[1]
Alexander *, R. 2004. Still no pedagogy? principle, pragmatism and compliance in primary education. Cambridge Journal of Education. 34, 1 (Mar. 2004), 7–33. DOI:https://doi.org/10.1080/0305764042000183106.
[2]
Alexander, R.J. 2017. Towards dialogic teaching: rethinking classroom talk. [York], UK.
[3]
Allen, M. 2010. Misconceptions in primary science. Open University Press.
[4]
Anghileri, J. 2006. Teaching number sense. Continuum.
[5]
Askew, M. 2016. Transforming primary mathematics: understanding classroom tasks, tools and talk. Routledge.
[6]
Bearne, E. et al. 2016. Teaching writing effectively: reviewing practice. The United Kingdom Literacy Association.
[7]
Bibby, T. et al. 2017. Responding to poverty and disadvantage in schools: a reader for teachers. Palgrave Macmillan.
[8]
Bilton, H. 2010. Outdoor Learning in the Early Years: Management and Innovation. Taylor and Francis.
[9]
Black, P. and Wiliam, D. 2009. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability. 21, 1 (Feb. 2009), 5–31. DOI:https://doi.org/10.1007/s11092-008-9068-5.
[10]
Black, P.J. et al. 1998. Inside the black box: raising standards through classroom assessment. King’s College.
[11]
Bloomsbury Collections - Evidence-Informed Policy and Practice in Education - A Sociological Grounding: https://www.bloomsburycollections.com/book/evidence-informed-policy-and-practice-in-education-a-sociological-grounding/.
[12]
Bloomsbury Collections - Knowledge and the Future School - Curriculum and Social Justice: https://www.bloomsburycollections.com/book/knowledge-and-the-future-school-curriculum-and-social-justice/.
[13]
Boddington, N. et al. 2014. Understanding personal, social, health and economic education in primary schools. SAGE Publications.
[14]
Boyd, P. et al. 2015. Learning teaching: becoming an inspirational teacher. Critical Publishing.
[15]
Bryce-Clegg, A. 2013. Continuous provision in the early years: how to plan provision to make a positive impact on children’s learning. Featherstone Education.
[16]
Cannadine, D. et al. 2011. The right kind of history: teaching the past in twentieth-century England. Palgrave Macmillan.
[17]
Catling, S. 2013. The need to develop research into primary children’s and schools’ geography. International Research in Geographical and Environmental Education. 22, 3 (Aug. 2013), 177–182. DOI:https://doi.org/10.1080/10382046.2013.818187.
[18]
Catling, S. and Willy, T. 2009. Teaching primary geography. Learning Matters.
[19]
Chamberlain, L. and Kerrigan-Draper, E. 2016. Inspiring writing in primary schools. Learning Matters, an imprint of SAGE Publications Ltd.
[20]
Clark, D.B. 1996. Schools as learning communities: transforming education. Cassell.
[21]
Clark, D.B. 1996. Schools as learning communities: transforming education. Cassell.
[22]
Clark, R.M. 2016. Childhood in society for the early years. Learning Matters, an imprint of SAGE Publications Ltd.
[23]
Clarke, S. 2014. Outstanding formative assessment: culture and practice. Hodder Education.
[24]
Collins, S. 2016. Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. Kogan Page Limited.
[25]
Colwell, J. 2015. Readings for reflective teaching in early education. Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc.
[26]
Colwell, J. and Ince, A. 2021. Reflective teaching in early education. Bloomsbury Academic.
[27]
Cotton, T. 2014. Understanding and Teaching Primary Mathematics. Taylor and Francis.
[28]
Cowley, S. 2010. Getting the Buggers to Behave. Bloomsbury Publishing.
[29]
Cremin, T. 2015. Teaching English Creatively. Taylor and Francis.
[30]
Cremin, T. and Arthur, J. 2014. Learning to Teach in the Primary School. Taylor and Francis.
[31]
Cross, A. and Board, J. 2014. Creative ways to teach primary science. Open University Press, McGraw-Hill Education.
[32]
Cross, A. and Bowden, A. 2009. Essential primary science. Open University Press.
[33]
Cummins, J. 2000. Language, power, and pedagogy: bilingual children in the crossfire. Multilingual Matters.
[34]
Curren, R.R. 2003. A companion to the philosophy of education. Blackwell.
