DAY, C., SMITH, H.V., GRAHAM, R. and ATHANASIADOU, D., 2024. Routledge.
CHRISTOPHER DAY, 2023. Teachers' willingness and ability to teach to their best and well:the person in the professional. In: TIERNEY, R.J, RIZVI, F. and ERKICAN,K., eds., International Encyclopaedia of Education Volume 5. 5. Elsevier. 180-190
CHRISTOPHER DAY, JINGPING SUN and CHRISTINE GRICE, 2023. Research on successful school leadership. In: TIERNEY, R. J., RIZVI, F. and ERKICAN,K., eds., International Encyclopaedia of Education 4. Elsevier. 62-72
2023.
SIMPSON,A, DAY,C, GOULDING, J and ASHA J, 2022. Australian teachers' perceptions of effectiveness in a performativity culture Teaching and Teacher Education.
DAY,CHRISTOPHER, 2022. Research on Successful School Principalship: progress on a secure front Journal of Educational Administration. 60(1), 118-123
DAY,C, GU,Q, TOWNSEND A and HOLDICH C, 2021. School-University Partnerships in Action: The Promise of Change Routledge.
DAY C., 2021. Multi-level Mixed Methods Research Designs: Challenges and Advantages Educational Research. 493(2), 140-150
DAY,C., 2021. The New Professionalism? How Good Teachers Continue to Teach to they Best and Well in Challenging Reform Contexts. In: KUUSISTO,E., UBANI,M., NOKELAINEN,P. and TOOM,A., eds., Good Teachers for Tomorrow's Schools: Purpose, Values and Talents in Education Brill NV.
DAY C and TENEVA SK, 2021. 糖心原创.
2021. The New Professionalism? How Good Teachers Continue to Teach to Their Best and Well in Challenging Reform Contexts. In: Good Teachers for Tomorrow's Schools: Purpose,Values, and Talents in Education First. 16. Brill NV. 345
DAY,C., 2020. British Educational Research Journal. 46, 1
DAY,C., SAMMONS, P. and GORGEN K., 2020. Successful School Leadership Educational Development Trust.
DAY,C., 2019. European Journal of Education. 54, 315-319
DAY,C., 2019. Quality Retention and Resilience in the Middle and Later Years of Teaching. In: SULLIVAN,A., JOHNSON,B. and SIMONS,M., eds., Attracting and Keeping the Best Teachers: Issues and Opportunities Springer Nature.
YAN,Z. and DAY,C., 2019. Collaborative teacher professional development in schools in England (UK) and Shanghai (China): cultures, contexts and tensions Teachers and Teaching: Theory and Practice. 25(3), 379-397
DAY,C. and GRICE,C., 2019. Change Leadership: A System Level 糖心原创 University of Sydney.
DAY,C. and GRICE,C., 2019. Investigating the Influence and Impact of 'Leading from the Middle: A School-based Strategy for Middle Leaders in Schools University of Sydney.
DAY,C and GU,Q., 2018. Leadership and Policy in Schools. 2
GU,Q, DAY,C and WALKER,A, 2018. Leadership and Policy in Schools. 17(3), 1
DAY,C, 2018. International Networks as Sites for Research on Successful School Leadership. In: Complementary Research Methods for Leadership and Policy Studies Palgrave Macmillan.
HONG,J, DAY,C and GREENE,B, 2018. Teacher Development. 22(2), 6
DAY, C, 2017. School Leadership as an Influence on Teacher Quality. In: ZHANG, H and ZHU, X, eds., Quality of Teacher Education and Learning: Theory and Practice Springer.
DAY, C, 2017. Teachers' Worlds and Work: understanding complexity, building quality
DAY, C and ARMSTRONG, P, 2016. School Leadership Research in England. In: H. ARLESTIG and C. DAY, eds., A Decade of Research on School Principals: Cases from 24 Countries Springer.
H. ARLESTIG, C. DAY and O. JOHANSSON, eds., 2016. A Decade of Research on School Principals: Case Studies from 24 Countries Springer.
DAY, C and HARRIS, B, 2016. Understanding and Planning Emotions Research. In: SCHUTZ, P and ZEMBYLAS, M, eds., Methodological Advances in Research on Emotion and Education Springer.
DAY, C, 2016. Teachers and the quality of education: why resilience counts most in testing times. In: LI, J C K and DAY, C, eds., Quality and Change in Teacher Education: Western and Chinese perspectives Springer.
