Professor Christopher Day

Cert. Ed, L.R.A.M., MA; D.Phil; Ph.D(h.c.); D.Litt; F.Ac.S.S; F.R.S.A.
Professor of Educational Leadership

Member of China Studies Centre

A35 - Education Building
The University of Sydney

Telephone +61 2 9351 6159

Website Contact details
CRELM

Biographical details

Christopher Day is Professor of Educational Leadership in the Sydney School of Education and Social Work. He is also Emeritus Professor of Education at the University of Nottingham where he leads the Centre for Research in Leadership and Management (CRELM). Prior to this he worked as a teacher, lecturer and local education authority adviser. His particular concerns centre upon the continuing professional development of teachers, teachers' lives and work, successful school leadership, school-university partnerships and educational change.

During the last twenty years, Professor Day has led and continues to lead national, European and international research and development projects in the areas of teachers' work and lives and school leadership and to collaborate in these with colleagues in Europe, North and South America, China and Australasia, including invited keynote addresses at several national and international conferences. His abiding interests remain in teacher quality, school leadership, improvement and effectiveness; and, within these, understanding how schools, school networks and universities may provide effective management and support for teachers' and principals' long-term professional development, wellbeing and effectiveness through research and teaching.

His is Adjunct Professor at the Chinese University of Hong Kong and Beijing Normal University and Visiting Professor at the InHolland University, The Netherlands.

Research interests

Professor Day's recent national and international funded research projects include: VITAE (a national four year mixed methods Government funded research project on variations in teachers' work, lives and effectiveness); a nine country European project on successful principals in schools in challenging urban contexts; a collaborative project in Brazil on school principal effectiveness; an International Baccalaureate (IB) project on the leadership of the Primary Years Curriculum; IMPACT (a national project on associations between school leadership and pupil outcomes); a national project on effective classroom teaching; ESRC projects titled, ‘Leadership for Learning: Building Capacity for Effective Teaching and Learning in Academy and Trust Schools Serving Disadvantaged Urban Communities’ and teacher resilience. He was co-investigator in an ESRC bi-lateral project, ‘Reshaping Educational Practice in Hong Kong and the UK: How Schools Mediate Government Reforms’. He is currently directing a 24 country project on successful school principals, and has recently completed a commissioned research report for the Welsh government on professional development for schools in highly disadvantaged communities.

Teaching and supervision

Professor Day supervises research students working for research degrees in these areas: School Leadership and Change; Teachers' Work and Lives; Continuing Professional Development; Leadership; Teacher Thinking; Reflection; Qualitative Research; Action Research; Biography and Narrative; School Development, Change and Improvement.

Expertise Summary

Leadership; schools in challenging circumstances; teacher' work and lives; teacher identities; teacher commitment; teacher resilience; change at system and school level.

Teaching Summary

Teacher development

School improvement

School leadership

Teacher and school change

Associations

  • Editor-in-Chief of 'Teachers and Teaching: Theory and Practice' (TTTP)
  • Member of the Editorial Boards of The British Educational Research Journal (BERJ), Teaching and Teacher Education (TATE), and the Journal of Educational Administration (JEA).

Awards and honours

In recognition of his work internationally in the field of continuing professional development for teachers, Professor Christopher Day was awarded an Honorary Doctorate from the University of Linkoping, Sweden, in 1993 and, in 2010, the Michael Huberman Award for Excellence in Research on Teachers by the American Educational Research Association. In 2009, he was awarded a D.Litt by the University of Nottingham and in 2012 he was elected as an Academician to the Academy of Social Sciences.

