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Resilient Teachers, Resilient Schools: Building and sustaining quality in testing times (Teacher Quality and School Development)
by Christopher Day Qing GuThis book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers’ work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.
Leading Schools Successfully: Stories from the field
by Christopher Day David GurrLeading Schools Successfully: Stories from the field considers international research focussing on leadership in schools. Based on the ISSPP (International Successful School Principalship Project) which has conducted over one hundred multiple perspective case studies of successful school principals from more than a dozen countries, the book captures the exhilaration of being a principal who grows and sustains success from those practitioners who are acknowledged as exhibiting outstanding leadership. Whilst much is known about successful school leaders, the book reinforces the argument that it is neither possible, nor appropriate, to generalise specific strategies that should be adopted to ensure success for all schools at all times in all settings. Instead, success calls for a high level of judgement, wisdom, artistry and sheer hard work on the part of principals, adapting for their particular context the knowledge about leading schools successfully. Reflection sections in each chapter ask the reader to consider further issues which each chapter raises. Topics considered include: - the importance of school principals to school success - turning around under-performing schools - values-led leadership -sustaining successful leadership - leading in multi-cultural settings - issues and implications for the future. With international contributions from experts in the field, the book offers a new perspective on leadership in schools and will be of interest to school principals and researchers.
Leading Schools Successfully: Stories from the field
by Christopher Day David GurrLeading Schools Successfully: Stories from the field considers international research focussing on leadership in schools. Based on the ISSPP (International Successful School Principalship Project) which has conducted over one hundred multiple perspective case studies of successful school principals from more than a dozen countries, the book captures the exhilaration of being a principal who grows and sustains success from those practitioners who are acknowledged as exhibiting outstanding leadership. Whilst much is known about successful school leaders, the book reinforces the argument that it is neither possible, nor appropriate, to generalise specific strategies that should be adopted to ensure success for all schools at all times in all settings. Instead, success calls for a high level of judgement, wisdom, artistry and sheer hard work on the part of principals, adapting for their particular context the knowledge about leading schools successfully. Reflection sections in each chapter ask the reader to consider further issues which each chapter raises. Topics considered include: - the importance of school principals to school success - turning around under-performing schools - values-led leadership -sustaining successful leadership - leading in multi-cultural settings - issues and implications for the future. With international contributions from experts in the field, the book offers a new perspective on leadership in schools and will be of interest to school principals and researchers.
Living Architecture, Living Cities: Soul-Nourishing Sustainability
by Christopher Day Julie GwilliamIt’s widely accepted that our environment is in crisis. Less widely recognized is that three quarters of environmental damage is due to cities – the places where most of us live. As this powerful new book elucidates, global sustainability is therefore directly dependent on urban design. In Living Architecture, Living Cities Christopher Day and Julie Gwilliam move beyond the current emphasis on technological change. They argue that eco-technology allows us to continue broadly as before and only defers the impending disaster. In reality, most negative environmental impacts are due to how we live and the things we buy. Such personal choices often result from dissatisfaction with our surroundings. As perceived environment has a direct effect on attitudes and motivations, improving this can achieve more sustainable lifestyles more effectively than drastic building change – with its notorious performance-gap limitations. As it’s in places that our inner feelings and material reality interact, perceived environment is place-based. Ultimately, however, as the root cause of unsustainability is attitude, real change requires moving from the current focus on buildings and technology to an emphasis on the non-material. Featuring over 400 high quality illustrations, this is essential reading for anyone who believes in the value and power of good design. Christopher Day’s philosophy will continue to inspire students with an interest in sustainable architecture, urban planning and related fields.