DAY, C, 2016. Competence-based education: issues in capability, quality and teacher professional development. In: MULDER, M, ed., Competence-Based Vocational and Professional Education Springer.
DAY, CHRISTOPHER, GU, Q and SAMMONS, P, 2016. Educational Administration Quarterly. 52(2), 221-258
CROW, G, DAY, C and MOLLER, J, 2016. International Journal of Leadership in Education.
DAY, C and HONG, J, 2016. Teaching and Teacher Education. 59, 115-125
DAY, C, 2015. School Leadership as an Influence on Teacher Quality Professional Development Today. 17(3),
LI, J C K and DAY, C, 2015. Quality and Change in Teacher Education: Western and Chinese perspectives Springer.
DAY, C and GURR, D, 2014. Leading Schools Successfully: Stories from the Field London: Routledge.
DAY, C, 2014. England: Identity Challenge: The Courage of Conviction. In: DAY, C and GURR, D, eds., Leading Schools Successfully: Stories from the Field London: Routledge.
DAY, C, 2014. Teacher Quality in the Twenty First Century: New Lives, Old Truths. In: ZHU, X and ZEICHNER, K, eds., New Frontiers in Educational Research Dordrecht: Springer.
DAY, C and GU, Q, 2014. Resilient Teachers, Resilient Schools London: Routledge.
DAY, C, 2014. Committed for Life: Variations in Teachers' Work, Lives and Effectiveness. In: L. BELL and H. STEVENSON, eds., Organising Educational Leadership and Management: Organising and managing public service series London: Sage Publications. (In Press.)
SAMMONS, P, DAY, C and 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
CHEN, J and DAY, C, 2014. Tensions and dilemmas for Chinese teachers in responding to system wide change: New ideas, old models. In: Q. GU, ed., The Lives of Teachers in China London: Routledge. (In Press.)
DAY, C, 2014. Budowanie I podtrzymywanie sukcesu w przywodztwie szkolnym: perspektywy miedzynarodowe (Building and Sustaining Success in Leadership: International Perspectives). In: STEFAN M. KWIATKOWSKI and JOANNA MADALINSKA-MICHALEK, eds., Przywodztwo Edukacyjne Warsaw: Wolters Kluwer SA. 119-155
DAY, C, 2014. Resilience, Teachers and the Quality of Education (A resiliencia, os professors e a qualidade da Educacao). In: FLORES, M A and COUTINHO, C, eds., Formacao e Trabalho Docente (Training & Teaching Work): Diversidade e Convergencias (Diversity and convergence) De Facto Editores. 101-130
DAY, C, 2013. The Virtues and Challenges of Mixed Methods Research: Case study of a National Project. In: MEDINA, A and DE LA HARRAN, A, eds., Fronteras en la Investigacion de la Ensenanza Madrid.
DAY, C, 2013. Professores apasionados, alumnus apasionados: Las habilidades tecnicas son un indicaodor de la calidad necesario, pero insuficente. In: IBANEZ MARTIN, J. A., ed., Educacion Libertad y cuidado Madrid: Los Autores. 65-86
DAY, C and SAMMONS, P, 2013. Successful Leadership: A review of the international literature CfBT Education Trust.
DAY, C, 2013. The New Lives of Teachers. In: C. CRAIG, P. C. MEIJER and J. BROECKMANS, eds., From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community Emerald Group Publishing Ltd.
DAY, C., 2012. New lives of teachers Teacher Education Quarterly. 39(1), 7-26
DAY, C, 2012. The Importance of Being Resilient School Leadership Today. 3(3), 54-59
DAY, C, 2012. Teacher Resilience SecEd. 7
DAY, C., 2011. New understandings of teacher effectiveness: Emotions and education change Springer.