In recognition of his work internationally in the field of continuing professional development for teachers, he was awarded an Honorary Doctorate from the University of Linkoping, Sweden, in 1993 and, in 2010, the Michael Huberman Award for Excellence in Research on Teachers by the American Educational Research Association.In 2009, he was awarded a D.Litt by the University of Nottingham and in 2012 he was elected as an Academician to the Academy of Social Sciences. - See more at: http://sydney.edu.au/education_social_work/about/staff/profiles/christopher.day.php?apcode=ACADPROFILE300808#sthash.9CMpwN0k.dpuf

Selected grants

2014

  • School Leadership in the Primary Years Programme; Day C, Townsend A, Knight R, Richardson K.
  • The Effectiveness of Leadership in Secondary Schools in Rio de Janeiro State; Day C; FIRJAN Federation of Industries of the State of Rio de Janeiro/Research Grant.

2013

  • Leadership for Learning: Building Capacity for Effective Teaching and Learning in Schools Serving Disadvantaged Urban Communities; Day C.

2012

  • Bilateral (Hong Kong): Reshaping Educational Practice for Improvement in Hong Kong and England: How Schools Mediate Government Reforms; Day C, Gu Q.

Selected publications & creative works

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Books

  • Day, C. (2017). Teachers' worlds and work: Understanding complexity, building quality. London: Routledge.
  • Day, C., Gu, Q., Townsend, A., Holdich, K. (2017). Transforming the quality of education in high-need communities: Schools-university partnerships for change. London: Routledge.
  • Day, C., Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. London: Routledge.
  • Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. Maidenhead: Open University Press.

Edited Books

  • Arlestig, H., Day, C., Johansson, O. (2016). A decade of research on school principals: Cases from 24 countries. Cham: Springer.
  • Lee, J., Day, C. (2016). Quality and Change in Teacher Education: Western and Chinese Perspectives. Cham: Springer.
  • Day, C., Gurr, D. (2014). Leading schools successfully: Stories from the field. London: Routledge.
  • Day, C. (2012). The Routledge International Handbook of Teacher and School Development. London: Routledge.
  • Day, C., Laneve, C. (2011). Analysis of educational practice: A comparison of research models. Brescia, Italy: Editrice La Scuola.
  • Moos, L., Johansson, O., Day, C. (2011). How school principals sustain success over time: International perspectives. Dordrecht: Springer.
  • Day, C., Lee, J. (2011). New understandings of teachers work: Emotions and educational change. Dordrecht: Springer.

