Christopher Day
Christopher Day
Professor of Education
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Contexts which shape and reshape new teachers’ identities: A multi-perspective study
MA Flores, C Day
Teaching and teacher education 22 (2), 219-232, 2006
The personal and professional selves of teachers: Stable and unstable identities
C Day, A Kington, G Stobart, P Sammons
British educational research journal 32 (4), 601-616, 2006
Successful school leadership: What it is and how it influences pupil learning
K Leithwood, C Day, P Sammons, A Harris, D Hopkins
UK: National College for School Leadership, 2006
Teachers matter: Connecting work, lives and effectiveness
C Day, P Sammons, G Stobart
McGraw-Hill Education (UK), 2007
Leading schools in times of change
C Day, A Harris, M Hadfield
McGraw-Hill Education (UK), 2000
Teachers resilience: A necessary condition for effectiveness
Q Gu, C Day
Teaching and Teacher education 23 (8), 1302-1316, 2007
A passion for teaching
C Day
Routledge, 2004
Reform, standards and teacher identity: Challenges of sustaining commitment
C Day, B Elliot, A Kington
Teaching and teacher Education 21 (5), 563-577, 2005
School reform and transitions in teacher professionalism and identity
C Day
International journal of educational research 37 (8), 677-692, 2002
Pasión por enseñar: la identidad personal y profesional del docente y sus valores
C Day
Narcea ediciones, 2006
The new lives of teachers
C Day
Back to the Future, 57-74, 2013
Reflection: A necessary but not sufficient condition for professional development
C Day
British educational research journal 19 (1), 83-93, 1993
The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference
C Day, Q Gu, P Sammons
Educational administration quarterly 52 (2), 221-258, 2016
Professionalism, performativity and empowerment: Discourses in the politics, policies and purposes of continuing professional development
C Day, J Sachs
International handbook on the continuing professional development of …, 2004
Variations in the conditions for teachers' professional learning and development: Sustaining commitment and effectiveness over a career
C Day, Q Gu
Oxford review of education 33 (4), 423-443, 2007
Formar docentes: cómo, cuándo y en qué condiciones aprende el profesorado
C Day
Narcea Ediciones, 2005
Learning and growing in a ‘foreign’context: Intercultural experiences of international students
Q Gu, M Schweisfurth, C Day
Compare 40 (1), 7-23, 2010
Action research and reflective practice: Towards a holistic view
R Leitch, C Day
Educational action research 8 (1), 179-193, 2000
Teachers’ and teacher educators’ lives: The role of emotion
C Day, R Leitch
Teaching and teacher education 17 (4), 403-415, 2001
The impact of school leadership on pupil outcomes
C Day, P Sammons, D Hopkins, A Harris, K Leithwood, Q Gu, E Brown, ...
Final report, 2009
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