2011. New Insights: How successful school leadership is sustained. In: How School Principals Sustain Success Over Time: International Perspectives Springer. 223-230
2011. Sustaining Improvements in Student Learning and Achievement: The importance of resilience in leadership. In: How School Principals Sustain Success Over Time: International Perspectives Springer. 167-182
2011. Building and Sustaining Successful Principalship in An English School. In: How School Principals Sustain Success Over Time: International Perspectives Springer. 91-108
2011. Introduction to the International Sucessful School Principal Project. In: How School Principals Sustain Sucess Over Time: International Perspectives Springer. 1-14
2011. Preparing School Leaders to Lead Organisational Learning and Capacity Building. In: US and Cross-national Policies, Practices and Preparation: Implications for sucessful instructional leadership, organisational learning, and culturally responsive practices Springer-Kluwer. 103-124
DAY, C, JACOBSON, S and JOHANSSON, O, 2011. Leading Organisational Learning and Capacity Building. In: YLIMAKI, R and JACOBSON, S, eds., US and Cross-national Policies, Practices and Preparation: Implications for successful instructional leadership, organisational learnining, and culturally responsive practices Springer-Kluwer. 29-50
2011. What We Know About Who Successful Principals Are and What Successful Principals Do Which Contributes to Wellbing and Achievement: The Layering of Leadership. In: Leadership and Learning Sage. 13-26
DAY, C., SAMMONS, P., LEITHWOOD, K., HOPKINS, D., GU, Q., BROWN, E. and AHTARIDOU, E., 2011. School Leadership and Student Outcomes: Linking with Learning Open University Press.
KINGTON, A., SAMMONS, P., DAY, C. and REGAN, E., 2011. Journal of Mixed Methods Research. 5(2), 103-125
2011. Uncertain Professional Identities: Managing the emotional contexts of teaching. In: New Understandings of Teacher Effectiveness: Emotions and Educational Change Springer.
2011. Professional Learning and Development. In: Encyclopaedia of the Sciences of Learning Springer.
2011. International Handbook of Teacher and School Development Routledge.
2011. New Understandings of Teachers' Work: Emotions and Educational Change Springer.
2011. Analysis of Educational Practices: A comparison of research models 247. Editrice La Scuola.
2011. The Importance of Being Resilient School Leadership Today: Incorporating Managing School Today. 3(3), 54-59
2011. The New Lives of Teachers:: research which influences Orbis Scholae. 5(2), 7-30
DAY C, 2011. Successful School Leadership:: linking learning and achievement Open University Press.
2011. School Leadership Research in England. In: Rektor-En Forkningsoversikt 2000-20010 Vetenskapsradet, Stockholm, Sweden. 308
DAY, C and LANEVE, C, eds., 2011. Analysis of Educational Practices: A comparison of research models Editrice La Scuola.
MOOS, L, JOHANSSON, O and DAY, C, eds., 2011. How School Principals Sustain Success Over Time: International Perspectives Springer.
GU, Q., SCHWEISFURTH, M. and DAY, C., 2010. Compare: A Journal of Comparative and International Education. 40(1), 7-23
DAY, C. and GU, Q., 2010. Routledge.
DAY, C., 2010. IN PRESS: Partnership between schools and higher education. In: VERLOOP, N., ed., International Encyclopedia of Education 3rd ed. Elsevier. (In Press.)
DAY, C., 2009. Capacity Building Through Layered Leadership: Sustaining the Turnaround. In: A. HARRIS, ed., Distributed Leadership. 7. Dordrecht: Springer.
DAY, C., 2009. Journal of Educational Administration. 47(6), 719-730
DAY, C., 2009. Capacity building through layered leadership: Sustaining the turnaround. In: HARRIS, A., ed., Distributed leadership Open University Press.
DAY, C., 2009. A Passion for Quality: Teachers Who Make A Difference Tijdschrift voor Lerarenopleiders. 30(3),
DAY, C. & GU, Q., 2009. Teacher Emotions: Well Being and Effectiveness. In: P. SCHUTZ AND M. ZEMBYLAS, ed., Advances in Teacher Emotion Research: The Impact on Teachers' Lives Dordrecht: Springer.
DAY, C. and TOWNSEND, A., 2009. Practitioner action research: building and sustaining success through networked learning communities. In: NOFFKE, S. and SOMEKH, B., eds., The Sage handbook of educational action research Sage. 178-189
DAY, C., 2009. Successful leadership: an intelligent passion. In: BRIGHOUSE, T. DAVIES, B., ed., Passionate Leadership SAGE.
DAY, C. & LEITHWOOD, K., 2009. Successful Principal Leadership in Times of Change: An International Perspective Chinese Translation. Springer.