Book Chapters

  • Day, C. (2017). Competence-based education and teacher professional development. In M. Mulder (Eds.), Competence-based vocational and professional education: Bridging the worlds of work and education, (pp. 165-182). Cham: Springer.
  • Day, C. (2017). School Leadership as an Influence on Teacher Quality. In X. Zhu, A. L. Goodwin & H. Zhang (Eds.), Quality of Teacher Education and Learning: Theory and Practice, (pp. 101-117). Singapore: Springer. [More Information]
  • Day, C., Armstrong, P. (2016). England: School leadership research in England. In H. Arlestig, C. Day, O. Johansson (Eds.), A decade of research on school principals: Cases from 24 countries, (pp. 245-268). Cham: Springer.
  • Day, C. (2016). Teachers and the quality of education: Why resilience counts most in testing times. In John Chi-Kin Lee, Christopher Day (Eds.), Quality and Change in Teacher Education: Western and Chinese Perspectives, (pp. 19-37). Cham: Springer.
  • Day, C., Harris, B. (2016). Understanding and planning emotions research. In M. Zembylas & P. A. Schutz (Eds.), Methodological advances in research on emotion and education, (pp. 55-67). Cham: Springer.
  • Chen, J., Day, C. (2015). Tensions and dilemmas for Chinese teachers in responding to system wide change: new ideas, old models. In Q. Gu (Eds.), The work and lives of teachers in China. London: Routledge.
  • Day, C. (2014). England - Identity Challenge: The Courage of Conviction. In C. Day & D. Gurr (Eds.), Leading schools successfully: Stories from the field, (pp. 98-113). London: Routledge. [More Information]
  • Day, C. (2014). Resilience, teachers and the quality of education [A resiliencia, os professors e a qualidade da Educacao]. In M. A. Flores & C. Coutinho (Eds.), Formacao e Trabalho Docente: Diversidade e Convergencias [Training and teaching work: Diversity and convergence], (pp. 101-130). Santo Tirso, Portugal: De Facto Editores.
  • Day, C. (2013). Committed for life? Variations in teachers' work, lives and effectiveness. In Les Bell and Howard Stevenson (Eds.), Organizing public education. U.S.: Sage Publications.
  • Day, C. (2013). Teacher quality in the twenty first century: New lives, old truths. In X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century, (pp. 21-38). New York: Springer.
  • Day, C. (2013). The new lives of teachers. In C. J. Craig, P. C. Meijer & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community, (pp. 357-377). Bingley, UK: Emerald.
  • Day, C. (2012). Professional learning and development. In N. M. Seel (Eds.), Encyclopedia of the Sciences of Learning, (pp. 2703-2706). New York: Springer.
  • Day, C. (2011). Building and Sustaining Successful Principalship in an English School. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 91-108). Dordrecht: Springer. [More Information]
  • Moos, L., Day, C., Johansson, O. (2011). Introduction to the International Successful School Principal Project. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 1-13). Dordrecht: Springer. [More Information]
  • Day, C., Jacobson, S., Johansson, O. (2011). Leading Organisational Learning and Capacity Building. In Rose Ylimaki, Stephen Jacobson (Eds.), US and Cross-National Policies, Practices, and Preparation, (pp. 29-49). Dordrecht: Springer Netherlands. [More Information]
  • Moos, L., Johansson, O., Day, C. (2011). New Insights: How successful school leadership is sustained. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 223-230). Dordrecht: Springer. [More Information]
  • Jacobson, S., Johansson, O., Day, C. (2011). Preparing School Leaders to Lead Organizational Learning and Capacity Building. In Rose Ylimaki, Stephen Jacobson (Eds.), US and Cross-National Policies, Practices, and Preparation, (pp. 103-123). Dordrecht: Springer Netherlands. [More Information]
  • Day, C. (2011). School leadership research in England. In O. Johansson (Eds.), Rektor - En Forskningsoversikt 2000�2010, (pp. 204-229). Stockholm: Vetenskapsradet.
  • Day, C., Johansson, O., Muller, J. (2011). Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 167-181). Dordrecht: Springer. [More Information]
  • Day, C. (2011). The Layering of Leadership. In Jan Robertson, Helen Timperley (Eds.), Leadership and Learning, (pp. 13-26). London: Sage. [More Information]
  • Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. Chi-Kin Lee (Eds.), New understandings of teachers work: Emotions and educational change, (pp. 45-64). Dordrecht: Springer.
  • Day, C., Sachs, J. (2004). Professionalism, Performativity And Empowerment: Discourses In The Politics, Policies And Purposes Of Continuing Professional Development. In Christopher Dayand, Judyth Sachs (Eds.), International Handbook for Continuing Professional Development of Teachers, (pp. 3-63). Maidenhead, New York: Open University Press.

Journals

  • Crow, G., Day, C., Moller, J. (2017). Framing research on school principals' identities. International Journal of Leadership in Education, 20(3), 265-277. [More Information]
  • Day, C., Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115-125. [More Information]
  • Day, C., Gu, Q., Sammons, P. (2016). The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational Administration Quarterly, 52(2), 221-258. [More Information]
  • Day, C. (2015). School Leadership as an Influence on Teacher Quality. Professional Development Today, 17(3), 8-16.
  • Day, C. (2014). Sustaining the turnaround: what capacity building means in practice. Revista Electronica Iberoamericana sobre Calidad, Eficacia y Cambio en Educacion, 12(5), 9-20.
  • Sammons, P., Davis, S., Day, C., Gu, Q. (2014). Using mixed methods to investigate school improvement and the role of leadership: An example of a longitudinal study in England. Journal of Educational Administration, 52(5), 565-589. [More Information]
  • Gu, Q., Day, C. (2013). Challenges to teacher resilience: conditions count. British Educational Research Journal, 39(1), 22-44. [More Information]
  • Day, C. (2012). New Lives of Teachers. Teacher Education Quarterly, 39(1), 7-26.
  • Sammons, P., Gu, Q., Day, C., Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83-101. [More Information]
  • Kington, A., Sammons, P., Day, C., Regan, E. (2011). Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice. Journal of Mixed Methods Research, 5(2), 103-125. [More Information]
  • Day, C. (2011). The new lives of teachers: Research which influences. Orbis Scholae, 5(2), 7-30.

