International Advisory Group

An International Advisory Group consisting of internationally well-known leadership experts has been established. This group will bring an international perspective to the project and group members will be ‘critical friends’ to the investigators and provide expert advice on key matters including the research design and outcomes.

Professor Christopher Day

Professor of Education

Christopher Day is Professor of Education. He has worked as a teacher, lecturer and local education authority schools 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. Recent funded research projects which he has lead include: a four year national mixed methods DfES funded research on variations in teachers' work, lives and effectiveness; a nine country European project on successful principals in schools in challenging urban contexts; a national government funded project on school leadership and pupil outcomes; a national ESRC funded project on effective classroom teaching. He is currently directing a 15 country project on successful school principalship; an ESRC funded national project on ‘Leadership for Learning’ in schools in challenging urban contexts; and is co-directing an ESRC bi-lateral project on policy enactment.

Professor Barry Down

City of Rockingham Chair in Education at Murdoch University

Barry Down is the City of Rockingham Chair in Education at Murdoch University, Perth, Western Australia. His research focuses on young people’s lives in the context of shifts in the global economy, employment, poverty and disengagement. He has co-authored a number of books on educational disadvantage and student engagement, among them: Critically Engaged Learning: Connecting to Young Lives (with Smyth, Angus & McInerney, Peter Lang, 2008); Activist and Socially Critical School and Community Renewal: Social Justice in Exploitative Times (with Smyth, Angus & McInerney, Sense, 2009); ‘Hanging in With Kids’ in Tough Times: Engagement in Contexts of Educational Disadvantage in the Relational School (with Smyth, & McInerney, Peter Lang, 2010); Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times (with Smyth, Springer, 2012); The Socially Just School (with Smyth & McInerney, Springer, 2014); and Doing critical educational research: A conversation with the research of John Smyth (with Smyth, McInerney and Hattam, Peter Lang, 2014).

Professor Susan Moore Johnson

Jerome T. Murphy Professor of Education Harvard Graduate School of Education.

Susan Moore Johnson is the Jerome T. Murphy Professor in Education at the Harvard Graduate School of Education, where she served as academic dean from 1993 to 1999. She is a member of the National Academy of Education. Johnson studies and teaches about teacher policy, organizational change, and administrative practice. She has published five books and many articles about these topics A former high school teacher and administrator, Johnson has a continuing research interest in the work of teachers and the reform of schools. Since 1998, she has directed a multiyear research study, The Project on the Next Generation of Teachers (www.gse.harvard.edu/~ngt), where researchers examine how best to recruit, support, and retain a strong teaching force. In 2004, Johnson and her doctoral students at the Project published Finders and Keepers: Helping New Teachers Survive and Thrive in Our Schools (Jossey-Bass).

Professor Geert Kelchtermans

University of Leuven

Geert Kelchtermans studied Philosophy and Educational Sciences at the University of Leuven, where he obtained a PhD in 1993 with a study of teachers’ professional development from a narrative-biographical perspective. He is now a Professor in Education at that same university, where he chairs the Centre for Educational Policy, Innovation and Teacher Education. In his research he aims at untangling the complex relationship between individual professionals (teachers, principals, teacher educators) and the professional development on the one hand and their organisational working context on the other and in particular his research has focused on topics like teacher development, teacher induction (new teachers), pedagogy of teacher education, school improvement, micropolitics of schools, emotions in teaching, and qualitative research methodology. Geert Kelchtermans is widely published and has work in international book chapters and research journals in Dutch, English and German. He is also involved in the editorial board of several international journals like Teaching and Teacher Education and Teachers and Teaching: Theory & Practice (executive editor). Since 2012 he has held a part time Visiting Professor at the University of Oulu (Finland). For more information: http://ppw.kuleuven.be//cobv

Barbara Preston

Barbara Preston Research, Canberra

Barbara Preston is an independent researcher and policy consultant, currently undertaking doctoral studies at the University of Canberra on supply and demand forecasting for the teaching and nursing professions. She has been researching a wide range of education matters since the 1970s – as a teacher union research officer, public servant, and, since the early 1990s, consultant to the Australian Council of Deans of Education and many other organisations. Barbara is an active member of a number of professional associations, including the Australian Association for Research in Education.

Barbara has carried out influential research on teacher and nurse supply and demand, teacher education, the nature of the teaching profession, the professional practice of teaching, and schools policy. Much of her work involves interrogating national and other large datasets, and, in some cases, making recommendations on their future development. Her current policy and research interests include the destinations of initial teacher education graduates, and the impact of initial employment arrangements (on-going or temporary) and other matters on the attraction and retention of potentially effective teachers, especially in low SES and other usually hard to staff schools.

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