Abbott R, Burkitt E and Burkitt E, Child Development and the Brain : An Introduction / Rob Abbott and Esther Burkitt (Policy Press 2015) <http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1573506&site=ehost-live&scope=site>
Arthur J, Cremin T and 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’, Learning to teach in the primary school (Routledge 2014) <http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640>
Aubrey K and Riley A, Understanding and Using Educational Theories (SAGE 2016)
Bates B, Learning Theories Simplified: - And How to Apply Them to Teaching (SAGE 2016)
Black P and Wiliam D, ‘Developing the Theory of Formative Assessment’ (2009) 21 Educational Assessment, Evaluation and Accountability 5
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’, Evidence-informed policy and practice in education: a sociological grounding (Bloomsbury Academic 2015) <https://www.bloomsburycollections.com/book/evidence-informed-policy-and-practice-in-education-a-sociological-grounding/>
Catling S and Martin F, ‘Contesting: The Primary Geography Curriculum as an Articulation between Academic and Children’s (Ethno-) Geographies’ (2011) 22 Curriculum Journal 317
‘Chapter 5: Child Development’, , A guide to early years and primary teaching (SAGE Publications 2016)
Claxton G, ‘Learning Power’, Understanding and using educational theories (SAGE 2016)
Collins S, Neuroscience for Learning and Development: How to Apply Neuroscience and Psychology for Improved Learning and Training (Kogan Page Limited 2016)
Colwell J and Pollard A, Readings for Reflective Teaching in Early Education, vol Reflective teaching series (Bloomsbury Academic 2015) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781472510914>
Crowley K, Child Development: A Practical Introduction (2nd edition, SAGE 2017)
Greenhough P and others, ‘Boxing Clever: Using Shoeboxes to Support Home-School Knowledge Exchange’ (2005) 39 Literacy (formerly Reading) 97
Hattie J, ‘Part 1 Chapter 3: The Teacher-Student Relationship’, Visible learning and the science of how we learn (Routledge 2014) <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 (Routledge 2014) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3334159350004761&institutionId=4761&customerId=4760>
Hattie J and 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’, Visible learning and the science of how we learn (Routledge 2014) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3328138510004761&institutionId=4761&customerId=4760>
Hayward L and Hayward S, ‘Chapter 9: Assessment and Learning’, A guide to early years and primary teaching (SAGE Publications 2016) <https://contentstore.cla.co.uk/secure/link?id=45f779be-6e1b-e711-80c9-005056af4099>
Illeris K, ‘Book - Contemporary Theories of Learning (Knud Illeris - Chpts 5, 6, 7, 11 and 14)’, Contemporary theories of learning: learning theorists - in their own words (Routledge 2009) <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203870426>
James M and others, Learning and Teaching in Primary Schools: Insights from TLRP, vol Primary Review interim reports (Primary Review, Faculty of Education, University of Cambridge 2008) <http://cprtrust.org.uk/wp-content/uploads/2014/06/research-survey-2-4.pdf>
Keenan T, Evans S and Crowley K, An Introduction to Child Development, vol SAGE foundations of psychology series (Third edition, SAGE 2016)
——, ‘Chapter 2: Theories of Development’, An introduction to child development, vol SAGE foundations of psychology series (Third edition, SAGE 2016) <https://contentstore.cla.co.uk/secure/link?id=aff91e2a-9798-e711-80cb-005056af4099>
Larking S, ‘Creating Metacognitive Experiences for 5 and 6-Year-Old Children’, Learning intelligence: cognitive acceleration across the curriculum from 5 to 15 years (Open UP 2002) <https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099>
MacBlain S, ‘Chapter 1: What Is Learning?’, How children learn (SAGE Publications 2014) <https://contentstore.cla.co.uk/secure/link?id=7fc4ee1b-5683-e711-80cb-005056af4099>
Marks R, ‘Chapter 2 : Ability Grouping in Primary Schools, Case Studies and Critical Debates and Chapter 4: Ability Labelling and Children’s Identities’ in Ian Menter (ed), Ability-grouping in primary schools: case studies and critical debates, vol Critical guides for teacher educators (Critical Publishing 2016) <http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1165864&site=ehostlive&scope=site>
Marshall B and Jane Drummond M, ‘How Teachers Engage with Assessment for Learning: Lessons from the Classroom’ (2006) 21 Research Papers in Education 133
Moore A, Teaching and Learning: Pedagogy, Curriculum and Culture; Chapter 1 Theories of Teaching and Learning (Second edition, Routledge 2012) <https://doi.org/10.4324/9780203134061>
Myhill D, Hopper R and Jones S, ‘Questioning and Learning’, Talking, listening, learning: effective talk in the primary classroom (Open University Press 2006) <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 A, ‘Pollard: Reflective Teaching in Schools- Chapter 13’, Reflective teaching in schools, vol Reflective teaching (4th edition, Bloomsbury 2014) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373>
——, Readings for Reflective Teaching in Schools (Second edition, Bloomsbury Academic 2014) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374>
——, Reflective Teaching in Schools (5th edition, Bloomsbury Academic 2019) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941>
——, Reflective Teaching in Schools (5th edition, Bloomsbury Academic 2019) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941>
Pollard A and Pollard A, Readings for Reflective Teaching in Schools, vol Reflective Teaching (2nd edn, Bloomsbury Publishing 2014) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374>
Pope G, Questioning Technique Pocketbook (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 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’, Learning to teach in the primary school (Third edition, Routledge 2014) <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3333934190004761&institutionId=4761&customerId=4760>
Smith J, ‘Chapter 3: Talk Theory, Pp15-32; and Chapter 5 Classroom Strategies to Develop Talk, Pp52-70’, Talk, thinking and philosophy in the primary classroom, vol Achieving QTS. Cross-curricular (Learning Matters 2010) <https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=680162>
Tarrant P and Holt D, ‘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 (Routledge 2016) <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 (Routledge 2016) <https://contentstore.cla.co.uk/secure/link?id=4c052d30-5e83-e711-80cb-005056af4099>
Wood E and Hedges H, ‘Curriculum in Early Childhood Education: Critical Questions about Content, Coherence, and Control’ (2016) 27 The Curriculum Journal 387