Conferences

  • Day, C. (2015). Publishing and disseminating qualitative research. New Perspectives on Qualitative Research: Proceedings of the XV. and XVI. Workshop of the Center of Qualitative Psychology, University of Education, Weingarten, March 28-30, 2014 and University of La Laguna, Tenerife, February 26-28, 2015, T�bingen, Germany: Center for Qualitative Psychology e.V.

Magazine / Newspaper Articles

  • Day, C. (2012). The importance of being resilient. School Leadership Today, 3(3).
  • Day, C. (2012). The importance of teacher resilience to outstanding teaching and learning in schools. SecEd, 334. [More Information]

Other

  • Day, C. (2012), Resilient leaders, resilient schools (Opinion piece, National College for School Leadership, Nottingham, UK). [More Information]

Research Reports

  • Day, C., Townsend, A., Knight, R., Richardson, K. (2016). School Leadership in the Primary Years Programme: An IB Funded Project 2014-15, (pp. 7 - 101). Bethesda, United States of America: International Baccalaureate Organisation. [More Information]
  • Day, C. (2015). The Role of Continuous Professional Development in Closing the Gap in Educational Attainment: A Review of What Works at Classroom, School and System Levels, (pp. 4 - 59). Cardiff, United Kingdom: Public Policy Institute for Wales. [More Information]
  • Day, C., Sammons, P. (2014). Successful leadership: A review of the international literature, PMS 6390 SL-1 08/13, (pp. 2 - 49). Reading, UK, United Kingdom: CfBT Education Trust. [More Information]

2017

  • Day, C. (2017). Competence-based education and teacher professional development. In M. Mulder (Eds.), Competence-based vocational and professional education: Bridging the worlds of work and education, (pp. 165-182). Cham: Springer.
  • Crow, G., Day, C., Moller, J. (2017). Framing research on school principals' identities. International Journal of Leadership in Education, 20(3), 265-277. [More Information]
  • Day, C. (2017). School Leadership as an Influence on Teacher Quality. In X. Zhu, A. L. Goodwin & H. Zhang (Eds.), Quality of Teacher Education and Learning: Theory and Practice, (pp. 101-117). Singapore: Springer. [More Information]
  • Day, C. (2017). Teachers' worlds and work: Understanding complexity, building quality. London: Routledge.
  • Day, C., Gu, Q., Townsend, A., Holdich, K. (2017). Transforming the quality of education in high-need communities: Schools-university partnerships for change. London: Routledge.

2016

  • Arlestig, H., Day, C., Johansson, O. (2016). A decade of research on school principals: Cases from 24 countries. Cham: Springer.
  • Day, C., Armstrong, P. (2016). England: School leadership research in England. In H. Arlestig, C. Day, O. Johansson (Eds.), A decade of research on school principals: Cases from 24 countries, (pp. 245-268). Cham: Springer.
  • Day, C., Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115-125. [More Information]
  • Lee, J., Day, C. (2016). Quality and Change in Teacher Education: Western and Chinese Perspectives. Cham: Springer.
  • Day, C., Townsend, A., Knight, R., Richardson, K. (2016). School Leadership in the Primary Years Programme: An IB Funded Project 2014-15, (pp. 7 - 101). Bethesda, United States of America: International Baccalaureate Organisation. [More Information]
  • Day, C. (2016). Teachers and the quality of education: Why resilience counts most in testing times. In John Chi-Kin Lee, Christopher Day (Eds.), Quality and Change in Teacher Education: Western and Chinese Perspectives, (pp. 19-37). Cham: Springer.
  • Day, C., Gu, Q., Sammons, P. (2016). The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational Administration Quarterly, 52(2), 221-258. [More Information]
  • Day, C., Harris, B. (2016). Understanding and planning emotions research. In M. Zembylas & P. A. Schutz (Eds.), Methodological advances in research on emotion and education, (pp. 55-67). Cham: Springer.

