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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’,. Learning to Teach in the Primary School. London: Routledge, 2014. Web. <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640>.
Aubrey, Karl, and Alison Riley. Understanding and Using Educational Theories. Los Angeles: SAGE, 2016. Print.
Bates, Bob. Learning Theories Simplified: - And How to Apply Them to Teaching. Los Angeles: SAGE, 2016. Print.
Black, Paul, and Dylan Wiliam. ‘Developing the Theory of Formative Assessment’. Educational Assessment, Evaluation and Accountability 21.1 (2009): 5–31. Web.
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’. Evidence-Informed Policy and Practice in Education: A Sociological Grounding. London: Bloomsbury Academic, 2015. Web. <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): 317–335. Web.
‘Chapter 5: Child Development’. A Guide to Early Years and Primary Teaching. London: SAGE Publications, 2016. 85–104. Print.
Claxton, G. ‘Learning Power’. Understanding and Using Educational Theories. Los Angeles: SAGE, 2016. 183–198. Print.
Collins, Stella. Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training. London: Kogan Page Limited, 2016. Print.
Colwell, Jennifer, and Andrew Pollard. Readings for Reflective Teaching in Early Education. Reflective teaching series. London: Bloomsbury Academic, 2015. Web. <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781472510914>.
Crowley, Kevin. Child Development: A Practical Introduction. 2nd edition. Los Angeles: SAGE, 2017. Print.
Greenhough, Pamela et al. ‘Boxing Clever: Using Shoeboxes to Support Home-School Knowledge Exchange’. Literacy (formerly Reading) 39.2 (2005): 97–103. Web.
Hattie, John. ‘Part 1 Chapter 3: The Teacher-Student Relationship’. Visible Learning and the Science of How We Learn. London: Routledge, 2014. 16–25. Web. <http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571>.
---. ‘Part 1 Chapter 4: Your Personality as a Teacher: Can Your Students Trust You?’ Visible Learning and the Science of How We Learn. London: Routledge, 2014. 26–35. Web. <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’. Visible Learning and the Science of How We Learn. London: Routledge, 2014. Web. <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’. A Guide to Early Years and Primary Teaching. London: SAGE Publications, 2016. 165–183. Web. <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)’. Contemporary Theories of Learning: Learning Theorists - in Their Own Words. London: Routledge, 2009. Web. <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203870426>.
James, Mary et al. Learning and Teaching in Primary Schools: Insights from TLRP. Primary Review interim reports. Cambridge: Primary Review, Faculty of Education, University of Cambridge, 2008. Web. <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. SAGE foundations of psychology series. Los Angeles: SAGE, 2016. Print.
---. ‘Chapter 2: Theories of Development’. An Introduction to Child Development. Third edition. SAGE foundations of psychology series. Los Angeles: SAGE, 2016. 23–51. Web. <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’. Learning Intelligence: Cognitive Acceleration across the Curriculum from 5 to 15 Years. Buckingham: Open UP, 2002. 65–79. Web. <https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099>.
MacBlain, Sean. ‘Chapter 1: What Is Learning?’ How Children Learn. London: SAGE Publications, 2014. 9–30. Web. <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’. Ability-Grouping in Primary Schools: Case Studies and Critical Debates. Ed. Ian Menter. Critical guides for teacher educators. Northwich: Critical Publishing, 2016. Web. <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): 133–149. Web.
Moore, Alex. Teaching and Learning: Pedagogy, Curriculum and Culture; Chapter 1 Theories of Teaching and Learning. Second edition. London: Routledge, 2012. Web. <https://doi.org/10.4324/9780203134061>.
Myhill, Debra, Rosemary Hopper, and Susan Jones. ‘Questioning and Learning’. Talking, Listening, Learning: Effective Talk in the Primary Classroom. Maidenhead: Open University Press, 2006. 68–84. Web. <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’. Reflective Teaching in Schools. 4th edition. Reflective teaching. London: Bloomsbury, 2014. 351–376. Web. <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373>.
---. Readings for Reflective Teaching in Schools. Second edition. London: Bloomsbury Academic, 2014. Web. <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374>.
---. Reflective Teaching in Schools. 5th edition. London: Bloomsbury Academic, 2019. Web. <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941>.
---. Reflective Teaching in Schools. 5th edition. London: Bloomsbury Academic, 2019. Web. <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941>.
Pollard, Andrew, and Amy Pollard. Readings for Reflective Teaching in Schools. 2nd ed. Reflective Teaching. London: Bloomsbury Publishing, 2014. Web. <http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374>.
Pope, Gorden. Questioning Technique Pocketbook. Alresford: Teachers’ Pocketbooks, 2013. Web. <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’. Learning to Teach in the Primary School. Third edition. London: Routledge, 2014. Web. <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’. Talk, Thinking and Philosophy in the Primary Classroom. Achieving QTS. Cross-curricular. Exeter: Learning Matters, 2010. Web. <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’. Metacognition in the Primary Classroom: A Practical Guide to Helping Children Understand How They Learn Best. London: Routledge, 2016. Web. <https://contentstore.cla.co.uk/secure/link?id=322a123b-5d83-e711-80cb-005056af4099>.
---. ‘Chapter 5: Foundations of Metacognition (Pp.51-61)’. Metacognition in the Primary Classroom: A Practical Guide to Helping Children Understand How They Learn Best. London: Routledge, 2016. Web. <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. Web.
