Christopher Day

Christopher Day
University of Nottingham | Notts · School of Education

About

215
Publications
181,088
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14,519
Citations
Citations since 2016
43 Research Items
8551 Citations
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Introduction
Skills and Expertise

Publications

Publications (215)
Article
Teachers' perceptions of effectiveness are shaped by myriad factors, including broad-based national education policy, personal values, and the demands of particular schools and students. Previous research has not investigated the shifting impact of influences across different career phases accounting for cultural differences. This small-scale study...
Research
This research is funded by the ESRC IAA and was conducted by the University of Nottingham in collaboration with the Confederation of School Trusts. The project tracks the leadership of 14 School Trusts from some of the most deprived areas in the Northern region of England (Lancashire and West Yorkshire, East Midlands & Humber, and Northeast), with...
Chapter
Traditionally, teachers’ quality has been understood to rely upon their levels of subject, pedagogical content knowledge and classroom management skills. These are provided initially through a period of pre-service education and training; and may be revisited and enhanced during their teaching lives through continuing professional development progr...
Technical Report
University of Nottingham School of Education in partnership with the Confederation of School Trusts UK.
Article
This article reports a 3‐year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2, 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced...
Chapter
This chapter focuses on research that has investigated how mid- and later-career teachers sustain or do not sustain their commitment to teaching to the best of their ability. Closely associated with this, it examines their capacity for resilience in changing policy contexts that may challenge or threaten their otherwise relatively stable sense of p...
Article
This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai No...
Chapter
Full-text available
Most education researchers are likely to work alone, with limited resource support. Few will have had opportunities to work as part of a collaborative team of researchers. Even fewer will have worked with colleagues from different countries and cultures. This chapter provides a critical discussion of the cross-cultural, intellectual, and practical...
Chapter
Schools in many countries have been subject to a continuing series of externally-initiated reforms over the last two decades. These reforms are widely reported to have resulted in increased bureaucracy, scope and intensity of work, external surveillance, and changes in the nature of teachers’ professional orientation to work, which consequently cha...
Article
Full-text available
This article examines how values embedded in the biographies of principals of successful schools influence their responses to systemic policy reforms. Drawing on examples from two secondary principals with similarly strong moral purposes but contrasting value positions, the research found that, despite differences in the cultures, practices, and st...
Article
This paper examines how early career teachers cope with or manage the challenges that they experience during the transition from pre-service to the first and then the second year of teaching as they seek to establish stable, positive, professional identities and teach effectively in various school and policy contexts. Findings from three waves of i...
Chapter
In this chapter, I will suggest that discussions of teacher quality in and beyond initial or pre-service teacher education will always be incomplete without a consideration of the role played by school leaders in influencing, in particular, three key components of teacher quality: (i) professional autonomy; (ii) professional capital; and (iii) teac...
Chapter
This chapter will explore the nature, purposes, practices and appropriateness of competence-based education for teachers’ professional development within international contemporary policy contexts. Competence-based education is regarded as an efficient and effective means for educational organisations and teachers, to better meet the changing deman...
Article
This paper investigates how teachers in one school in a socio-economically disadvantaged urban setting draw upon their capacities for resilience to maintain a sense of positive professional identity, commitment and moral purpose. It identifies the dynamic influences of individual, school environment, relational, leadership and external personal and...
Chapter
This chapter addresses personal, theoretical and professional practice issues guiding the authors’ emotions’ research in education. Conversational extracts illuminate the influence of personal biography on epistemological and ontological positioning, and consider implications for the roles, responsibilities and ethical conduct of the researcher. It...
Technical Report
Full-text available
This study explored the links between school leadership and the implementation of the International Baccalaureate (IB) Primary Years Programme (PYP). The research was conducted in six schools, with different histories of PYP use, located in six different European countries: Austria, England, Germany, Italy, the Netherlands and Sweden. The researche...
Chapter
Over the last 20 years, schools in all countries have been subject to a plethora of government reforms. All of these have been designed primarily for three purposes: (i) to devolve the responsibility of governing schools from central government to the municipalities and schools themselves. Such devolution has been accompanied, however, by increased...
Chapter
Enhancing teacher quality and reforming teacher education has attracted international attention. This chapter provides an overview of the book. It examines some of the international trends of teacher education and issues related to quality and change in teacher education. The book consists of three parts. The first part touches upon the contexts, s...