[35]
Datta, M. 2000. Bilinguality and literacy: principles and practice. Continuum.
[36]
Dixon, L. and Hales, A. 2014. Bringing history alive through local people and places: a guide for primary school teachers. Routledge.
[37]
Dowling, M. 2010. Young children’s personal, social and emotional development. SAGE.
[38]
Duffy, B. and Pugh, G. 2014. Contemporary issues in the early years. SAGE.
[39]
Dweck, C.S. 2012. Mindset. Robinson.
[40]
Dweck, C.S. 2006. Mindset: the new psychology of success. Ballantine Books.
[41]
Early Childhood Studies: https://www.bloomsburycollections.com/book/early-childhood-studies-a-social-science-perspective/.
[42]
Elfer, P. et al. 2012. Key persons in the early years: building relationships for quality provision in early years settings and primary schools. Routledge.
[43]
Ellis, S. and Tod, J. 2009. Behaviour for learning: proactive approaches to behaviour management. Routledge.
[44]
Erricker, C. et al. 2011. Primary religious education: a new approach : conceptual enquiry in primary RE. Routledge.
[45]
Fisher, J. 2008. Starting from the child: teaching and learning in the foundation stage. Open University Press.
[46]
Fisher, R. 2013. Chapter 1: Thinking About Thinking. Teaching thinking: philosophical enquiry in the classroom. Bloomsbury Academic.
[47]
Fisher, R. 2013. Teaching thinking: philosophical enquiry in the classroom. Bloomsbury Academic.
[48]
Gallard, D. and Cartmell, K.M. 2015. Psychology and education. Routledge.
[49]
Gaut, B. and Gaut, M. 2013. Philosophy for Young Children: A Practical Guide. Taylor and Francis.
[50]
Gifford, S. 2005. Teaching mathematics 3-5: developing learning in the foundation stage. Open University Press.
[51]
Glazzard, J. and Stokoe, J. 2013. Teaching Systematic Synthetic Phonics and Early English. Critical Publishing.
[52]
Graham, J. and Kelly, A. 2012. Reading Under Control: Teaching Reading in the Primary School. Taylor and Francis.
[53]
Graham, J. and Kelly, A. eds. 2010. Writing under control. Routledge.
[54]
Gray, C. and MacBlain, S. 2015. Learning theories in childhood. SAGE.
[55]
Hankin, L. et al. 2006. Education studies: an issues-based approach. Learning Matters.
[56]
Hansen, A. ed. 2020. Children’s errors in mathematics. Learning Matters.
[57]
Harlen OBE, W. and Qualter, A. 2014. The Teaching of Science in Primary Schools. Taylor and Francis.
[58]
Harlen, W. and Qualter, A. 2009. The teaching of science in primary schools. Routledge.
[59]
Hattie, J. 2012. Visible learning for teachers: maximizing impact on learning. Routledge.
[60]
Haylock, D. and Cockburn, A. 2008. Understanding mathematics for young children: a guide for foundation stage and lower primary teachers. SAGE.
[61]
Haylock, D. and Manning, R. 2014. Mathematics explained for primary teachers. SAGE Publications.
[62]
Heathcote, D. and Bolton, G.M. 1995. Drama for learning: Dorothy Heathcote’s mantle of the expert approach to education. Heinemann.
[63]
Keenan, T. et al. 2016. An introduction to child development. SAGE.
[64]
Kelly, C. 2010. Hidden Worlds: Young Children Learning Literacy in Multicultural Contexts. Institute of Education Press.
[65]
Kerry, T. 2015. Cross-curricular teaching in the primary school: planning and facilitating imaginative lessons. Routledge.
[66]
Kerry, T. 2015. Cross-curricular teaching in the primary school: planning and facilitating imaginative lessons. Routledge.
[67]
Lowndes, J. 2012. The Complete Multifaith Resource for Primary RE: Ages 4-7. Taylor and Francis.
[68]
Luxford, H. and Smart, L. 2009. Learning through talk: developing learning dialogues in the primary classroom. Routledge.
[69]
MacBlain, S. 2014. How children learn. SAGE Publications.
[70]
Manning-Morton, J. 2013. Exploring Wellbeing In The Early Years. McGraw-Hill Education.
[71]
Marks, R. 2016. Ability-grouping in primary schools: case studies and critical debates. Critical Publishing.
