Research Repository

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How successful secondary school principals in England respond to policy reforms: the influence of biography (2018)
Journal Article
Day, C., & Gu, Q. (2018). How successful secondary school principals in England respond to policy reforms: the influence of biography. Leadership and Policy in Schools, 17(3), 332-344. doi:10.1080/15700763.2018.1496339

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 contrast... Read More

Professional Identity Matters: Agency, Emotions, and Resilience (2018)
Book Chapter
Day, C. (2018). Professional Identity Matters: Agency, Emotions, and Resilience. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity: mapping challenges and innovations, 61-70. Springer. doi:10.1007/978-3-319-93836-3_6

I will take as given that: (1) a core defining feature of teacher professionalism is a positive sense of professional identity; (2) identity is an amalgam of the personal and professional selves, and is represented through the dynamic interplay betwe... Read More

The construction of early career teachers’ identities: coping or managing? (2017)
Journal Article
Hong, J., Day, C., & Greene, B. (in press). The construction of early career teachers’ identities: coping or managing?. Teacher Development, doi:10.1080/13664530.2017.1403367. ISSN 1366-4530

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 id... Read More

Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: challenges of living on the edge (2016)
Journal Article
Day, C. (in press). 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, doi:10.1016/j.tate.2016.05.015. ISSN 0742-051X

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 dy... Read More

Framing research on school principals' identities (2016)
Journal Article
Crow, G., Day, C., & Moller, J. (2016). Framing research on school principals' identities. International Journal of Leadership in Education, doi:10.1080/13603124.2015.1123299. ISSN 1360-3124

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... Read More

Using mixed methods to investigate school improvement and the role of leadership: an example of a longitudinal study in England (2014)
Journal Article
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), doi:10.1108/JEA-10-2013-0121. ISSN 0957-8234

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 mu... Read More

Sustaining the turnaround: what capacity building means in practice (2014)
Journal Article
Day, C. (2014). Sustaining the turnaround: what capacity building means in practice. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(1), ISSN 1696-4713

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 capacit... Read More

Teacher quality in the twenty first century: new lives, old truths (2013)
Book
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 centurySpringer. doi:10.1007/978-3-642-36970-4_2

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, capa... Read More