1
Matheson D. What is education? In: An introduction to the study of education. London: : Routledge 2013. 1–18.https://contentstore.cla.co.uk/secure/link?id=334016a5-6e1b-e711-80c9-005056af4099
2
Pring R. Chapter 3: The aim of education: liberal or vocational. In: Philosophy of education: aims, theory, common sense and research. London: : Continuum 2004. 42–60.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319005230004761&institutionId=4761&customerId=4760
3
Bereiter C. Must we educate? Englewood Cliffs, N.J: : Prentice-Hall 1974.
4
Ball SJ. The education debate. 2nd ed. Bristol: : Policy Press 2013. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781447306894
5
Bartlett S, Burton D. Introduction to education studies. Third edition. London: : SAGE 2012.
6
Dewey J. Democracy and education: an introduction to the philosophy of education. New York: : Macmillan 1916. http://xroads.virginia.edu/~HYPER2/dewey/toc.html
7
Marples R. What is education for? In: The philosophy of education: an introduction. London: : Continuum 2010. 35–46.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319252360004761&institutionId=4761&customerId=4760
8
Peters RS. What is an educational process? In: The concept of education. London: : Routledge & Kegan Paul 1967. 1–16.
9
White J. Education. In: The Routledge international encyclopedia of education. London: : Routledge 2008. doi:10.4324/9781315830674
10
Brock C. Education in the United Kingdom: A Regional Overview. In: Brock C, ed. Education in the United Kingdom. London: : Bloomsbury Academic 2015. 1–6.https://contentstore.cla.co.uk/secure/link?id=31797ab8-6e1b-e711-80c9-005056af4099
11
Alexander R. Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education;34:7–33.http://www.robinalexander.org.uk/wp-content/uploads/2013/09/CJE-Still-no-pedagogy.pdf
12
Humes W. Scottish education in the twenty-first century: continuities, aspirations and challenges. In: The Edinburgh history of education in Scotland. Edinburgh: : Edinburgh University Press 2015. 346–65.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319337050004761&institutionId=4761&customerId=4760
13
Standish P. The nature and purposes of education. In: A companion to the philosophy of education. Malden, Mass: : Blackwell 2003. 221–31.http://libproxy.ucl.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=90381
14
Walford G. Academies, free schools and social justice. Research Papers in Education 2014;29:263–7. doi:10.1080/02671522.2014.885725
15
Ward S, Eden C. Key issues in education policy. Los Angeles: : SAGE 2009. doi:10.4135/9781446279533
16
White J. Rethinking the school curriculum: values, aims and purposes. London: : RoutledgeFalmer 2004. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203618523
17
Gillard D. Education in England - Chapter 1. http://www.educationengland.org.uk/history/chapter01.html
18
Gillard D. Education in England - Chapter 2. http://www.educationengland.org.uk/history/chapter02.html
19
Briggs A, Burke P. Chapter 2, ‘The print revolution in context’. In: A social history of the media: from Gutenberg to the Internet. Cambridge: : Polity 2009.
20
Curran K. ”Through the keyhole of the monastic library door”: Learning and education in Scottish medieval monasteries. In: The Edinburgh History of Education in Scotland. Edinburgh: : Edinburgh University Press 2015. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2915197810004761&institutionId=4761&customerId=4760
21
Graff HJ. On literacy in the Renaissance: Review and reflectionst†. History of Education 1983;12:69–85. doi:10.1080/0046760830120201
22
Anderson R, Freeman M, Paterson L. Education in the Century of Reformation. In: The Edinburgh History of Education in Scotland. Edinburgh: : Edinburgh University Press 2015. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2915197100004761&institutionId=4761&customerId=4760
23
Orme N. The ‘laicization’ of English school education, 1250‐1560. History of Education 1987;16:81–9. doi:10.1080/0046760870160201
24
Orme N. Education and society in medieval and Renaissance England. London: : Hambledon 1989.
25
Simon J. Education and society in Tudor England. Cambridge U.P 1966.