Living Architecture, Living Cities: Soul-Nourishing Sustainability
by Christopher Day Julie GwilliamIt’s widely accepted that our environment is in crisis. Less widely recognized is that three quarters of environmental damage is due to cities – the places where most of us live. As this powerful new book elucidates, global sustainability is therefore directly dependent on urban design. In Living Architecture, Living Cities Christopher Day and Julie Gwilliam move beyond the current emphasis on technological change. They argue that eco-technology allows us to continue broadly as before and only defers the impending disaster. In reality, most negative environmental impacts are due to how we live and the things we buy. Such personal choices often result from dissatisfaction with our surroundings. As perceived environment has a direct effect on attitudes and motivations, improving this can achieve more sustainable lifestyles more effectively than drastic building change – with its notorious performance-gap limitations. As it’s in places that our inner feelings and material reality interact, perceived environment is place-based. Ultimately, however, as the root cause of unsustainability is attitude, real change requires moving from the current focus on buildings and technology to an emphasis on the non-material. Featuring over 400 high quality illustrations, this is essential reading for anyone who believes in the value and power of good design. Christopher Day’s philosophy will continue to inspire students with an interest in sustainable architecture, urban planning and related fields.
Leading Schools in Times of Change (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Christopher Day Alma Harris Mark Hadfield Harry Tolley John BeresfordLeadership of schools in changing times is fraught with opportunities and challenges. Leaders are expected to manage competing interests, to create conditions which form the foundation for lifelong learning, to sustain the motivation and morale of staff and to raise achievement levels of all students. Yet to date, there are few texts which examine how this is done successfully. This book seeks to meet this need. It considers effective leadership and management of schools from the perspectives of headteachers, teachers, students, ancillaries, governors and parents in a variety of reputationally good schools of different phases, locations and size. Through a mixture of participants' accounts and analysis of leadership theory, this highly readable book reveals a number of characteristics of headteachers who are both effective and successful: the centrality of personal values, people-centred leadership and the ability to manage tensions and dilemmas. The authors propose a post-transformational theory that reflects the complexity of leadership behaviour in the twenty-first century, suggesting that reliance upon rational, managerialist theory as the basis for training is inappropriate for the values-led contingency model that represents successful school leadership.
Successful Principal Leadership in Times of Change: An International Perspective (Studies in Educational Leadership #5)
by Christopher Day Kenneth LeithwoodThis book contributes significantly to our understanding of successful school leaders by describing similarities and differences in the work of such leaders in countries ranging from England to Australia, the United States to Norway, and Sweden to Hong Kong. Bringing together case study research, the book helps explain what all successful principals do and the ways in which context shapes some of their work.
Issues in Educational Drama (Routledge Revivals)
by Christopher Day John L. NormanPublished in 1983, this book is a collection of original papers which explore concerns in the teaching of drama in education. All chapters have been written by significant practitioners of drama in education and attempt to locate the growing understanding of the educational drama process in the real world of schooling. Thus the collection sets out to identify and explore the many social, economic and ideological factors which influence the status and development of drama and propose strategies by which the work might be better established.
Insights Into Teachers' Thinking And Practice
by Christopher Day Maureen Pope Pam DenicoloA collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers' thinking.
Insights Into Teachers' Thinking And Practice
by Christopher Day Maureen Pope Pam DenicoloA collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers' thinking.
International Handbook of Continuing Professional Development of Teachers (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Christopher Day Judyth Sachs“Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development’s past, present, and projected future internationally.” Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice EducationThis Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years.It provides a unique collection of regional writing from key professionals in different regions of the world, featuring:A review of current CPD literatureDiscussion of the politics, policies and purposes of CPDCase studies from Europe, USA, Australia, Asia, Africa and South AmericaA synthesis of research and future research possibilitiesThe book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems.Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp
Teachers Matter: Connecting Work, Lives And Effectiveness (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Christopher Day Pam Sammons Gordon Stobart Alison Kington Qing GuTeachers Matter offers the most definitive portrait of teachers’ lives and work to date. At a time when teaching standards are high on the political and social agenda, the quality and commitment of teaching staff is seen as paramount and they are viewed as pivotal to the economic and social well being of society. But:What are the influences that help or hinder teachers’ commitment?Is there an association between commitment and pupil attainment?Why are teachers’ identities important?What are teachers’ needs and concerns in different professional life phases?Does school context count?Based on a DfES funded study of 300 teachers in 100 primary and secondary schools in England, the authors identify different patterns of influence and effect between groups of teachers, which provide powerful evidence of the complexities of teachers’ work, lives, identity and commitment, in relation to their sense of agency, well-being, resilience and pupil attitudes and attainment. This, in turn, provides a clear message for teachers, teachers’ associations, school leaders and policy makers, in understanding and supporting the need to build and sustain school and classroom effectiveness. The book addresses issues such as the importance of career development, the relationships between school leadership, culture and teachers’ lives, maintaining a work-life balance, identity and well-being and the connection between commitment, resilience and effectiveness in the classroom. Original and highly relevant, Teachers Matter is invaluable reading for teachers, head teachers, researchers and teacher educators.