DAY, C, SAMMONS, P, HOPKINS, D, HARRIS, A, LEITHWOOD, K, GU, Q, BROWN, E and AHTARIDOU, E. & KINGTON, A., 2009. The Impact of School Leadership on Pupil Outcomes: Research Report RR108 London: DCSF. (978-1-84775-445-5)
DAY, C., 2009. Formas de avalia莽茫o de professores na Inglaterra: profissionalismo e performatividade. In: M. A. FLORES, ed., A Avalia莽茫o de Professores numa perspectiva internacional: sentidos e implica莽玫es. Porto: Areal Editores.
DAY, C. and GU, Q., 2009. Teachers and Teaching: Theory and Practice. 15(4), 441-457
DAY, C. and SMETHEM, L., 2009. Journal of Educational Change. 10(2-3), 141-157
DAY, C., SAMMONS, P., HOPKINS, D., LEITHWOOD, K. and KINGTON, A., 2008. School Leadership & Management. 28(1), 5-25
DAY, C., SAMMONS, P. and GU, Q., 2008. Educational Researcher. 37(6), 330-342
DAY, C., LEITHWOOD, K. and SAMMONS, P., 2008. School Leadership & Management. 28(1), 83-96
DAY, C. and KINGTON, A., 2008. Pedagogy, Culture and Society. 16(1), 7-23
DAY, C and JOHANSSON, O., 2008. Leadership with a difference in Schools Serving Disadvantaged Communities: Arenas for Success. In: TIRRI, K., ed., Educating Moral Sensibilities in Urban Schools SENSE. 19-34
LEITHWOOD, K. and DAY, C., 2008. School Leadership & Management. 28(1), 1-4
PENLINGTON, C, KINGTON, A and DAY, C., 2008. Leadership in improving schools: a qualitative perspective School Leadership & Management. 28(1), 27-42
DAY, C., 2008. Leadership and Continuing Professional Development of Teachers. In: JOHN CHI-KIN LEE AND LING-PO SHIU, ed., Developing Teachers and Developing Schools in Changing Contexts The Chinese University Press.
DAY, C., 2008. Journal of Educational Change. 9(3), 243-260
SAMMONS, P., DAY, C., STOBART, G. and GU, Q., 2007. Teachers matter: connecting work, lives and effectiveness Maidenhead: Open University Press.
SAMMONS, P., DAY, C., KINGTON, A., GU, Q., STOBART, G. and SMEES, R., 2007. British Educational Research Journal. 33(5), 681-701
DAY, C. and GU, Q., 2007. Oxford Review of Education. 33(4), 423-443
GU, Q. and DAY, C., 2007. Teaching and Teacher Education. 23(8), 1302-1316
DAY, C, SAMMONS, P.HOPKINS, D. HARRIS, A, LEITHWOOD, K, GU, Q, PENLINGTON, C, MEHTA, P and KINGTON, A., 2007. DfES Publication. (978 1 84775 081 5)
DAY, C, SAMMONS, P, HOPKINS, D, HARRIS, A, LEITHWOOD, K, GU, Q, PENLINGTON, C, MEHTA, P and KINGTON, A., 2007. DCSF Publications. (978 1 84775 081 5)
DAY, C., 2007. Collaborative Approaches to (Continuing to) Develop Effective Teachers: An account of the Joint UCET/HMI/STEC Symposium held in Galsgow The Universities Council for the Education of Teachers (UCET).
DAY, C. and LEITHWOOD, K., 2007. Sustaining Successful School Leadership in Times of Change: International Perspectives Springer, Dordrecht.
DAY, C., 2007. A reforma da escola: professionalismo e identidade dos professors em transi莽茫o. In: FLORES, M. A. and VIANA, I. C., eds., Profissionalismo Docente em Transi莽茫o: as Identidades dos Professores em tempos de Mudan莽a Instituto de Educa莽茫o e Psicologia, Universidade de Minho.
DAY, C. and LEITH, R., 2007. The Continuing Professional Development of Teachers: Issues of Coherence, Cohesion and Effectiveness. In: TOWNSEND, T., ed., International Handbook of School Effectiveness and Improvement Dordrecht, Springer. 468
DAY, C. and TOWNSEND, A., 2007. Ethical issues for consultants in complex collaborative action research settings: tensions and dilemmas. In: CAMPBELL, A. and GROUNDWATER-SMITH, S., eds., An Ethical Approach to Practitioner Research London: Routledge. 42-61
DAY, C., 2007. Sustaining the Turnaround: What Capacity Building Means in Practice International Studies in Educational Administration. 35(3), 39-48
DAY, C. and GU, Q., 2007. Teaching and Teacher Education. 23, 1302-1316
DAY, C., 2007. Passion Por Ensenar: La identidad personal y professional del docente y sus valores, Madrid Narcea.