26
Simon J. The state and schooling at the Reformation and after: from pious causes to charitable uses. History of Education 1994;23:157–69. doi:10.1080/0046760940230202
27
Stone L. THE EDUCATIONAL REVOLUTION IN ENGLAND, 1560–1640. Past and Present 1964;28:41–80. doi:10.1093/past/28.1.41
28
Miller P. Historiography of compulsory schooling: what is the problem? History of Education 1989;18:123–44. doi:10.1080/0046760890180202
29
Royle E. Modern Britain: a social history 1750-1985. London: : Edward Arnold 1987.
30
Smith JT. Chapter 3: How far should the State interfere in education? In: Key questions in education: historical and contemporary perspectives. London: : Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc 2016. 31–43.http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319107740004761&institutionId=4761&customerId=4760
31
Stephens WB. Education in Britain 1750-1914. London: : Macmillan 1998.
32
Martin, Jane. To ‘Blaise the Trail for Women to Follow Along’: sex, gender and the politics of education on the London School Board, 1870-1904. Gender and Education Published Online First: 2000.https://ucl-new-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=UCL_EPR_DS10002136&context=L&vid=UCL_VU2〈=en_US&search_scope=CSCOP_UCL&adaptor=Local%20Search%20Engine&tab=local&query=any,contains,To%20%E2%80%9Cblaise%20the%20trail%20for%20women%20to%20follow%20along%E2%80%9D&sortby=rank
33
Miller P, Davey I. Family formation, schooling and the patriarchal state. In: The RoutledgeFalmer reader in the history of education. London: : Routledge 2005. 83–99.
34
Stephens WB. Education in Britain, 1750-1914. Basingstoke: : Macmillan 1998.
35
Norwood C, Secondary School Examinations Council (Great Britain), Great Britain. Board of Education. Curriculum and examinations in secondary schools: report of the Committee of the Secondary School Examinations Council appointed by the President of the Board of Education in 1941. London: : HMSO 1943. http://www.educationengland.org.uk/documents/norwood/norwood1943.html#01
36
DES Circular 10/65 (1965). http://www.educationengland.org.uk/documents/des/circular10-65.html
37
McCulloch G. Educational reconstruction: the 1944 Education Act and the twenty-first century. Ilford: : Woburn 1994. doi:10.4324/9780203041222
38
McCulloch G. Secondary Education. In: A century of education. London: : RoutledgeFalmer 2002. 31–53.http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203471265
39
McCulloch G. Education and the Middle Classes: The Case of the English Grammar Schools, 1868–1944. History of Education 2006;35:689–704. doi:10.1080/00467600600967585
40
Simon B. The 1944 Education Act: A Conservative measure? History of Education 1986;15:31–43. doi:10.1080/0046760860150104
41
Simon B. The politics of comprehensive reorganization: a retrospective analysis∗. History of Education 1992;21:355–62. doi:10.1080/0046760920210401
42
Copeland I. Special educational needs. In: A century of education. London: : RoutledgeFalmer 2002. 165–84.http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203471265
43
Hodkinson A. The emergence of inclusive education: from humble beginnings. In: Key issues in special educational needs and inclusion. Los Angeles: : SAGE 2016. https://contentstore.cla.co.uk/secure/link?id=201d5558-6e1b-e711-80c9-005056af4099
44
Armstrong F. Disability, Education and Social Change in England since 1960. History of Education 2007;36:551–68. doi:10.1080/00467600701496849
45
Norwich B, Black A. The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling. British Journal of Special Education 2015;42:128–51. doi:10.1111/1467-8578.12097
46
Altenbaugh RJ. Where are the Disabled in the History of Education? The Impact of Polio on Sites of Learning. History of Education 2006;35:705–30. doi:10.1080/00467600600967601
47
Armstrong D. Experiences of special education: re-evaluating policy and practice through life stories. London: : RoutledgeFalmer 2003. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203380550
48
Copeland I. Special educational needs and the education reform act, 1988. British Journal of Educational Studies 1991;39:190–206. doi:10.1080/00071005.1991.9973884
49
Dale P. Special Education at Starcross before 1948. History of Education 2007;36:17–44. doi:10.1080/00467600600638327
50
‘A rational debate based on the facts’: James Callaghan speech at Ruskin College, Oxford, 18 October 1976. http://www.educationengland.org.uk/documents/speeches/1976ruskin.html
51
Betts R. Persistent but misguided?: the technical educationists 1867–89. History of Education 1998;27:267–77. doi:10.1080/0046760980270306
52
Lowe R. Schooling and social change: 1964-1990. London: : Routledge 1997. http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203035436
53
McCulloch G. Education and economic performance. History of Education 1998;27:203–6. doi:10.1080/0046760980270301
54
Sanderson M, Economic History Society. Education, economic change and society in England, 1780-1870. 2nd ed. Basingstoke: : Macmillan 1991.