Teacher Professionalism During the Pandemic: Courage, Care and Resilience
by Christopher Day Helen Victoria Smith Ruth Graham Despoina AthanasiadouThis insightful book uniquely charts the events, experiences and challenges faced by teachers during and beyond the COVID-19 pandemic including periods of national lockdowns and school closures. Research-based and evidence informed, this key title explores the multiple media outputs created by teachers in a variety of different socio-economic contexts. The authors reflect on their stories through a series of themed analyses, as well as describing and discussing key issues related to the enactment of teacher professionalism in challenging times. With fascinating vignettes and interview extracts that reinforce the idea that teachers can manage rather than survive, this book unveils a strong sense of moral purpose, professional identity, commitment, care and resilience. It will be of interest to teachers, head teachers and teacher educators internationally.
Teacher Professionalism During the Pandemic: Courage, Care and Resilience
by Christopher Day Helen Victoria Smith Ruth Graham Despoina AthanasiadouThis insightful book uniquely charts the events, experiences and challenges faced by teachers during and beyond the COVID-19 pandemic including periods of national lockdowns and school closures. Research-based and evidence informed, this key title explores the multiple media outputs created by teachers in a variety of different socio-economic contexts. The authors reflect on their stories through a series of themed analyses, as well as describing and discussing key issues related to the enactment of teacher professionalism in challenging times. With fascinating vignettes and interview extracts that reinforce the idea that teachers can manage rather than survive, this book unveils a strong sense of moral purpose, professional identity, commitment, care and resilience. It will be of interest to teachers, head teachers and teacher educators internationally.
An Integrative Approach to Leader Development: Connecting Adult Development, Identity, and Expertise
by David V. Day Michelle M. Harrison Stanley M. HalpinThis book is a beginning, a first step, in taking leader development in organizations beyond conventional wisdom toward a scientifically sound research-based set of principles and practices. The authors looked beyond their own academic disciplines to bring to bear accumulated wisdom from researchers who have developed well-established and accepted
An Integrative Approach to Leader Development: Connecting Adult Development, Identity, and Expertise
by David V. Day Michelle M. Harrison Stanley M. HalpinThis book is a beginning, a first step, in taking leader development in organizations beyond conventional wisdom toward a scientifically sound research-based set of principles and practices. The authors looked beyond their own academic disciplines to bring to bear accumulated wisdom from researchers who have developed well-established and accepted
Schools of Fiction: Literature and the Making of the American Educational System (Oxford Studies in American Literary History)
by Morgan Day FrankIn Schools of Fiction, Morgan Day Frank considers a bizarre but integral feature of the modern educational experience: that teachers enthusiastically teach literary works that have terrible things to say about school. From Ishmael's insistence in Herman Melville's Moby-Dick that "a whale-ship was my Yale College and my Harvard," to the unnamed narrator's expulsion from his southern college in Ralph Ellison's Invisible Man, the most frequently taught books in the English curriculum tend to be those that cast the school as a stultifying and inhumane social institution. Why have educators preferred the anti-scholasticism of the American romance tradition to the didacticism of sentimentalists? Why have they organized "African American literature" as a discursive category around texts that despaired of the post-Reconstruction institutional system? Why did they start teaching novels, that literary form whose "very nature," in Mikhail Bakhtin's words, is "not canonic"? Reading literature in class is a paradoxical undertaking that, according to Day Frank, has proved foundational to the development of American formal education over the last two centuries, allowing the school to claim access to a social world external to itself. By drawing attention to the transformative effect literature has had on the school, Schools of Fiction challenges some of our core assumptions about the nature of cultural administration and the place of English in the curriculum. The educational system, Day Frank argues, has depended historically on the cultural objects whose existence it is ordinarily thought to govern and the academic subject it is ordinarily thought to have marginalized.