DAY, C., PACHECO, J. A, FLORES, M. A., HADFIELD, M. and MORGADO, J. C., 2007. The Changing Face of Teaching in England and Portugal: Experiences and perceptions of secondary school teachers Centro de Estudos em Educa莽茫o, Universidade do Minho, Portugal.
DAY, C., SAMMONS, P., KINGTON, A., GU, Q. and STOBART, G., 2006. Evaluation and Research in Education. 19(2), 102-125
DAY, C., KINGTON, A., STOBART, G. and SAMMONS, P., 2006. British Educational Research Journal. 32(4), 601-616
DAY, C., STOBART, G., SAMMONS, P., KINGTON, A., GU, Q., SMEES, R. and MUJABA, T., 2006. Variations in Teachers' Work, Lives and Effectiveness! Final report for the VITAE Project. Department for Education and Skills, London.
DAY, C., STOBART, G., SAMMONS, P. and KINGTON, A., 2006. Teachers and Teaching: Theory and Practice. 12(2), 169-192
MATTHEWS, P., SAMMONS, P., GU, Q., DAY, C and SMITH, P., 2006. Supporting Leadership and Securing Quality: An Evaluation of the Impact of Aspects of the London Leadership Strategy NCSL.
LEITHWOOD, K., DAY, C, SAMMONS, P, HARRIS, A, HOPKINS, D and , 2006. Successful School Leadership: What it is and how it influences pupil learning, Research Report 800, DfES London and NCSL, Nottingham (978 1 84478 822 4)
LEITHWOOD, K., DAY, C., SAMMONS, P.' HARRIS, A. and HOPKINS, D, 2006. Seven strong claims about successful school leadership, DfES London and NCSL, Nottingham (In Press.)
FLORES, M. A. and DAY, C., 2006. Teaching and Teacher Education. VOL 22(NUMBER 2), 219-232
HARRIS, A., DAY, C., GOODALL, J., LINDSAY, G. and MUIJS, D., 2006. WHAT DIFFERENCE DOES IT MAKE? EVALUATING THE IMPACT OF CONTINUING PROFESSIONAL DEVELOPMENT IN SCHOOLS Scottish Educational Review. VOL 37(SPI), 90-98
DAY, C., 2005. International Journal of Leadership in Education. 8(4), 273-290
DAY, C., 2005. Journal of Educational Administration. VOL 43(NUMBER 6), 573-583
DAY, C., ELLIOT, B. and KINGTON, A., 2005. Teaching and Teacher Education. 21(5), 563-577
DAY, C. and HADFIELD, M.P., 2005. Harnessing Action Research: The Power of Network Learning. In: Network Learning For Educational Change Open University Press, Buckingham.
THOMSON, P.L., BROWN, L., DAY, C. and TOWNSEND, A., 2005.
DAY, C., 2005. The UK Policy for School Leadership: Uneasy transitions
International Handbook of Educational Policy. In: International Handbook of Educational Policy Springer-Verlag Berlin, Berlin, Germany.
DAY, C., 2005. The Challenge to be the Best: Research and the Teacher. In: Connecting Policy and Practice: Challenges for teaching and learning in schools and universities Routledge, London and New York. 153-170
DAY, C., 2005. Formar Docentes,C贸mo, cu谩ndo y en qu茅 condiciones aprende el profesorado: Spanish translation of Developing Teachers: The Challenges of Lifelong Learning, London: Falmer Press Narcea S.A., Madrid.
DAY, C., 2004. A passion for teaching London: RoutledgeFalmer.
DAY, C. and HADFIELD, M., 2004. Educational Action Research. VOL 12(NUMB 4), 575-586
DAY, C., 2004. Professionalism, Perfomativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Practice Development. In: International Handbook on the Continuing Professional Development of Teachers Open University Press, Buckingham.
DAY, C., 2004. Teaching Education. VOL 15(PART 2), 145-158
DAY, C., ed., 2004. Polish Translation of Developing Teachers: The Challenges of Lifelong Learning
DAY, C., ed., 2004. International Handbook on the Continuing Development of Teachers Open University Press, Buckingham.