55
Sanderson M. Education and economic decline in Britain, 1870 to the 1990s. Cambridge: : Cambridge UP 1999. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319429210004761&institutionId=4761&customerId=4760
56
Wiener MJ. English culture and the decline of the industrial spirit, 1850-1980. Cambridge: : Cambridge University Press 1981. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319194070004761&institutionId=4761&customerId=4760
57
Wolf A. Politicians and economic panic. History of Education 1998;27:219–34. doi:10.1080/0046760980270303
58
Green A. Technical education and state formation in nineteenth-century England and France. History of Education 1995;24:123–39. doi:10.1080/0046760950240201
59
Sanderson M. Educational and Economic History: The Good Neighbours. History of Education 2007;36:429–45. doi:10.1080/00467600701496674
60
Deng Z, Gopinathan S. PISA and high-performing education systems: explaining Singapore’s education success. Comparative Education 2016;52:449–72. doi:10.1080/03050068.2016.1219535
61
Dimmock C, Tan CY. Explaining the Success of the World’s Leading Education Systems: The Case of Singapore. British Journal of Educational Studies 2016;64:161–84. doi:10.1080/00071005.2015.1116682
62
Koh * A. Singapore Education in "New Times”: Global/local imperatives. Discourse: Studies in the Cultural Politics of Education 2004;25:335–49. doi:10.1080/0159630042000247917
63
Koh A. Doing class analysis in Singapore’s elite education: unravelling the smokescreen of ‘meritocratic talk’. Globalisation, Societies and Education 2014;12:196–210. doi:10.1080/14767724.2014.888308
64
Tan CY, Dimmock C. How a ‘top-performing’ Asian school system formulates and implements policy. Educational Management Administration & Leadership 2014;42:743–63. doi:10.1177/1741143213510507
65
Siegel H. John White on philosophy of education and philosophy. School Field 2014;12:120–7. doi:10.1177/1477878513517342
66
Lee H. The Allegory of the Cave, The Republic, VII. 1974.https://web.stanford.edu/class/ihum40/cave.pdf
67
Hare RM. Plato. Oxford: : Oxford University Press 1982.
68
Marples R. What Is Education For? In: The philosophy of education: an introduction. London: : Continuum 2010. 35–47.http://dx.doi.org.libproxy.ucl.ac.uk/10.5040/9781472541307
69
Reeve CDC. The Socratic Movement. In: A companion to the philosophy of education. Malden, Mass: : Blackwell 2003. 7–24.http://libproxy.ucl.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=90381
70
Rousseau J-J, Steeg J, Worthington E. Émile, or, Concerning education: extracts containing the principal elements of pedagogy found in the first three books. Boston, Mass: : D. C. Heath 1883. http://brittlebooks.library.illinois.edu/brittlebooks_open/Books2009-08/rousje0001emile/rousje0001emile.pdf
71
Hirst PH, White P. Freedom and the development of the free man. In: Philosophy of education: major themes in the analytic tradition, Vol. 2: Education and human being. London: : Routledge 1998. https://contentstore.cla.co.uk/secure/link?id=0c15038a-4ec6-e811-80cd-005056af4099
72
Darling J. Child-centred education and its critics. London: : Paul Chapman 1994. https://contentstore.cla.co.uk/secure/link?id=7e52fcc4-6e1b-e711-80c9-005056af4099
73
Stanford Encyclopedia of Philosophy: Jean Jacques Rousseau. https://plato.stanford.edu/entries/rousseau/
74
White J. Five Critical Stances Towards Liberal Philosophy of Education in Britain. https://onlinelibrary.wiley.com/doi/pdf/10.1111/1467-9752.3701010
75
Hodgson A, Spours K, University of London. Institute of Education. Towards a universal upper secondary education system in England: a unified and ecosystem vision : based on an inaugural professorial lecture delivered at the Institute of Education, University of London, on 27 June 2012. London: : Institute of Education, University of London 2012. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780854739875
76
Barnett R, Standish P. Higher Education and the University. In: The Blackwell guide to the philosophy of education. Oxford: : Blackwell 2003. 215–33.https://onlinelibrary.wiley.com/doi/book/10.1002/9780470996843
77
Brighouse H. Moral and political aims of education. In: The Oxford handbook of philosophy of education. Oxford: : Oxford University Press 2009. 35–51.https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14477497680004761&institutionId=4761&customerId=4760&VE=true
78
Collini S. What are universities for? London: : Penguin 2012.