Schools of Fiction: Literature and the Making of the American Educational System (Oxford Studies in American Literary History)
by Morgan Day FrankIn Schools of Fiction, Morgan Day Frank considers a bizarre but integral feature of the modern educational experience: that teachers enthusiastically teach literary works that have terrible things to say about school. From Ishmael's insistence in Herman Melville's Moby-Dick that "a whale-ship was my Yale College and my Harvard," to the unnamed narrator's expulsion from his southern college in Ralph Ellison's Invisible Man, the most frequently taught books in the English curriculum tend to be those that cast the school as a stultifying and inhumane social institution. Why have educators preferred the anti-scholasticism of the American romance tradition to the didacticism of sentimentalists? Why have they organized "African American literature" as a discursive category around texts that despaired of the post-Reconstruction institutional system? Why did they start teaching novels, that literary form whose "very nature," in Mikhail Bakhtin's words, is "not canonic"? Reading literature in class is a paradoxical undertaking that, according to Day Frank, has proved foundational to the development of American formal education over the last two centuries, allowing the school to claim access to a social world external to itself. By drawing attention to the transformative effect literature has had on the school, Schools of Fiction challenges some of our core assumptions about the nature of cultural administration and the place of English in the curriculum. The educational system, Day Frank argues, has depended historically on the cultural objects whose existence it is ordinarily thought to govern and the academic subject it is ordinarily thought to have marginalized.
Music Composition For Dummies
by Holly Day Scott JarrettCreate the next big pop hit, bang out a catchy jingle, or write an iconic film score, with music composition skills Today's composers create music for television, film, commercials, and even video games. Music Composition For Dummies brings you up to speed with the theory and technicality of composing music. With easy-to-understand content that tracks to a typical music composition intro course, this book will teach you how to use music theory to write music in a variety of forms. You'll discover the latest tech tools for composers, including composing software and online streaming services where you can publish your musical creations. And you'll get a rundown on the world of intellectual property, so you can collab and remix fairly, while retaining all the rights to your own creations. Get a clear introduction to music theory and songwriting concepts Learn about composition best practices for movies, TV, video games, and beyond Explore sample music to help you understand both artistic and commercial composition Launch into the latest technologies to mix and share your creations Great for music students and aspiring artists, Music Composition For Dummies, is an easy-to-read guide to writing and producing all kinds of tunes.
Music Composition For Dummies
by Holly Day Scott JarrettCreate the next big pop hit, bang out a catchy jingle, or write an iconic film score, with music composition skills Today's composers create music for television, film, commercials, and even video games. Music Composition For Dummies brings you up to speed with the theory and technicality of composing music. With easy-to-understand content that tracks to a typical music composition intro course, this book will teach you how to use music theory to write music in a variety of forms. You'll discover the latest tech tools for composers, including composing software and online streaming services where you can publish your musical creations. And you'll get a rundown on the world of intellectual property, so you can collab and remix fairly, while retaining all the rights to your own creations. Get a clear introduction to music theory and songwriting concepts Learn about composition best practices for movies, TV, video games, and beyond Explore sample music to help you understand both artistic and commercial composition Launch into the latest technologies to mix and share your creations Great for music students and aspiring artists, Music Composition For Dummies, is an easy-to-read guide to writing and producing all kinds of tunes.
Challenging Coaching: Going Beyond Traditional Coaching to Face the FACTS
by Ian Day John BlakeyChallenging Coaching is a real-world, timely and provocative book which provides a wake-up call to move beyond the limitations of traditional coaching. Based on the authors' extensive experience working at board and management levels, they suggest that for far too long coaching approaches have shied away from adopting a more challenging stance - a stance that can provoke greater performance and unlock deeper potential in business leaders and their teams. The authors detail their unique FACTS coaching model, which provides a practical and pragmatic approach focusing on Feedback, Accountability, Courageous goals, Tension and Systems thinking. The authors explore FACTS coaching in theory and in practice using case studies, example dialogues and practical exercises so that the reader will be able to successfully challenge others using respectful yet direct techniques. This is an original and thought-provoking book that dares the reader to go beyond traditional coaching and face the FACTS.