DAY, C., 2004. Spanish Translation of Leading Schools in Times of Change
ANDREWS, J., DAY, C., GILLAM, K. and HARRINGTON, P., 2004. Changing teaching and learning through collaborative action research Professional Development Today. VOL 8(ISSU 1), 33-39
DAY, C., ed., 2004. Spanish Translation of Developing Teachers: The Challenges of Lifelong Learning
DAY, C., 2004. School Leadership and Management. VOL 24(NUMB 4), 425-438
K. ZHANG, 2003. J. Convex Anal.. 10(2), 409-417
J. FENG, K. ZHANG, Y. LUO, 2003. J. Phys. A.. 36, 7469-7484
HARRIS, A., HOPKINS, D., DAY, C., HADFIELD, M., HARGREAVES, A. and CHAPMAN, C.J., 2003. Effective Leadership for School Improvement. Routledge, London and New York.
DAY, C. and HARRIS, A., 2003. From Singular to Plural: Challenging the Orthodoxy of School Leadership. In: Rethinking Educational Leadership: Challenging the Conventions Sage Publications Ltd, London, UK.
DAY, C., 2003. Leadership & Policy in Schools. 2(1), 5-25
DAY, C., 2003. The Changing Learning Needs of Heads: Building and Sustaining Effectiveness.. In: Effective Leadership for School Improvement Routledge, London and New York.
DAY, C., 2003. Transitions in teacher professionalism: Identity, commitment and trust. In: Conference Proceedings of Professional Development and Educatonal Change - What Does it Mean to be Professional in Education? Syddansk Universitetsforlag , Odense, Denmark. 45-46
DAY, C., PACHECO, J., FLORES, M. A., HADFIELD, M. and MORGADO, J. C., 2003. European Journal of Teacher Education. VOL 26(PART 2), 239-252
DAY, C., 2003. What Sucessful Leadership in Schools Looks Like: Implications for Policy and Practice. In: Handbook of Educational Leadership and Management Pearson/Longman, London. 187-204
HARRIS, A., DAY, C. and HADFIELD, M., 2003. Teachers and Teaching: Theory and Practice. VOL 9(PART 1), 67-78
DAY, C., 2003. Teachers' Thinking - Intentions and Practice: An Action Research Perspective. In: Teacher Thinking Twenty Years On: Revisiting Persisiting Problems and Advances in Education Swets & Zeitlinger, Lisse, NL.
DAY, C., 2003. Successful Leadership in the twenty-first Century.. In: Effective Leadership for School Improvement Routledge, London and New York.
K. ZHANG, 2003. In: International Conference on Harmonic Analysis and Related Topics. 41. 161-169
HARRIS, A., DAY, C., HOPKINS, D., HARGREAVES, A., HADFIELD, M. and CHAPMAN, C., 2002. Effective leadership for school improvement London: Routledge Falmer.
DAY, C., 2002. International Journal of Educational Research. 37(8), 677-692
DAY, C., PARSONS, C., WELSH, P. and HARRIS, A., 2002. Improving leadership: room for improvement Improving Schools. VOL 5(NUMB 1), 36-51
DAY, C., ELLIOT, J., SOMEKH, B. and WINTER, R., eds., 2002. Theory and Practice in Acton Research: some international perpespectives
DAY, C., 2002. Revisiting the Purposes of Continuing Professional Development.. In: Professional Development & Institutional Needs (Monitoring Change in Education) Ashgate Publishing Group, Aldershot & London. 51-77
SUGRUE, C. and DAY, C., eds., 2002. Developing Teachers and Teaching Practice: Internationl research perspectives Routledge Falmer, London, New York.
DAY, C., 2002. Desenvolvimento Profissional de Professores, Os desafios da Aprendizagem permanente Porto Editoria, Porto.
DAY, C., 2002. Teachers and Teaching: Theory and Practice. VOL 8(PART 3/4), 421-434
DAY, C., PARSONS, C., WELSH, P. and HARRIS, A., eds., 2002. Improving leadership: room for improvment. Improving Schools Trentham Books Ltd, Stoke-on-Trent, UK.
DAY, C., 2002. Individual Need and Organisational Developement.. In: Professional Developement and Insitutional Needs.
DAY, C., 2002. Teacher Leadership, Reflective Practice and School Improvement.. In: The Second International Handbook of Educational Leadership and Administration.
