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A. Pollard and A. Pollard, Readings for Reflective Teaching in Schools, 2nd ed., vol. Reflective Teaching. London: Bloomsbury Publishing, 2014 [Online]. Available: http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374
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A. Pollard, Reflective teaching in schools, 5th edition. London: Bloomsbury Academic, 2019 [Online]. Available: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
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S. Smidt, ‘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., London: Routledge, 2014 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3333934190004761&institutionId=4761&customerId=4760
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C. Brown, ‘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 [Online]. Available: https://www.bloomsburycollections.com/book/evidence-informed-policy-and-practice-in-education-a-sociological-grounding/
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S. MacBlain, ‘Chapter 1: What is learning?’, in How children learn, London: SAGE Publications, 2014, pp. 9–30 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=7fc4ee1b-5683-e711-80cb-005056af4099
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A. Pollard, Reflective teaching in schools, 5th edition. London: Bloomsbury Academic, 2019 [Online]. Available: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941
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J. Colwell and A. Pollard, Readings for reflective teaching in early education, vol. Reflective teaching series. London: Bloomsbury Academic, 2015 [Online]. Available: 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, pp. 85–104.
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M. James et al., Learning and teaching in primary schools: insights from TLRP, vol. Primary Review interim reports. Cambridge: Primary Review, Faculty of Education, University of Cambridge, 2008 [Online]. Available: http://cprtrust.org.uk/wp-content/uploads/2014/06/research-survey-2-4.pdf
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J. Hattie, ‘Part 1 Chapter 3: The teacher-student relationship’, in Visible learning and the science of how we learn, London: Routledge, 2014, pp. 16–25 [Online]. Available: http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571
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J. Hattie, ‘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, pp. 26–35 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3334159350004761&institutionId=4761&customerId=4760
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T. Keenan, S. Evans, and K. Crowley, ‘Chapter 2: Theories of Development’, in An introduction to child development, Third edition., vol. SAGE foundations of psychology series, Los Angeles: SAGE, 2016, pp. 23–51 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=aff91e2a-9798-e711-80cb-005056af4099
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R. Abbott, E. Burkitt, and E. Burkitt, Child development and the brain : an introduction / Rob Abbott and Esther Burkitt. Bristol: Policy Press, 2015 [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1573506&site=ehost-live&scope=site
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K. Crowley, Child development: a practical introduction, 2nd edition. Los Angeles: SAGE, 2017.
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T. Keenan, S. Evans, and K. Crowley, An introduction to child development, Third edition., vol. SAGE foundations of psychology series. Los Angeles: SAGE, 2016.
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S. Catling and F. Martin, ‘Contesting: The primary geography curriculum as an articulation between academic and children’s (ethno-) geographies’, Curriculum Journal, vol. 22, no. 3, pp. 317–335, Sep. 2011, doi: 10.1080/09585176.2011.601624.
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D. Myhill, R. Hopper, and S. Jones, ‘Questioning and learning’, in Talking, listening, learning: effective talk in the primary classroom, Maidenhead: Open University Press, 2006, pp. 68–84 [Online]. Available: 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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G. Pope, Questioning technique pocketbook. Alresford: Teachers’ Pocketbooks, 2013 [Online]. Available: 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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J. Hattie and G. C. R. Yates, ‘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 [Online]. Available: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3328138510004761&institutionId=4761&customerId=4760
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J. Smith, ‘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, Exeter: Learning Matters, 2010 [Online]. Available: https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=680162
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E. Wood and H. Hedges, ‘Curriculum in early childhood education: critical questions about content, coherence, and control’, The Curriculum Journal, vol. 27, no. 3, pp. 387–405, Jul. 2016, doi: 10.1080/09585176.2015.1129981.
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P. Tarrant and D. Holt, ‘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 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=322a123b-5d83-e711-80cb-005056af4099
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P. Tarrant and D. Holt, ‘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 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=4c052d30-5e83-e711-80cb-005056af4099
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L. Hayward and S. Hayward, ‘Chapter 9: Assessment and learning’, in A guide to early years and primary teaching, London: SAGE Publications, 2016, pp. 165–183 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=45f779be-6e1b-e711-80c9-005056af4099
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P. Black and D. Wiliam, ‘Developing the theory of formative assessment’, Educational Assessment, Evaluation and Accountability, vol. 21, no. 1, pp. 5–31, Feb. 2009, doi: 10.1007/s11092-008-9068-5.
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J. Arthur, T. Cremin, and D. Wray, ‘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 [Online]. Available: http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640
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B. Marshall and M. Jane Drummond, ‘How teachers engage with Assessment for Learning: lessons from the classroom’, Research Papers in Education, vol. 21, no. 2, pp. 133–149, Jun. 2006, doi: 10.1080/02671520600615638.
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A. Pollard, ‘Pollard: Reflective Teaching in Schools- Chapter 13’, in Reflective teaching in schools, 4th edition., vol. Reflective teaching, London: Bloomsbury, 2014, pp. 351–376 [Online]. Available: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373
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S. Larking, ‘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, pp. 65–79 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099
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A. Moore, Teaching and learning: pedagogy, curriculum and culture; Chapter 1 Theories of teaching and learning, Second edition. London: Routledge, 2012 [Online]. Available: https://doi.org/10.4324/9780203134061
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R. Marks, ‘Chapter 2 : Ability grouping in primary schools, case studies and critical debates and Chapter 4: Ability labelling and children’s identities’, in Ability-grouping in primary schools: case studies and critical debates, vol. Critical guides for teacher educators, I. Menter, Ed. Northwich: Critical Publishing, 2016 [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1165864&site=ehostlive&scope=site
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K. Illeris, ‘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 [Online]. Available: http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203870426
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A. Pollard, Readings for reflective teaching in schools, Second edition. London: Bloomsbury Academic, 2014 [Online]. Available: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374
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K. Aubrey and A. Riley, Understanding and using educational theories. Los Angeles: SAGE, 2016.
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B. Bates, Learning theories simplified: - and how to apply them to teaching. Los Angeles: SAGE, 2016.
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G. Claxton, ‘Learning power’, in Understanding and using educational theories, Los Angeles: SAGE, 2016, pp. 183–198.
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S. Collins, 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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P. Greenhough et al., ‘Boxing clever: using shoeboxes to support home-school knowledge exchange’, Literacy (formerly Reading), vol. 39, no. 2, pp. 97–103, Jul. 2005, doi: 10.1111/j.1741-4350.2005.00407.x.