79
Henderson-King D, Smith MN. Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors. Social Psychology of Education 2006;9:195–221. doi:10.1007/s11218-006-0006-4
80
Hodgson A, University College London. Institute of Education. The coming of age for FE?: reflections on the past and future role of further education colleges in England. London: : IOE Press 2015. https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=3563919
81
Kennett DJ, Reed MJ, Lam D. The importance of directly asking students their reasons for attending higher education. Issues in Educational Research;21:65–74.http://www.iier.org.au/iier21/kennett.pdf
82
Thomas K. What are universities for? Comment in the Times Literary Supplement on May 7th. http://infolet.it/files/2010/11/what-are-university-for.pdf
83
Rogers L. Chapter 2: Understanding disengagement. In: Disengagement from education. London: : Institute of Education Press, University College London 2015. 14–24.https://contentstore.cla.co.uk/secure/link?id=13a2c172-6e1b-e711-80c9-005056af4099
84
Attwood G, Croll P. Truancy in secondary school pupils: prevalence, trajectories and pupil perspectives. Research Papers in Education 2006;21:467–84. doi:10.1080/02671520600942446
85
Brighouse H. Equality, prioritising the disadvantaged, and the new educational landscape. Oxford Review of Education 2014;40:782–98. doi:10.1080/03054985.2014.979013
86
Centre for Social Justice. No excuses: A review of educational exclusion. 2011.http://www.centreforsocialjustice.org.uk/library/no-excuses-review-educational-exclusion
87
Hallam S, Rogers L. Improving behaviour and attendance at school. Maidenhead: : Open UP 2008.
88
Hartas D. Young people’s participation: is disaffection another way of having a voice? Educational Psychology in Practice 2011;27:103–15. doi:10.1080/02667363.2011.567088
89
Pellegrini DW. School Non‐attendance: Definitions, meanings, responses, interventions. Educational Psychology in Practice 2007;23:63–77. doi:10.1080/02667360601154691
90
Pat Thomson. What’s the alternative? Effective support for young people disengaging from the mainstream. Published Online First: 2014.https://www.researchgate.net/publication/281451351_What%27s_the_alternative_Effective_support_for_young_people_disengaging_from_the_mainstream_Funder_The_Princes_Trust
91
Winstanley C. Educational Opportunities - who shall we leave out? In: The philosophy of education: an introduction. London: : Continuum 2010. 99–124.http://dx.doi.org.libproxy.ucl.ac.uk/10.5040/9781472541307
92
Woessmann L. The economic case for education. Education Economics 2016;24:3–32. doi:10.1080/09645292.2015.1059801
93
Belfield, Chris, Britton, Jack, Buscha, Franz, et al. The relative labour market returns to different degrees. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/714517/The_relative_labour_market-returns_to_different_degrees.pdf
94
Jenkins A, Levacic R, Machin S, et al. What’s the good of education?: the economics of education in the UK. Princeton, N.J.: : Princeton UP 2005.
95
Moore A. Chapter 2 - Identifying the good teacher. In: The good teacher: dominant discourses in teaching and teacher education. London: : RoutledgeFalmer 2004. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3501073290004761&institutionId=4761&customerId=4760
96
Bransford JD, Brown AL, Cocking RR. How people learn: brain, mind, experience, and school. Washington, D.C.: : National Academy Press 1999. http://libproxy.ucl.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=46035
97
Brookfield S. Becoming a critically reflective teacher. Second edition. San Francisco, CA: : Jossey-Bass 2017. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781119050650
98
DFE. The Importance of Teaching. 2010.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/175429/CM-7980.pdf
99
DFE. Teachers Standards. 2011.https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf
100
Hattie J. Visible learning for teachers: maximizing impact on learning. Florence: : Taylor and Francis 2012. doi:10.4324/9780203181522
101
Archer L. The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools. European Educational Research Journal 2008;7:89–107. doi:10.2304/eerj.2008.7.1.89
102
Ball S. Beachside Comprehensive: a case-study of secondary schooling. Cambridge: : Cambridge UP 1981.
