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Pollard A, Pollard A. Readings for Reflective Teaching in Schools. Vol Reflective Teaching. 2nd ed. Bloomsbury Publishing; 2014. http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374
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Pollard A. Reflective Teaching in Schools. 5th edition. Bloomsbury Academic; 2019. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
3.
Smidt S. Section 1: Unit 1.2 Professionalism and Trainee Teachers, p20-34, David Hayes and Section 2 Unit 2.1 Exploring the Nature of Learning and Teaching - Looking at Children, p53-68. In: Learning to Teach in the Primary School. Third edition. Routledge; 2014. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3333934190004761&institutionId=4761&customerId=4760
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Brown C. Chapter 3: Issues and solutions in relation to evidence-informed policy making, p33-50 and Chapter 9: What does this mean for evidenced-informed policy and practice? p153- 160. In: Evidence-Informed Policy and Practice in Education: A Sociological Grounding. Bloomsbury Academic; 2015. https://www.bloomsburycollections.com/book/evidence-informed-policy-and-practice-in-education-a-sociological-grounding/
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MacBlain S. Chapter 1: What is learning? In: How Children Learn. SAGE Publications; 2014:9-30. https://contentstore.cla.co.uk/secure/link?id=7fc4ee1b-5683-e711-80cb-005056af4099
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Pollard A. Reflective Teaching in Schools. 5th edition. Bloomsbury Academic; 2019. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
7.
Colwell J, Pollard A. Readings for Reflective Teaching in Early Education. Vol Reflective teaching series. Bloomsbury Academic; 2015. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781472510914
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Chapter 5: Child Development. In: A Guide to Early Years and Primary Teaching. SAGE Publications; 2016:85-104.
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James M, Alexander RJ, Flutter J, et al. Learning and Teaching in Primary Schools: Insights from TLRP. Vol Primary Review interim reports. Primary Review, Faculty of Education, University of Cambridge; 2008. http://cprtrust.org.uk/wp-content/uploads/2014/06/research-survey-2-4.pdf
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Hattie J. Part 1 Chapter 3: The teacher-student relationship. In: Visible Learning and the Science of How We Learn. Routledge; 2014:16-25. http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571
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Hattie J. Part 1 Chapter 4: Your personality as a teacher: can your students trust you? In: Visible Learning and the Science of How We Learn. Routledge; 2014:26-35. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3334159350004761&institutionId=4761&customerId=4760
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Keenan T, Evans S, Crowley K. Chapter 2: Theories of Development. In: An Introduction to Child Development. Vol SAGE foundations of psychology series. Third edition. SAGE; 2016:23-51. https://contentstore.cla.co.uk/secure/link?id=aff91e2a-9798-e711-80cb-005056af4099
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Abbott R, Burkitt E, Burkitt E. Child Development and the Brain : An Introduction / Rob Abbott and Esther Burkitt. Policy Press; 2015. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1573506&site=ehost-live&scope=site
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Crowley K. Child Development: A Practical Introduction. 2nd edition. SAGE; 2017.
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Keenan T, Evans S, Crowley K. An Introduction to Child Development. Vol SAGE foundations of psychology series. Third edition. SAGE; 2016.
