The HRS Team

Professor David Reynolds

Professor David Reynolds has authored 16 books and over 200 articles on school effectiveness, school improvement, educational policy and education in the UK, and is currently Professor of Education at the University of Exeter.

Professor Reynolds has also been heavily involved in educational policy-making in England as Chair of the Numeracy Task Force and a member of the Literacy Task Force that remodelled primary school education. He has been an Advisor to the DFES since 1999, working on teachers’ pay and conditions, teachers’ continuing professional development, schools facing challenging circumstances and City Academies. He is a board member of the Teacher Training Agency and the British Educational Communications Agency (BECTA) and is also a member of the DFES’s Value Added Advisory Group and Literacy and Numeracy Strategy Reference Group.

Professor Reynolds was awarded a CBE for his services to education in 2002.

Dr. Sam Stringfield

Dr. Stringfield has published over 100 articles and books on topics related to improving the effectiveness of teaching and schooling for under-privileged students.

Currently he is the Co-Director of the Systemic and Policy section of the Center for Research on the Education of Students Placed At Risk (CRESPAR), Co-Director of the Program on Integrated Reform of the Center for Education, Diversity and Excellence (CREDE), and co-editor of the Journal of Education for Students Placed At Risk (JESPAR).

Dr. Stringfield is involved with several studies of school restructuring in diverse contexts. As one of the initial designers of the Memphis Restructuring Initiative (MRI), he is entering his 4th year of study of that district's efforts to bring diverse reform designs to high-poverty communities. With Amanda Datnow, Stringfield co-leads the CREDE study of school restructuring designs in a separate, multicultural/multilingual district.

For more information see Dr. Stringfields website:

Dr. Eugene Schaffer

Dr. Eugene C. Schaffer is a Professor of Education, specialising in the study of teaching. Dr. Schaffer began his career as a teacher of English and Social Studies in urban schools and worked as an administrator for a Local Education Authority before becoming a researcher and lecturer. His research examines classroom behaviours that improve student learning in urban settings. Over the last ten years, he has been involved with a number of national and international studies examining the linkages between classroom and school performance and educational policy. He is co-author of a number of studies, including World Class Schools (Routledge Falmer, 2002).