1.
Pollard, A. & Pollard, A. Readings for Reflective Teaching in Schools. vol. Reflective Teaching (Bloomsbury Publishing, 2014).
2.
Pollard, A. Reflective teaching in schools. (Bloomsbury Academic, 2019).
3.
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 (Routledge, 2014).
4.
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 (Bloomsbury Academic, 2015).
5.
MacBlain, S. Chapter 1: What is learning? in How children learn 9–30 (SAGE Publications, 2014).
6.
Pollard, A. Reflective teaching in schools. (Bloomsbury Academic, 2019).
7.
Colwell, J. & Pollard, A. Readings for reflective teaching in early education. vol. Reflective teaching series (Bloomsbury Academic, 2015).
8.
Chapter 5: Child Development. in A guide to early years and primary teaching 85–104 (SAGE Publications, 2016).
9.
James, M. et al. Learning and teaching in primary schools: insights from TLRP. vol. Primary Review interim reports (Primary Review, Faculty of Education, University of Cambridge, 2008).
10.
Hattie, J. Part 1 Chapter 3: The teacher-student relationship. in Visible learning and the science of how we learn 16–25 (Routledge, 2014).
11.
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 26–35 (Routledge, 2014).
12.
Keenan, T., Evans, S. & Crowley, K. Chapter 2: Theories of Development. in An introduction to child development vol. SAGE foundations of psychology series 23–51 (SAGE, 2016).
13.
Abbott, R., Burkitt, E. & Burkitt, E. Child development and the brain : an introduction / Rob Abbott and Esther Burkitt. (Policy Press, 2015).
14.
Crowley, K. Child development: a practical introduction. (SAGE, 2017).
15.
Keenan, T., Evans, S. & Crowley, K. An introduction to child development. vol. SAGE foundations of psychology series (SAGE, 2016).
16.
Catling, S. & Martin, F. Contesting: The primary geography curriculum as an articulation between academic and children’s (ethno-) geographies. Curriculum Journal 22, 317–335 (2011).
17.
Myhill, D., Hopper, R. & Jones, S. Questioning and learning. in Talking, listening, learning: effective talk in the primary classroom 68–84 (Open University Press, 2006).
18.
Pope, G. Questioning technique pocketbook. (Teachers’ Pocketbooks, 2013).
19.
Hattie, J. & Yates, G. C. R. 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, 2014).
20.
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 vol. Achieving QTS. Cross-curricular (Learning Matters, 2010).
21.
Wood, E. & Hedges, H. Curriculum in early childhood education: critical questions about content, coherence, and control. The Curriculum Journal 27, 387–405 (2016).
22.
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 (Routledge, 2016).
23.
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 (Routledge, 2016).
24.
Hayward, L. & Hayward, S. Chapter 9: Assessment and learning. in A guide to early years and primary teaching 165–183 (SAGE Publications, 2016).
25.
Black, P. & Wiliam, D. Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21, 5–31 (2009).
26.
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 (Routledge, 2014).
27.
Marshall, B. & Jane Drummond, M. How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education 21, 133–149 (2006).
28.
Pollard, A. Pollard: Reflective Teaching in Schools- Chapter 13. in Reflective teaching in schools vol. Reflective teaching 351–376 (Bloomsbury, 2014).
29.
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 65–79 (Open UP, 2002).
30.
Moore, A. Teaching and learning: pedagogy, curriculum and culture; Chapter 1 Theories of teaching and learning. (Routledge, 2012).
31.
Marks, R. 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. Menter, I.) vol. Critical guides for teacher educators (Critical Publishing, 2016).
32.
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 (Routledge, 2009).
33.
Pollard, A. Readings for reflective teaching in schools. (Bloomsbury Academic, 2014).
34.
Aubrey, K. & Riley, A. Understanding and using educational theories. (SAGE, 2016).
35.
Bates, B. Learning theories simplified: - and how to apply them to teaching. (SAGE, 2016).
36.
Claxton, G. Learning power. in Understanding and using educational theories 183–198 (SAGE, 2016).
37.
Collins, S. Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. (Kogan Page Limited, 2016).
38.
Greenhough, P. et al. Boxing clever: using shoeboxes to support home-school knowledge exchange. Literacy (formerly Reading) 39, 97–103 (2005).