Abbott, Rob, Esther Burkitt, and Esther Burkitt, 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>
Arthur, James, Teresa Cremin, and David 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) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640>
Aubrey, Karl, and Alison Riley, Understanding and Using Educational Theories (Los Angeles: SAGE, 2016)
Bates, Bob, Learning Theories Simplified: - And How to Apply Them to Teaching (Los Angeles: SAGE, 2016)
Black, Paul, and Dylan Wiliam, ‘Developing the Theory of Formative Assessment’, Educational Assessment, Evaluation and Accountability, 21.1 (2009), 5–31 <https://doi.org/10.1007/s11092-008-9068-5>
Brown, Chris, ‘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/>
Catling, Simon, and Fran Martin, ‘Contesting: The Primary Geography Curriculum as an Articulation between Academic and Children’s (Ethno-) Geographies’, Curriculum Journal, 22.3 (2011), 317–35 <https://doi.org/10.1080/09585176.2011.601624>
‘Chapter 5: Child Development’, in A Guide to Early Years and Primary Teaching (London: SAGE Publications, 2016), pp. 85–104
Claxton, G, ‘Learning Power’, in Understanding and Using Educational Theories (Los Angeles: SAGE, 2016), pp. 183–98
Collins, Stella, Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training (London: Kogan Page Limited, 2016)
Colwell, Jennifer, and Andrew Pollard, Readings for Reflective Teaching in Early Education (London: Bloomsbury Academic, 2015), Reflective teaching series <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781472510914>
Crowley, Kevin, Child Development: A Practical Introduction, 2nd edition (Los Angeles: SAGE, 2017)
Greenhough, Pamela, Mary Scanlan, Anthony Feiler, David Johnson, Wan Ching Yee, Jane Andrews, and others, ‘Boxing Clever: Using Shoeboxes to Support Home-School Knowledge Exchange’, Literacy (Formerly Reading), 39.2 (2005), 97–103 <https://doi.org/10.1111/j.1741-4350.2005.00407.x>
Hattie, John, ‘Part 1 Chapter 3: The Teacher-Student Relationship’, in Visible Learning and the Science of How We Learn (London: Routledge, 2014), pp. 16–25 <http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571>
———, ‘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 <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3334159350004761&institutionId=4761&customerId=4760>
Hattie, John, and Gregory 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) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3328138510004761&institutionId=4761&customerId=4760>
Hayward, L., and S. Hayward, ‘Chapter 9: Assessment and Learning’, in A Guide to Early Years and Primary Teaching (London: SAGE Publications, 2016), pp. 165–83 <https://contentstore.cla.co.uk/secure/link?id=45f779be-6e1b-e711-80c9-005056af4099>
Illeris, Knud, ‘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>
James, Mary, Robin J. Alexander, Julia Flutter, Andrew Pollard, Esmée Fairbairn Foundation, Teaching and Learning Research Programme, and others, Learning and Teaching in Primary Schools: Insights from TLRP (Cambridge: Primary Review, Faculty of Education, University of Cambridge, 2008), Primary Review interim reports <http://cprtrust.org.uk/wp-content/uploads/2014/06/research-survey-2-4.pdf>
Keenan, Thomas, Subhadra Evans, and Kevin Crowley, An Introduction to Child Development, Third edition (Los Angeles: SAGE, 2016), SAGE foundations of psychology series
———, ‘Chapter 2: Theories of Development’, in An Introduction to Child Development, Third edition (Los Angeles: SAGE, 2016), SAGE foundations of psychology series, 23–51 <https://contentstore.cla.co.uk/secure/link?id=aff91e2a-9798-e711-80cb-005056af4099>
Larking, Shirley, ‘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 <https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099>
MacBlain, Sean, ‘Chapter 1: What Is Learning?’, in How Children Learn (London: SAGE Publications, 2014), pp. 9–30 <https://contentstore.cla.co.uk/secure/link?id=7fc4ee1b-5683-e711-80cb-005056af4099>
Marks, Rachel, ‘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, ed. by Ian Menter (Northwich: Critical Publishing, 2016), Critical guides for teacher educators <http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1165864&site=ehostlive&scope=site>
Marshall, Bethan, and Mary Jane Drummond, ‘How Teachers Engage with Assessment for Learning: Lessons from the Classroom’, Research Papers in Education, 21.2 (2006), 133–49 <https://doi.org/10.1080/02671520600615638>
Moore, Alex, 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>
Myhill, Debra, Rosemary Hopper, and Susan Jones, ‘Questioning and Learning’, in Talking, Listening, Learning: Effective Talk in the Primary Classroom (Maidenhead: Open University Press, 2006), pp. 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>
Pollard, Andrew, ‘Pollard: Reflective Teaching in Schools- Chapter 13’, in Reflective Teaching in Schools, 4th edition (London: Bloomsbury, 2014), Reflective teaching, 351–76 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373>
———, Readings for Reflective Teaching in Schools, Second edition (London: Bloomsbury Academic, 2014) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374>
———, Reflective Teaching in Schools, 5th edition (London: Bloomsbury Academic, 2019) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941>
———, Reflective Teaching in Schools, 5th edition (London: Bloomsbury Academic, 2019) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941>
Pollard, Andrew, and Amy Pollard, Readings for Reflective Teaching in Schools, 2nd edn (London: Bloomsbury Publishing, 2014), Reflective Teaching <http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374>
Pope, Gorden, 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>
Smidt, Sandra, ‘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) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3333934190004761&institutionId=4761&customerId=4760>
Smith, John, ‘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), Achieving QTS. Cross-curricular <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=680162>
Tarrant, Peter, and Deborah 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) <https://contentstore.cla.co.uk/secure/link?id=322a123b-5d83-e711-80cb-005056af4099>
———, ‘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>
Wood, Elizabeth, and Helen Hedges, ‘Curriculum in Early Childhood Education: Critical Questions about Content, Coherence, and Control’, The Curriculum Journal, 27.3 (2016), 387–405 <https://doi.org/10.1080/09585176.2015.1129981>