[72]
Marshall, B. and Jane Drummond, M. 2006. How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education. 21, 2 (Jun. 2006), 133–149. DOI:https://doi.org/10.1080/02671520600615638.
[73]
Mcculloch, G. and McCulloch, Gary 1997. Privatising the Past? History and Education Policy in the 1990s. British journal of educational studies. 45, 1 (Mar. 1997), 69–82.
[74]
Merz, C. and Furman, G.C. 1997. Community and schools: promise and paradox. Teachers College P.
[75]
Moore, A. 2012. Teaching and learning: pedagogy, curriculum and culture. Routledge.
[76]
Myhill, D. 2016. Essential primary grammar. Open University Press.
[77]
Myhill, D. et al. 2006. Talking, listening, learning: effective talk in the primary classroom. Open University Press.
[78]
Newell, R. 2017. Big ideas in primary mathematics. SAGE Publications.
[79]
Parents, Teachers and the ‘Community of Practice’. The Qualitative Report.: https://search.proquest.com/docview/195546874?accountid=14511.
[80]
Philosophy of Education Society of Great Britain Journal of philosophy of education.
[81]
Pollard, A. 2019. Reflective teaching in schools. Bloomsbury Academic.
[82]
Pollard, A. 2019. Reflective teaching in schools. Bloomsbury Academic.
[83]
Pollard, A. and Pollard, A. 2014. Readings for Reflective Teaching in Schools. Bloomsbury Publishing.
[84]
Pollard, A. and Pollard, A. 2014. Readings for Reflective Teaching in Schools. Bloomsbury Publishing.
[85]
Pope, G. 2014. Questioning Technique Pocketbook. Management Pocketbooks.
[86]
Riley, J. 2006. Language and literacy 3-7: creative approaches to teaching. SAGE Publications Ltd.
[87]
Robson, S. 2016. Are there differences between children’s display of self-regulation and metacognition when engaged in an activity and when later reflecting on it? The complementary roles of observation and reflective dialogue. Early Years. 36, 2 (Apr. 2016), 179–194. DOI:https://doi.org/10.1080/09575146.2015.1129315.
[88]
Rogers, B. 2006. Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. Paul Chapman.
[89]
Rogers, S. and Wyse, D. 2016. A guide to early years and primary teaching. SAGE Publications.
[90]
Rogers, S. and Wyse, D. 2016. A guide to early years and primary teaching. SAGE Publications.
[91]
Siegler, R.S. et al. 2017. How children develop. Worth Publishers, Macmillan Learning.
[92]
Smith, J. 2010. Talk, thinking and philosophy in the primary classroom. Learning Matters.
[93]
Stanley, S. 2012. Why Think?: Philosophical Play from 3-11. Bloomsbury Publishing.
[94]
Tarrant, P. and Holt, D. 2016. Metacognition in the primary classroom: a practical guide to helping children understand how they learn best. Routledge.
[95]
Tennent, W. et al. 2016. Guiding readers: layers of meaning : a handbook for teaching reading comprehension to 7-11-year-olds. UCL Institute of Education Press, University College London.
[96]
TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact: http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=UCL_IOE_EPR_DS7044&indx=1&recIds=UCL_IOE_EPR_DS7044&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&mode=Basic&vid=UCL_VU1&srt=rank&tab=local&dum=true&vl(freeText0)=James%2C%20M%20and%20Pollard%2C%20A%20%282011%29%20TLRP%E2%80%99s%20ten%20principles%20for%20effective%20pedagogy%3A%20rationale%2C%20development%2C%20evidence%2C%20argument%20and%20impact.%20Research%20Papers%20in%20Education&dstmp=1510230806851.
[97]
Tunnicliffe, S.D. 2015. Starting inquiry-based science in the early years: look, talk, think and do. Routledge.
[98]
Waugh, D. et al. eds. 2017. Primary English for trainee teachers. Learning Matters, an imprint of SAGE Publications.
[99]
Whitehead, M.R. 2010. Language & Literacy in the Early Years 0-7. SAGE Publications.
[100]
Young, M. and Muller, J. 2013. On the powers of powerful knowledge. Review of Education. 1, 3 (Oct. 2013), 229–250. DOI:https://doi.org/10.1002/rev3.3017.
[101]
2007. Bringing Knowledge Back In. Routledge.
[102]
Youth, multiculturalism and community cohesion.