2015

  • Day, C. (2015). Publishing and disseminating qualitative research. New Perspectives on Qualitative Research: Proceedings of the XV. and XVI. Workshop of the Center of Qualitative Psychology, University of Education, Weingarten, March 28-30, 2014 and University of La Laguna, Tenerife, February 26-28, 2015, T�bingen, Germany: Center for Qualitative Psychology e.V.
  • Day, C. (2015). School Leadership as an Influence on Teacher Quality. Professional Development Today, 17(3), 8-16.
  • Chen, J., Day, C. (2015). Tensions and dilemmas for Chinese teachers in responding to system wide change: new ideas, old models. In Q. Gu (Eds.), The work and lives of teachers in China. London: Routledge.
  • Day, C. (2015). The Role of Continuous Professional Development in Closing the Gap in Educational Attainment: A Review of What Works at Classroom, School and System Levels, (pp. 4 - 59). Cardiff, United Kingdom: Public Policy Institute for Wales. [More Information]

2014

  • Day, C. (2014). England - Identity Challenge: The Courage of Conviction. In C. Day & D. Gurr (Eds.), Leading schools successfully: Stories from the field, (pp. 98-113). London: Routledge. [More Information]
  • Day, C., Gurr, D. (2014). Leading schools successfully: Stories from the field. London: Routledge.
  • Day, C. (2014). Resilience, teachers and the quality of education [A resiliencia, os professors e a qualidade da Educacao]. In M. A. Flores & C. Coutinho (Eds.), Formacao e Trabalho Docente: Diversidade e Convergencias [Training and teaching work: Diversity and convergence], (pp. 101-130). Santo Tirso, Portugal: De Facto Editores.
  • Day, C., Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. London: Routledge.
  • Day, C., Sammons, P. (2014). Successful leadership: A review of the international literature, PMS 6390 SL-1 08/13, (pp. 2 - 49). Reading, UK, United Kingdom: CfBT Education Trust. [More Information]
  • Day, C. (2014). Sustaining the turnaround: what capacity building means in practice. Revista Electronica Iberoamericana sobre Calidad, Eficacia y Cambio en Educacion, 12(5), 9-20.
  • Sammons, P., Davis, S., Day, C., Gu, Q. (2014). Using mixed methods to investigate school improvement and the role of leadership: An example of a longitudinal study in England. Journal of Educational Administration, 52(5), 565-589. [More Information]

2013

  • Gu, Q., Day, C. (2013). Challenges to teacher resilience: conditions count. British Educational Research Journal, 39(1), 22-44. [More Information]
  • Day, C. (2013). Committed for life? Variations in teachers' work, lives and effectiveness. In Les Bell and Howard Stevenson (Eds.), Organizing public education. U.S.: Sage Publications.
  • Day, C. (2013). Teacher quality in the twenty first century: New lives, old truths. In X. Zhu & K. Zeichner (Eds.), Preparing teachers for the 21st century, (pp. 21-38). New York: Springer.
  • Day, C. (2013). The new lives of teachers. In C. J. Craig, P. C. Meijer & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community, (pp. 357-377). Bingley, UK: Emerald.