DAY, C., HADFIELD, M. and KELLOW, M., 2002. Schools as learning communities: building capacity through network learning EDUCATION 3 TO 13. VOL 30(PART 3), 19-22
DAY, C., HARRIS, A. and HADFIELD, M., 2001. Grounding Knowledge of Schools in Stakeholder Realities School Leadership and Management. VOL 21(NUMB 1), 19-42
DAY, C., HARRIS, A. and HADFIELD, M.P., 2001. Leading Schools in Times of Change
K. ZHANG, 2001. Calc. of Var. PDEs. 13(2), 231-264
DAY, C., HARRIS, A. and PARSONS, C., 2001. Improving Leadership: Critical Reflections on the Leadership Programme for Serving Headteachers: Room for Improvement? In: British Educational Research Association Confernece.
DAY, C., HARRIS, A. and HADFIELD, M., 2001. International Journal of Leadership in Education. VOL 4(PART 1), 39-56
DAY, C., 2001. Desenvolvimento Profesional de Professores; Os desafios da aprendizagem permanente
DAY, C., 2001. Teacher Professionalism: Choice and Consequence in the New Orthodoxy of Professional Development and Training. In: Continuing Teacher Education and School Development
DAY, C., 2001. The Challenges of Lifelong Learning (Spanish translation)
DAY, C. and VAN VEEN, D., eds., 2001. Educational Research in Europe Yearbook 2001 Garant, SARL, Metz, France.
DAY, C. and LEITCH, R., 2001. Teaching and Teacher Education. VOL 17(NUMBER 4), 403-415
DAY, C., 2001. Innovative Teachers: Promoting Lifelong Learning for All. In: International Handbook of Lifelong Learning Kluwer Academic Publishers, Dordrecht, Boston. 473-499
ASTON, L., MALLIK, M., DAY, C. and FRASER, D., 2000. Nurse Education Today. VOL 20(PART 3), 178-188
DAY, C., 2000. Beyond Transformational Leadership Educational Leadership. VOL 57(PART 7), 56-59
DAY, C., HARRIS, A. and HADFIELD, M.P., 2000. Leading Schools in Times of Change Open University Press, Buckingham.
LEITCH, R. and DAY, C., 2000. Educational Action Research. VOL 8(PART 1), 179-194
DAY, C., 2000. Teachers and Teaching: Theory and Practice. VOL 6(PART 1), 101-115
DAY, C., 2000. Effective Leadership and Effective Practice Reflective Practice. 1(1), 113-128
DAY, C., FERNANDEZ, A. and HAUGE, T.E., eds., 2000. The Life and Work of Teachers: International Perspectives in Changing Times Falmer Press Ltd, London.
DAY, C., 2000. Stories of Change and Professional Development in England. In: The Life and Work of Teachers: International Perspectives in Changing Times Falmer Press Ltd, London. 109-129
MALLIK, M, FRASER, D and DAY, C, 1999. Education for practice. The search for a credible model for the teacher/lecturer in practice. NT learning curve.. 3(3), 2-4
HADFIELD, M.P. and DAY, C., 1999. Conducting Collaborative Research. In: Politica educativa y social para jovenes en situiacion de riesgo 31-54
LANG, M., DAY, C., BUNDER, W., HANSEN, H., KYSILKA, M., TILLEMA, H. and SMITH, K., 1999. Teacher Professional Development in the Context of Curriculum Reform. In: International Series on Educational Renewal, Changing Schools/Changing Practices: Perspectives on Educational Reform and Teacher Professionalism 121-131
DAY, C., 1999. Reflection and the Principalship In: International Conference on New professionalism in Teaching: Teacher Education and Teacher Development in a Changing World.
DAY, C., 1999. Professional Development and Reflective Practice: purposes, processes and partnerships Curriculum Studies. VOL 7(PART 2), 221-234
DAY, CHRISTOPHER, 1943-, 1999. Developing teachers : the challenges of lifelong learning / Christopher Day London : Falmer Press, 1999.