103
Bradford S, Hey V. Successful subjectivities? The successification of class, ethnic and gender positions. Journal of Education Policy 2007;22:595–614. doi:10.1080/02680930701625205
104
Reay D, Crozier G, James D. White middle-class identities and urban schooling. Basingstoke: : Palgrave Macmillan 2011.
105
Renold E, Allan A. Bright and Beautiful: High achieving girls, ambivalent femininities, and the feminization of success in the primary school. Discourse: Studies in the Cultural Politics of Education 2006;27:457–73. doi:10.1080/01596300600988606
106
Shain F. The schooling and identity of Asian girls. Stoke on Trent: : Trentham Books 2003.
107
Vincent C, Maxwell C. Parenting priorities and pressures: furthering understanding of ‘concerted cultivation’. Discourse: Studies in the Cultural Politics of Education 2016;37:269–81. doi:10.1080/01596306.2015.1014880
108
Willis PE. Learning to labour: how working class kids get working class jobs. Aldershot: : Ashgate 1993. doi:10.4324/9781351218788
109
Burman E. Discourses of the child. In: Deconstructing developmental psychology. London: : Routledge 2008. https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma990026955370204761&context=L&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=MyInst_and_CI&adaptor=Local%20Search%20Engine&isFrbr=true&tab=Everything&query=any,contains,Deconstructing%20developmental%20psychology&sortby=date_d&facet=frbrgroupid,include,9029429359781127062&offset=0
110
Burman E. Familiar assumptions. In: Deconstructing developmental psychology. London: : Routledge 2008. https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma990026955370204761&context=L&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=MyInst_and_CI&adaptor=Local%20Search%20Engine&isFrbr=true&tab=Everything&query=any,contains,Deconstructing%20developmental%20psychology&sortby=date_d&facet=frbrgroupid,include,9029429359781127062&offset=0
111
Gross RD. Psychology, Women and Feminism. In: Themes, issues and debates in psychology. London: : Hodder Education 2014.
112
Sorin R. Changing images of childhood: reconceptualising early childhood practice. International Journal of Transitions in Childhood;1:12–21.https://extranet.education.unimelb.edu.au/LED/tec/pdf/journal_sorin.pdf
113
Leach J, Moon B. Why No Pedagogy in England? In: Learners and pedagogy. London: : Paul Chapman 1999. https://contentstore.cla.co.uk/secure/link?id=f915ce9a-38fd-e811-80cd-005056af4099
114
Male B. The curriculum tree. In: The primary curriculum design handbook: preparing our children for the 21st century. London: : Continuum 2012. https://contentstore.cla.co.uk/secure/link?id=61e19139-a802-e911-80cd-005056af4099
115
Bakx A, Koopman M, de Kruijf J, et al. Primary school pupils’ views of characteristics of good primary school teachers: an exploratory, open approach for investigating pupils’ perceptions. Teachers and Teaching 2015;21:543–64. doi:10.1080/13540602.2014.995477
116
Alexander * R. Still no pedagogy? principle, pragmatism and compliance in primary education. Cambridge Journal of Education 2004;34:7–33. doi:10.1080/0305764042000183106
117
Bruner JS. Toward a theory of instruction. Cambridge, Mass: : Belknap Press 1966.
118
Bruner JS. Folk Pedagogies. In: Learners and pedagogy. London: : Paul Chapman 1999.
119
Central Advisory Council for Education (England). Children and their Primary Schools (Plowden Report). 1967.http://www.educationengland.org.uk/documents/plowden/plowden1967-1.html
120
Galton M, Hargreaves L, Comber C, et al. Towards an appropriate theory of pedagogy. In: Inside the primary classroom: 20 years on. London: : Routledge 1999. http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3421198910004761&institutionId=4761&customerId=4760
121
Male B. The primary curriculum design handbook: preparing our children for the 21st century. London: : Continuum 2012.
