Christopher Day

Christopher Day is Emeritus Professor of Education and leads the Teachers' Work and Lives and School Leadership Research groups in the Centre for Research in Schools and Communities. Prior to this he worked as a teacher, lecturer and local education authority adviser. His particular concerns centre upon the continuing development of teachers, teacher effectiveness, teachers' lives and work, successful school leadership, learning networks, action research and change.

During the last twenty years, he has extended his writing and international experience through national, European and international research projects and consultancy in Europe, the Americas and Australasia, including keynote addresses and paper presentations at several national and international conferences. He is editor of 'Teachers and Teaching: Theory and Practice'; and a member of the Editorial Board of The British Educational Research Journal. He has recently completed directing a four year DfES funded research on variations in teachers' work, lives and effectiveness; and co-directing a DfES project on the evaluation of CPD; a nine country European project on successful principals in schools in challenging urban contexts; a national project on school leadership and pupil outcomes; and a national project on effective classroom teaching. He is currently directing an 15 country project on successful school principalship.

His books have been published in several languages and include: The International Handbook of Teacher and School development (2012) ; New Understandings of Teachers' Work: Emotions and Educational Change (2011); The New Lives of Teachers (2009) Teachers Matter (2007) Open University Press; Successful Principalship: International Perspectives (2007); A Passion for Teaching (2004) London: Falmer; International Handbook of the Continuing Professional Development of Teachers (2004), Maidenhead, Open University Press. Effective Leadership for School Improvement (2003) (Co-authored) London: Routledge; Theory and Practice in Action Research (2002) (Co-edited) Oxford, Symposium Books; and Developing Teachers: The Challenges of Lifelong Learning (Falmer Press, 1999).

His is Adjunct Professor at the Chinese University of Hong Kong and Visiting Professor at the InHolland University, The Netherlands. His abiding interest remains in teacher quality, school leadership, improvement and effectiveness; and, within these, how schools, school networks and universities may provide effective management and support for teachers' long-term professional development through research and teaching. 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.