DAY, C., 1999. Teacher Professional Development in the Context of Curriculum Reform. In: Changing Schools/Changing Practices: Perspectives on Educational Reform and Teacher Professionalism Garant, SARL, Metz, France. 121-132
DAY, C. and VAN VEEN, D., 1999. Maslow and a Place called School. In: Perceiving, Behanive, Becoming: Lessons Learned Association for Supervision and Curriculum Development, Alexandria, VA, USA. 105-115
DAY, C., 1999. Supporting Urban Education through Multi-Service Schools and Interprofessional Collaboration. In: Politica eduvativa y soical para jovenes en situacion de riesgo
DAY, C., 1999. Researching Teaching Through Reflective Practice. In: Researching Teaching: Methodologeis and Practices fro Understanding Pedagogy Falmer Press Ltd, London. 215-232
DAY, C.W., 1999. Which Way From Here? Times Educational Supplement. 15 January, 18-19
DAY, CHRISTOPHER, FRASER, DIANE, MALLIK, MAGGIE and ENGLISH NATIONAL BOARD FOR NURSING, MIDWIFERY AND HEALTH VISITING, 1998. The role of the teacher/lecturer in practice / Christopher Day, Diane Fraser, Maggie Mallik
DAY, C., HALL, C. and WHITAKER, P., 1998. Developing leadership in primary schools London : Paul Chapman.
DAY, C., HADFIELD, M.P. and WATLING, R., 1998. Relationships Between Class Size and the Quality of Teaching and Learning: A Critical Review of the Research. In: Topic: Practical Applications of Research in Education, 20.
K. ZHANG, 1998. Ann.Inst. H. Poincar'e - Analyse Non lineaire. 15(6), 663-686
DAY, C., 1998. Teaching and Teacher Education. VOL 14(NUMBER 8), 807-820
DAY, C. and VAN VEEN, D., 1998. Multi-Service Schools: Integrated Services Supporting Vulnerable Children, Youth and Families. In: Multi-Service Schools: Integrated Services for Children and Youth at Risk 7-17
DAY, C. and ROBERTS-HOLMES, G., 1998. The Best of Times, The Worst of Times: Stories of Change and Development in England Change: Transformations in Education. 1(1), 15-31
DAY, C., 1998. Educational Action Research. VOL 6(NUMBER 2), 255-274
DAY, CHRISTOPHER, ACP, VEEN, DOLF VAN and WALRAVEN, G., 1998. Multi-service schools : integrated services for children and youth at risk / Dolf van Veen, Christopher Day & Guido Walraven, (eds.) Leuven : Garant, 1998.
DAY, C. W., 1998. The Role of Higher Education in Fostering Lifelong Learning Partnerships with Teachers European Journal of Education: Research, Development and Policies. VOL 33(NUMBER 4), 419-432
DAY, C., 1997. Teachers in the Twenty-First Century: Time to Renew the Vision. In: Beyond Educational Reform: Bringing Teachers Back Open University Press, Buckingham. 44-61
DAY, C., 1997. In-service Teacher Education in Europe: conditions and themes for development in the 21st century BRITISH JOURNAL OF IN SERVICE EDUCATION. VOL 23(NUMBER 1), 39-54
DAY, C., VAN VEEN, D. and WALRAVEN, G., 1997. Children and Youth at Risk and Urban Education: Research, Policy and Practice
DAY, C., VAN VEEN, D. and WONG-KOOI, S., 1997. Teachers and Teaching: International Perspectives on School Reform and Teacher Education
DAY, C., 1997. Being a Professional in Schools and Universities: limits, purposes and possibilities for development British Educational Research Journal. VOL 23(NUMBER 2), 193-208
DAY, C.W., 1997. Listen to those who are closest to classes Times Educational Supplement. April,
DAY, C., 1997. Working with the Different Selves of Teachers: Beyond Comfortable Collaboration. In: International Action Research: A Casebook for Educational Reform Falmer Press Ltd, London. 190-203
DAY, C., 1997. Youngsters at risk and Urban education: problems and the role of research. In: Children and Youth at Risk and Urban Education: Research , Policy and Practice 9-17
DAY, C., TOLLEY, H. and HADFIELD, M.P., 1996. Class Size Research and the Quality of Education National Association of Head Teachers, Haywards Heath.
DAY, C. and HADFIELD, M., 1996. Effectiveness and quality in continuing professional education: an empirical investigation of policy and practice in UK universities International Journal of Lifelong Education. VOL 15(NUMBER 5), 370-381
DAY,C and GRICE C, Change Leadership: A System Level Case 糖心原创 University of Sydney. (978-0-6484882-2-4)
Day, C. (2023) Professionalism in Practice: Contextual Differences in Understandings, Practices, and Effects of Teacher Autonomy. In Mentor,I (Ed) The Palgrave Handbook of Teacher Education Research. Springer