa UK Limited

Date: 03-2003

DOI: 10.1080/13603110210143608

Mapping transformations in educational subjectivities: working within and against discourse

Publisher: Informa UK Limited

Date: 03-2003

DOI: 10.1080/13603110210143617

Making all the flashy stuff work: The role of the principal in ICT integration

Publisher: Informa UK Limited

Date: 12-2006

DOI: 10.1080/03057640601049256

Redesigning pedagogical practices: New designs for new landscapes

Publisher: Informa UK Limited

Date: 09-09-2011

DOI: 10.1080/1554480X.2011.604905

Valuing epistemic diversity in educational research: an agenda for improving research impact and initial teacher education

Publisher: Springer Science and Business Media LLC

Date: 27-01-2017

DOI: 10.1007/S13384-016-0224-5

University Of Sydney

Location: Australia

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Discovery Projects - Grant ID: DP0771591

Start Date: 05-2007

End Date: 12-2012

Amount: $210,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP120100620

Start Date: 2012

End Date: 12-2016

Amount: $287,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0454879

Start Date: 2004

End Date: 06-2010

Amount: $135,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP0454897

Start Date: 02-2005

End Date: 08-2007

Amount: $140,000.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP120100714

Start Date: 06-2012

End Date: 03-2016

Amount: $185,000.00

Funder: Australian Research Council