| Evidence for no-one: Standards, accreditation, and transformed teaching work D Talbot Teaching and Teacher Education 58, 80-89, 2016 | 57 | 2016 |
| The development of an Australian teacher performance assessment: Lessons from the international literature M Stacey, D Talbot, J Buchanan, D Mayer Asia-Pacific Journal of Teacher Education 48 (5), 508-519, 2020 | 41 | 2020 |
| ‘Trying to decide… what sort of teacher I wanted to be’: Mentoring as a dialogic practice D Talbot, J Denny, S Henderson Teaching Education 29 (1), 47-60, 2018 | 33 | 2018 |
| Tracing complexities of teacher professional learning to evidence of transformed practice DM Talbot University of Sydney, 2015 | 19 | 2015 |
| The corporatisation of education: Bureaucracy, boredom, and transformative possibilities M Churcher, D Talbot New Formations 100 (100-101), 28-42, 2020 | 16 | 2020 |
| Experience in another place: Teacher learning from an overseas placement D Talbot, MAM Thomas Teaching Education 32 (2), 109-126, 2021 | 14 | 2021 |
| The dialogic production of informant specific maps D Talbot Perspectives on and from Institutional Ethnography 15, 1-28, 2017 | 13 | 2017 |
| TEACHERS’EXPERIENCES OF RE-ENGAGING DISENFRANCHISED YOUNG PEOPLE IN LEARNING THROUGH INQUIRY-BASED PEDAGOGIES: A PHENOMENOGRAPHIC STUDY D Talbot, D Hayes International Journal of Child, Youth and Family Studies 7 (2), 257-274, 2016 | 13 | 2016 |
| Exploring epistemologies: Deepening pre-service teachers’ ways of knowing through international professional experience MAM Thomas, D Talbot Asia-Pacific Journal of Teacher Education 49 (2), 163-176, 2021 | 10 | 2021 |
| Diffractive accounts of inequality in education: Making the effects of differences evident D Hayes, D Talbot, E Mayes International Journal of Qualitative Studies in Education 33 (3), 357-371, 2020 | 9 | 2020 |
| Institutional Ethnography and the materiality of affect: affective circuits as indicators of other possibilities D Talbot Journal of Contemporary Ethnography 49 (5), 691-709, 2020 | 8 | 2020 |
| Distinguishing spaces of mentoring: Mentoring as praxis D Talbot Educating future teachers: Innovative perspectives in professional …, 2018 | 5 | 2018 |
| To be numerate is to be someone…’: Tracing the doings of students labelled ‘at risk D Talbot The Australian Educational Researcher 43, 419-436, 2016 | 5 | 2016 |
| Teachers talk about their learning: A Bakhtinian analysis D Talbot Knowledge Cultures 3 (04), 171-187, 2015 | 4 | 2015 |
| Australian Curriculum: Classroom Approaches: History N Mockler, D Talbot Palgrave Macmillan, 2013 | 3 | 2013 |
| Australian Curriculum: Classroom Approaches: Science D Talbot, N Mockler Palgrave Macmillan, 2013 | 3 | 2013 |
| Australian Curriculum: Classroom Approaches: English N Mockler, D Talbot Palgrave Macmillan, 2012 | 2 | 2012 |
| Self-Study and the apparatus D Talbot Equity Press, 2020 | 1 | 2020 |
| Big Picture Education Australia: Experiences of students, parents/carers and teachers D Hayes, B Down, D Talbot, K Choules University of Sydney, 2013 | 1 | 2013 |
| Using institutional ethnography and students’ voices to explore capacity to learn D Talbot The Australian Educational Researcher, 1-17, 2023 | | 2023 |
Debra HayesProfessor, Education & Equity, University of SydneyVerified email at sydney.edu.au
Debra HayesProfessor, Education & Equity, University of SydneyVerified email at sydney.edu.au