Article
Full-text available
Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools’ development in order to progressively shape and “layer” the improvement culture in improving students’ outcomes. Research Methods: Empirica...
Article
Full-text available
This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with de...
Chapter
The literature discussed within this chapter concerns school leadership research undertaken in England over the last 20 years. We have chosen this chronological period for historical reasons given the emergence of leadership as the dominant discourse within the English school context during the mid-1990s. The first strand of leadership research gre...
Chapter
This book aims to provide a map of the nature, purposes, directions and contexts in which school leadership research has taken place since 2000 in a number of culturally and educationally diverse contexts. The selection is deliberately cross-national, in different geographical regions and in jurisdictions which are illustrative of different politic...
Article
The work of leaders in schools takes place in shifting and sometimes conflicting reform contexts which tend to increase and intensify their professional work and personal lives as they seek to influence a range of stakeholder groups and individuals in processes of school improvement. Such diverse and sometimes competing demands of policy, local con...
Article
Full-text available
Purpose-The purpose of this paper is to discuss the use of mixed methods research in a major three year project and focuses on the contribution of quantitative and qualitative approaches to study school improvement. It discusses the procedures and multiple data sources used in studying improvement using the example of a recent study of the role of...
Article
The purpose of this paper is to show how successful, sustained school improvement in schools in urban settings which serve highly disadvantaged communities relies upon the qualities and skills of their principals to engage, simultaneously, in capacity building at individual, collective and community levels. Definitions of capacity building as, ‘the...
Article
This book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances.
Chapter
This chapter is based upon a keynote address to the first global teacher education summit, organised by Beijing Normal University in 2011, in which research across the world about influences which affect teachers' sense of professional identity, capacity for compassion, commitment, resilience and effectiveness long after they have graduated from th...
Article
In this chapter, the author, drawing on his extensive career as a researcher and teacher educator, examines variations in the work and lives of teachers and the educational backdrops with which they interact - what Ivor Goodson called the 'genealogies of context'. His work develops Michael Huberman's seminal research on the lives of secondary teach...
Article
A research project has identified teacher resilience as being key to outstanding teaching and learning in schools. Professor Chris Day explains the key messages from the research for schools, teachers and heads.
Article
Full-text available
http://www.nottingham.ac.uk/education/documents/research/jubileepress/occasionalpapers/effective-classroom-practice-final-publication.pdf
Article
Drawing upon findings of a four-year national research project on variations in the work and lives of teachers in England, this paper provides empirical evidence which contributes to understandings about the importance of resilience in teachers’ work. The experience of resilience as perceived by teachers in this research was that it was neither inn...
Chapter
The rich data provided in this project has enabled us to provide a unique international perspective on how successful leaders sustain their success. Our case stories encompass education in six countries and stretch over a period of 5 years. They give us new and challenging knowledge, not only about the values, qualities, skills and knowledge which...
Chapter
This is an account of the ways in which one experienced secondary school ­principal developed and sustained his success over a 13-year period. The chapter is organised in three parts: (1) Developing success – the first 7 years; (2) Broadening and deepening – the next 6 years; (3) Progressive leadership trust – the person and the acts. The chapter p...
Article
The Effective Classroom Practice project aimed to identify key factors that contribute to effective teaching in primary and secondary phases of schooling in different socioeconomic contexts. This article addresses the ways in which qualitative and quantitative approaches were combined within an integrated design to provide a comprehensive methodolo...
Chapter
This chapter draws on findings from a four-year longitudinal research project, commissioned by the Department for Education and Skills (DfES), which investigated Variations in Teachers’ Work, Lives and Effectiveness (VITAE). Drawing on data gathered from 300 teachers working in 100 primary and secondary schools in England, the research identified q...
Chapter
This book contains original contributions from scholars from various parts of world.
Chapter
Full-text available
Recently, the building of personal, interpersonal and organisational capacity through the restructuring of schools as learning organisations and professional learning communities have been identified as promising developments in school-based administrative theory (Louis et al. 1996; Senge 2000; Mitchell and Sackney 2000). Yet, capacity-building th...
Chapter
Full-text available
This chapter examines the leadership development of principals /head teachers in England , Sweden and the United States with a particular focus on organizational learning and capacity building in leadership preparation programs. The authors note that leadership preparation varies across the three countries, with the longest history of forma...
Article
Full-text available