From Creation to Abraham: Further Studies in Genesis 1-11 (The Library of Hebrew Bible/Old Testament Studies)
by John DayJohn Day investigates disputed points of interpretation within Genesis 1-11, expanding on his earlier book From Creation to Babel with 11 stimulating essays. Day considers the texts within their Near Eastern contexts, and pays particular attention to the later history of interpretation and reception history.Topics covered include the meaning of the Bible's first verse and what immediately follows, as well as what it means that humanity is made in the image of God. Further chapters examine the Garden of Eden, the background and role of the serpent and the ambiguous role of Wisdom; the many problems of interpretation in the Cain and Abel story, as well as what gave rise to this story; how the Covenant with Noah and the Noachic commandments, though originally separate, became conflated in some later Jewish thought; and the location of 'Ur of the Chaldaeans', Abraham's alleged place of origin, and how this was later misinterpreted by Jewish, Christian and Islamic sources as referring to a 'fiery furnace of the Chaldaeans'. These chapters, which illuminate the meaning, background and subsequent interpretation of the Book of Genesis, pave the way for Day's forthcoming ICC commentary on Genesis 1-11.
From Creation to Babel: Studies in Genesis 1-11 (The Library of Hebrew Bible/Old Testament Studies #592)
by John DayThe stories of Genesis 1-11 constitute one of the better known parts of the Old Testament, but their precise meaning and background still provide many debated questions for the modern interpreter. In this stimulating, learned and readable collection of essays, which paves the way for his forthcoming ICC commentary on these chapters, John Day attempts to provide definitive solutions to some ofthese questions. Amongst the topics included are the background and interpretation of the seven-day Priestly Creation narrative, problems in the interpretation of the Garden of Eden story, the relation of Cain and the Kenites, the strange stories of the sons of God and daughters of men and of Noah's drunkenness and the curse of Canaan, the precise ancient Near Eastern background of the Flood story and the preceding genealogies, and the meaning and background of the story of the tower and city of Babel. Throughout this volume John Day constantly seeks to determine the original meaning of these stories in the light of their ancient Near Eastern background, and to determine how far this original meaning has been obscured by later interpretations.
In Search of Pre-Exilic Israel: In Search Of Pre-exilic Israel (The Library of Hebrew Bible/Old Testament Studies)
by John DayIn recent years there has been a tendency among certain scholars to claim that little can be known about pre-exilic Israel, because the Old Testament was only compiled in the post-exilic period (for example Philip Davies, Thomas Thompson, Neils Peter Lemche). One scholar (Lemche) has even claimed that the Old Testament is a Hellenistic work. The purpose of this book is to argue that this is an extreme and untenable position and that, though much of the Old Testament was indeed edited in the exilic or post-exilic period, many of the underlying sources used go back to the pre-exilic period. When critically analyzed these sources can shed much light on the pre-exilic period. This important work is the product of a team of seventeen international scholars, no fewer than five of whom are Fellows of the British Academy. None of the chapters has previously been published.
Prophecy and the Prophets in Ancient Israel: Proceedings of the Oxford Old Testament Seminar (The Library of Hebrew Bible/Old Testament Studies)
by John DayThis major work re-examines prophecy and the prophets in ancient Israel, with essays ranging all the way from Israel's ancient Near Eastern background right up to the New Testament. The majority of essays concentrate on prophecy and the prophets in the Old Testament, which are approached from a remarkable number of different angles. Particular attention is paid to the following subjects: Prophecy amongst Israel's ancient Near East neighbours; female prophets in both Israel and the ancient Near East; Israelite prophecy in the light of sociological, anthropological and psychological approaches; Deuteronomy 18.9-22, the Prophets and Scripture; Elijah, Elisha and prophetic succession; the theology of Amos; Hosea and the Baal cult; the sign of Immanuel; the rewriting of Isaiah in Isaiah 28-31; Deutero-Isaiah and monotheism; Jeremiah and God; Aniconism and anthropomorphism in Ezekiel; Habakkuk's dialogue with God and the language of legal disputation; Zephaniah and the 'Book of the Twelve' hypothesis; Structure and meaning in Malachi; Prophecy and Psalmody; Prophecy in Chronicles; Prophecy in the New Testament.