Abbott, R., Burkitt, E., & Burkitt, E. (2015). Child development and the brain : an introduction / Rob Abbott and Esther Burkitt. Policy Press. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1573506&site=ehost-live&scope=site
Arthur, J., Cremin, T., & Wray, D. (2014). 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. http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640
Aubrey, K., & Riley, A. (2016). Understanding and using educational theories. SAGE.
Bates, B. (2016). Learning theories simplified: - and how to apply them to teaching. SAGE.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brown, C. (2015). 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. https://www.bloomsburycollections.com/book/evidence-informed-policy-and-practice-in-education-a-sociological-grounding/
Catling, S., & Martin, F. (2011). Contesting: The primary geography curriculum as an articulation between academic and children’s (ethno-) geographies. Curriculum Journal, 22(3), 317–335. https://doi.org/10.1080/09585176.2011.601624
Chapter 5: Child Development. (2016). In A guide to early years and primary teaching (pp. 85–104). SAGE Publications.
Claxton, G. (2016). Learning power. In Understanding and using educational theories (pp. 183–198). SAGE.
Collins, S. (2016). Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. Kogan Page Limited.
Colwell, J., & Pollard, A. (2015). Readings for reflective teaching in early education: Vol. Reflective teaching series. Bloomsbury Academic. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781472510914
Crowley, K. (2017). Child development: a practical introduction (2nd edition). SAGE.
Greenhough, P., Scanlan, M., Feiler, A., Johnson, D., Yee, W. C., Andrews, J., Price, A., Smithson, M., & Hughes, M. (2005). Boxing clever: using shoeboxes to support home-school knowledge exchange. Literacy (Formerly Reading), 39(2), 97–103. https://doi.org/10.1111/j.1741-4350.2005.00407.x
Hattie, J. (2014a). Part 1 Chapter 3: The teacher-student relationship. In Visible learning and the science of how we learn (pp. 16–25). Routledge. http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571
Hattie, J. (2014b). Part 1 Chapter 4: Your personality as a teacher: can your students trust you? In Visible learning and the science of how we learn (pp. 26–35). Routledge. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3334159350004761&institutionId=4761&customerId=4760
Hattie, J., & Yates, G. C. R. (2014). 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. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3328138510004761&institutionId=4761&customerId=4760
Hayward, L., & Hayward, S. (2016). Chapter 9: Assessment and learning. In A guide to early years and primary teaching (pp. 165–183). SAGE Publications. https://contentstore.cla.co.uk/secure/link?id=45f779be-6e1b-e711-80c9-005056af4099
Illeris, K. (2009). 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. http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203870426
James, M., Alexander, R. J., Flutter, J., Pollard, A., Esmée Fairbairn Foundation, Teaching and Learning Research Programme, University of Cambridge. Faculty of Education. Primary Review, & University of London. Institute of Education. (2008). Learning and teaching in primary schools: insights from TLRP: Vol. Primary Review interim reports. Primary Review, Faculty of Education, University of Cambridge. http://cprtrust.org.uk/wp-content/uploads/2014/06/research-survey-2-4.pdf
Keenan, T., Evans, S., & Crowley, K. (2016a). An introduction to child development: Vol. SAGE foundations of psychology series (Third edition). SAGE.
Keenan, T., Evans, S., & Crowley, K. (2016b). Chapter 2: Theories of Development. In An introduction to child development: Vol. SAGE foundations of psychology series (Third edition, pp. 23–51). SAGE. https://contentstore.cla.co.uk/secure/link?id=aff91e2a-9798-e711-80cb-005056af4099
Larking, S. (2002). Creating metacognitive experiences for 5 and 6-year-old children. In Learning intelligence: cognitive acceleration across the curriculum from 5 to 15 years (pp. 65–79). Open UP. https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099
MacBlain, S. (2014). Chapter 1: What is learning? In How children learn (pp. 9–30). SAGE Publications. https://contentstore.cla.co.uk/secure/link?id=7fc4ee1b-5683-e711-80cb-005056af4099
Marks, R. (2016). Chapter 2 : Ability grouping in primary schools, case studies and critical debates and Chapter 4: Ability labelling and children’s identities. In I. Menter (Ed.), Ability-grouping in primary schools: case studies and critical debates: Vol. Critical guides for teacher educators. Critical Publishing. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1165864&site=ehostlive&scope=site
Marshall, B., & Jane Drummond, M. (2006). How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education, 21(2), 133–149. https://doi.org/10.1080/02671520600615638
Moore, A. (2012). Teaching and learning: pedagogy, curriculum and culture; Chapter 1 Theories of teaching and learning (Second edition). Routledge. https://doi.org/10.4324/9780203134061
Myhill, D., Hopper, R., & Jones, S. (2006). Questioning and learning. In Talking, listening, learning: effective talk in the primary classroom (pp. 68–84). Open University Press. 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
Pollard, A. (2014a). Pollard: Reflective Teaching in Schools- Chapter 13. In Reflective teaching in schools: Vol. Reflective teaching (4th edition, pp. 351–376). Bloomsbury. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373
Pollard, A. (2014b). Readings for reflective teaching in schools (Second edition). Bloomsbury Academic. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374
Pollard, A. (2019a). Reflective teaching in schools (5th edition). Bloomsbury Academic. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
Pollard, A. (2019b). Reflective teaching in schools (5th edition). Bloomsbury Academic. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
Pollard, A., & Pollard, A. (2014). Readings for Reflective Teaching in Schools: Vol. Reflective Teaching (2nd ed.). Bloomsbury Publishing. http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374
Pope, G. (2013). Questioning technique pocketbook. Teachers’ Pocketbooks. 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
Smidt, S. (2014). 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. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3333934190004761&institutionId=4761&customerId=4760
Smith, J. (2010). 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. https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=680162
Tarrant, P., & Holt, D. (2016a). 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. https://contentstore.cla.co.uk/secure/link?id=322a123b-5d83-e711-80cb-005056af4099
Tarrant, P., & Holt, D. (2016b). 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. https://contentstore.cla.co.uk/secure/link?id=4c052d30-5e83-e711-80cb-005056af4099
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981