Purpose This study aims to explore the impact of school leadership, particularly that of the principal (head teacher), on school improvement in England. Design/methodology/approach The study adopts a mixed‐methods (MM), longitudinal design to investigate the leadership of a sample of academically effective and improving schools identified from ana...
Book
This pioneering account of a longitudinal study – the International Successful School Principal Project (ISSPP) - of successful school principals over five years in Australia, Denmark, Norway, Sweden, England and the USA will be required reading for educationalists. It contains fresh insights that take our understanding of successful school to a ne...
Book
Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance. In this book, scholars from around the world explore the connections between teaching, teacher education, teacher emotions, educ...
Article
This article examines school-higher education partnerships, presenting a selection which, available research suggests, hold most relevance to the advancement of teaching and learning and development of teacher professionalism. It identifies and discusses key purposes, forms, processes, and outcomes of contemporary pre- and in-service partnerships....
Article
Full-text available
This paper discusses the background and key findings of a two‐year Economic and Social Research Council (ESRC) funded mixed‐method research project (2006–2008) which was designed, within the context of university internationalisation, to provide an investigation of the experiences of first‐year international students during their undergraduate stud...
Article
Purpose – The purpose of this paper is to give an account of the ways in which one experienced secondary principal of an English secondary school developed and sustained a successful school over a 13‐year period in changing policy contexts. Design/methodology/approach – The paper draws from data collected during two three‐day‐visits separated by a...
Article
Full-text available
Whilst much research on teachers’ lives has focussed on their early years in the profession, much less attention has been paid to those in their later years, so called ‘veteran’ teachers. Yet, many of these are likely to hold positions of responsibility in the school, receive greater remuneration and have experienced the impact of more policy and s...
Chapter
In this chapter we explore the nature of teachers’ emotions and emotional identities within the context of their own desires to achieve a sense of well being and effectiveness and their desire to promote that sense of well being and achievement among the pupils they teach. We consider the conditions that promote or fail to promote teachers’ emotion...
Chapter
Full-text available
This chapter is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers' work, lives and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of England. Its findings challenge linear conceptions of teacher development and expertise and provide n...
Article
In this article, we reflect upon what research and other evidence tells us about the effects of many years of sustained, centrally initiated government reforms upon teachers’ work, lives and effectiveness. It is important to note that whilst the general intentions of school reform are almost always to improve standards of teaching, learning and ach...
Chapter
Cultures do not change by mandate; they change by the specific replacements of existing norms, structures and processes by others; the process of cultural change depends fundamentally on modelling the new values and behaviour that you expect to displace the existing ones. Elmore, cited in Fullan, 2006:57a
Article
Full-text available
The authors of this article discuss how a mixed-methods research team designed and conducted a 4-year study (Variations in Teachers’ Work and Lives and Their Effects on Pupils) that tracked 300 teachers in 100 schools in England over a 3-year fieldwork period. The authors discuss processes that led to new knowledge. Although mixed methods are becom...
Chapter
This chapter aims to provide information and analysis on the "communities of schools", a particular Flemish approach to school leadership for systemic improvement. These communities are voluntary collaborative partnerships between schools. The government’s objective when establishing them was to make schools collaborate to enhance student guidance...
Article
Full-text available
This paper draws on findings from a four‐year longitudinal research project, commissioned by the Department for Education and Skills (DfES), which investigated Variations in Teachers’ Work, Lives and Effectiveness (VITAE). Drawing on data gathered from 300 teachers working in 100 primary and secondary schools in England, the research identified ass...
Article
In this paper the authors provide a synopsis of their results to date by organising them in response to four questions. These are questions about: leadership actions that account for sustained improvement or effectiveness in their school over at least several years; how the influence of these actions is exercised; differences among heads’ leadershi...
Article
This article reports early case-study data gathered from 20 schools involved in the ‘Impact of School Leadership on Pupil Outcomes’ project. We present and discuss the perceptions of headteachers and other school leaders regarding leadership factors that directly and indirectly affect pupil outcomes in these improving schools. Included are issues r...
Article
This paper extends the introduction to the authors’ study of successful school leadership and how it influences pupil outcomes begun in the Editorial introduction. Critical to an appreciation especially of the external validity of their results is an understanding of the policy context in which the English leaders in their study found themselves; t...
Article
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work, lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of England. Its findings challenge linear conceptions of teacher development and expertise and provide ne...