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Catling S, Martin F. Contesting: The primary geography curriculum as an articulation between academic and children’s (ethno-) geographies. Curriculum Journal. 2011;22(3):317-335. doi:10.1080/09585176.2011.601624
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Myhill D, Hopper R, Jones S. Questioning and learning. In: Talking, Listening, Learning: Effective Talk in the Primary Classroom. Open University Press; 2006:68-84. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-27T13%3A19%3A35IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Talking,%20listening,%20learning%20effective%20talk%20in%20the%20primary%20classroom&rft.aulast=Myhill&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Myhill,%20Debra&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=0335217451&rft.isbn=0335217443&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=234048&site=ehost-live&scope=site&rft_dat=002692805&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Pope G. Questioning Technique Pocketbook. Teachers’ Pocketbooks; 2013. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-06-09T15%3A31%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Questioning%20Technique%20Pocketbook.&rft.aulast=Pope&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Pope,%20Gorden&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781906610500&rft.isbn=9781908284983&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1771997&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002729731%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
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Hattie J, Yates GCR. Chapter 9: Acquiring complex skills through social modelling and explicit teaching (pp72-83) and Chapter 11, Just how does expertise develop?, pp93- 102. In: Visible Learning and the Science of How We Learn. Routledge; 2014. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3328138510004761&institutionId=4761&customerId=4760
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Smith J. Chapter 3: Talk Theory, pp15-32; and Chapter 5 Classroom strategies to develop talk, pp52-70. In: Talk, Thinking and Philosophy in the Primary Classroom. Vol Achieving QTS. Cross-curricular. Learning Matters; 2010. https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=680162
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Wood E, Hedges H. Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal. 2016;27(3):387-405. doi:10.1080/09585176.2015.1129981
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Tarrant P, Holt D. Chapter 1: What and why: a look at theory and rationale (Metacognition), pp.1-8. In: Metacognition in the Primary Classroom: A Practical Guide to Helping Children Understand How They Learn Best. Routledge; 2016. https://contentstore.cla.co.uk/secure/link?id=322a123b-5d83-e711-80cb-005056af4099
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Tarrant P, Holt D. Chapter 5: Foundations of metacognition (pp.51-61). In: Metacognition in the Primary Classroom: A Practical Guide to Helping Children Understand How They Learn Best. Routledge; 2016. https://contentstore.cla.co.uk/secure/link?id=4c052d30-5e83-e711-80cb-005056af4099
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Hayward L, Hayward S. Chapter 9: Assessment and learning. In: A Guide to Early Years and Primary Teaching. SAGE Publications; 2016:165-183. https://contentstore.cla.co.uk/secure/link?id=45f779be-6e1b-e711-80c9-005056af4099
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Black P, Wiliam D. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability. 2009;21(1):5-31. doi:10.1007/s11092-008-9068-5
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Arthur J, Cremin T, Wray D. Assessment for Learning: formative approaches, Chapter 5.1, pp313-323; and Hall, K., and Kieron, S. Assessment for Learning: summative approaches, Chapter 5.2, pp.324-339,. In: Learning to Teach in the Primary School. Routledge; 2014. http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640
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Marshall B, Jane Drummond M. How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education. 2006;21(2):133-149. doi:10.1080/02671520600615638
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Pollard A. Pollard: Reflective Teaching in Schools- Chapter 13. In: Reflective Teaching in Schools. Vol Reflective teaching. 4th edition. Bloomsbury; 2014:351-376. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373
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Larking S. Creating metacognitive experiences for 5 and 6-year-old children. In: Learning Intelligence: Cognitive Acceleration across the Curriculum from 5 to 15 Years. Open UP; 2002:65-79. https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099
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Moore A. Teaching and Learning: Pedagogy, Curriculum and Culture; Chapter 1 Theories of Teaching and Learning. Second edition. Routledge; 2012. https://doi.org/10.4324/9780203134061
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Marks R. Chapter 2 : Ability grouping in primary schools, case studies and critical debates and Chapter 4: Ability labelling and children’s identities. In: Menter I, ed. Ability-Grouping in Primary Schools: Case Studies and Critical Debates. Vol Critical guides for teacher educators. Critical Publishing; 2016. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1165864&site=ehostlive&scope=site
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Illeris K. Book - Contemporary Theories of Learning (Knud Illeris - Chpts 5, 6, 7, 11 and 14). In: Contemporary Theories of Learning: Learning Theorists - in Their Own Words. Routledge; 2009. http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203870426
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Pollard A. Readings for Reflective Teaching in Schools. Second edition. Bloomsbury Academic; 2014. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374
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Aubrey K, Riley A. Understanding and Using Educational Theories. SAGE; 2016.
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Bates B. Learning Theories Simplified: - And How to Apply Them to Teaching. SAGE; 2016.
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Claxton G. Learning power. In: Understanding and Using Educational Theories. SAGE; 2016:183-198.
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Collins S. Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training. Kogan Page Limited; 2016.
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Greenhough P, Scanlan M, Feiler A, et al. Boxing clever: using shoeboxes to support home-school knowledge exchange. Literacy (formerly Reading). 2005;39(2):97-103. doi:10.1111/j.1741-4350.2005.00407.x