2012

  • Day, C. (2012). New Lives of Teachers. Teacher Education Quarterly, 39(1), 7-26.
  • Day, C. (2012). Professional learning and development. In N. M. Seel (Eds.), Encyclopedia of the Sciences of Learning, (pp. 2703-2706). New York: Springer.
  • Day, C. (2012), Resilient leaders, resilient schools (Opinion piece, National College for School Leadership, Nottingham, UK). [More Information]
  • Day, C. (2012). The importance of being resilient. School Leadership Today, 3(3).
  • Day, C. (2012). The importance of teacher resilience to outstanding teaching and learning in schools. SecEd, 334. [More Information]
  • Day, C. (2012). The Routledge International Handbook of Teacher and School Development. London: Routledge.

2011

  • Day, C., Laneve, C. (2011). Analysis of educational practice: A comparison of research models. Brescia, Italy: Editrice La Scuola.
  • Day, C. (2011). Building and Sustaining Successful Principalship in an English School. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 91-108). Dordrecht: Springer. [More Information]
  • Sammons, P., Gu, Q., Day, C., Ko, J. (2011). Exploring the impact of school leadership on pupil outcomes: Results from a study of academically improved and effective schools in England. International Journal of Educational Management, 25(1), 83-101. [More Information]
  • Moos, L., Johansson, O., Day, C. (2011). How school principals sustain success over time: International perspectives. Dordrecht: Springer.
  • Moos, L., Day, C., Johansson, O. (2011). Introduction to the International Successful School Principal Project. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 1-13). Dordrecht: Springer. [More Information]
  • Day, C., Jacobson, S., Johansson, O. (2011). Leading Organisational Learning and Capacity Building. In Rose Ylimaki, Stephen Jacobson (Eds.), US and Cross-National Policies, Practices, and Preparation, (pp. 29-49). Dordrecht: Springer Netherlands. [More Information]
  • Moos, L., Johansson, O., Day, C. (2011). New Insights: How successful school leadership is sustained. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 223-230). Dordrecht: Springer. [More Information]
  • Day, C., Lee, J. (2011). New understandings of teachers work: Emotions and educational change. Dordrecht: Springer.
  • Jacobson, S., Johansson, O., Day, C. (2011). Preparing School Leaders to Lead Organizational Learning and Capacity Building. In Rose Ylimaki, Stephen Jacobson (Eds.), US and Cross-National Policies, Practices, and Preparation, (pp. 103-123). Dordrecht: Springer Netherlands. [More Information]
  • Day, C. (2011). School leadership research in England. In O. Johansson (Eds.), Rektor - En Forskningsoversikt 2000�2010, (pp. 204-229). Stockholm: Vetenskapsradet.
  • Kington, A., Sammons, P., Day, C., Regan, E. (2011). Stories and Statistics: Describing a Mixed Methods Study of Effective Classroom Practice. Journal of Mixed Methods Research, 5(2), 103-125. [More Information]
  • Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. Maidenhead: Open University Press.
  • Day, C., Johansson, O., Muller, J. (2011). Sustaining Improvements in Student Learning and Achievement: The Importance of Resilience in Leadership. In L. Moos, O. Johansson & C. Day (Eds.), How School Principals Sustain Success over Time: International perspectives, (pp. 167-181). Dordrecht: Springer. [More Information]
  • Day, C. (2011). The Layering of Leadership. In Jan Robertson, Helen Timperley (Eds.), Leadership and Learning, (pp. 13-26). London: Sage. [More Information]
  • Day, C. (2011). The new lives of teachers: Research which influences. Orbis Scholae, 5(2), 7-30.
  • Day, C. (2011). Uncertain professional identities: Managing the emotional contexts of teaching. In C. Day & J. Chi-Kin Lee (Eds.), New understandings of teachers work: Emotions and educational change, (pp. 45-64). Dordrecht: Springer.

2004

  • Day, C., Sachs, J. (2004). Professionalism, Performativity And Empowerment: Discourses In The Politics, Policies And Purposes Of Continuing Professional Development. In Christopher Dayand, Judyth Sachs (Eds.), International Handbook for Continuing Professional Development of Teachers, (pp. 3-63). Maidenhead, New York: Open University Press.

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