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Pollard A, Pollard A. Readings for Reflective Teaching in Schools. 2nd ed. London: : Bloomsbury Publishing 2014. http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374
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Pollard A. Reflective teaching in schools. 5th edition. London: : Bloomsbury Academic 2019. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
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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. London: : 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. London: : 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. London: : 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. London: : Bloomsbury Academic 2019. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
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Colwell J, Pollard A. Readings for reflective teaching in early education. London: : 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. London: : 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. Cambridge: : 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. London: : 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. London: : 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. Los Angeles: : 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. Bristol: : 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. Los Angeles: : SAGE 2017.
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Keenan T, Evans S, Crowley K. An introduction to child development. Third edition. Los Angeles: : 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;22:317–35. 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. Maidenhead: : 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. Alresford: : 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. London: : 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. Exeter: : 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;27:387–405. 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. London: : 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. London: : 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. London: : SAGE Publications 2016. 165–83.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;21:5–31. 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. London: : 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;21:133–49. doi:10.1080/02671520600615638
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Pollard A. Pollard: Reflective Teaching in Schools- Chapter 13. In: Reflective teaching in schools. London: : Bloomsbury 2014. 351–76.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. Buckingham: : 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. London: : 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. Northwich: : 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. London: : 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. London: : 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. Los Angeles: : SAGE 2016.
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Bates B. Learning theories simplified: - and how to apply them to teaching. Los Angeles: : SAGE 2016.
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Claxton G. Learning power. In: Understanding and using educational theories. Los Angeles: : SAGE 2016. 183–98.
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Collins S. Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. London: : 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;39:97–103. doi:10.1111/j.1741-4350.2005.00407.x