122
Reiss M, White J. An Aims-based Curriculum: The significance of human flourishing for schools. London: : Institute of Education Press 2013. http://ucl.eblib.com/patron/FullRecord.aspx?p=1573372
123
SHULMAN LS. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 1986;15:4–14. doi:10.3102/0013189X015002004
124
Young M, Muller J. Chapter 9. In: Curriculum and the specialization of knowledge: studies in the sociology of education. London: : Routledge 2016. 115–36.https://doi.org/10.4324/9781315747132
125
Carr D. Curriculum: process, product and appraisal. In: Making sense of education: an introduction to the philosophy and theory of education and teaching. London: : RoutledgeFalmer 2003. 148–64.http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203994702
126
Moore A. Knowledge. In: Understanding the School Curriculum: Theory, politics and principles. Hoboken: : Taylor and Francis 2014. 65–85.http://ucl.eblib.com/patron/FullRecord.aspx?p=1766846
127
Simons M. Governing education without reform: the power of the example. Discourse: Studies in the Cultural Politics of Education 2015;36:712–31. doi:10.1080/01596306.2014.892660
128
Ball SJ. The teacher’s soul and the terrors of performativity. Journal of Education Policy 2003;18:215–28. doi:10.1080/0268093022000043065
129
Ball SJ, editor. Governing by numbers: education, governance, and the tyranny of numbers. Abingdon, Oxon: : Routledge, an imprint of the Taylor & Francis Group 2017.
130
Brady AM. The Regime of Self-Evaluation: Self-Conception for Teachers and Schools. British Journal of Educational Studies 2016;64:523–41. doi:10.1080/00071005.2016.1164829
131
Grek S, Lindgren J. Governing by inspection. London: : Routledge 2015. http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9781315758091
132
Harris S. The governance of education: how neo-liberalism is transforming policy and practice. London: : Continuum 2007. https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma9930740701804761&context=L&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=UCLLibraryCatalogue&adaptor=Local%20Search%20Engine&isFrbr=true&tab=UCLLibraryCatalogue&query=any,contains,The%20governance%20of%20education:%20how%20neo-liberalism%20is%20transforming%20policy%20and%20practice&sortby=date_d&facet=frbrgroupid,include,9067410362467962997&offset=0
133
Perryman J, Ball S, Maguire M, et al. Life in the Pressure Cooker – School League Tables and English and Mathematics Teachers’ Responses to Accountability in a Results-Driven Era. British Journal of Educational Studies 2011;59:179–95. doi:10.1080/00071005.2011.578568
134
McCulloch, Gary. Disciplines contributing to education? Educational studies and the disciplines. In: The Routledge education studies reader. London: : Routledge 2010.
135
Lawn M, Furlong J. The disciplines of education: Between the ghost and the shadow. In: Disciplines of education: their role in the future of education research. London: : Routledge 2011. https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_askewsholts_vlebooks_9781136917998&context=PC&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,Disciplines%20of%20education&offset=0
136
Gergen KJ, Josselson R, Freeman M. The promises of qualitative inquiry. American Psychologist 2015;70:1–9. doi:10.1037/a0038597
137
Biesta G. Disciplines and theory in the academic study of education: a comparative analysis of the Anglo-American and Continental construction of the field. Pedagogy, Culture & Society 2011;19:175–92. doi:10.1080/14681366.2011.582255
138
Ball S. The sociology of education: a disputational account. In: The RoutledgeFalmer reader in sociology of education. London: : RoutledgeFalmer 2004. https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14428019690004761&institutionId=4761&customerId=4760&VE=true
139
Aldrich R. The three duties of the historian of education. History of Education 2003;32:133–43. doi:10.1080/00467600304154
140
Ball S. The sociology of education: a disputational account. In: The RoutledgeFalmer reader in sociology of education. London: : RoutledgeFalmer 2004. https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14428019690004761&institutionId=4761&customerId=4760&VE=true
141
Lawn M, Furlong J. The disciplines of education: Between the ghost and the shadow. In: Disciplines of education: their role in the future of education research. London: : Routledge 2011. https://ucl.primo.exlibrisgroup.com/discovery/fulldisplay?docid=cdi_askewsholts_vlebooks_9781136917998&context=PC&vid=44UCL_INST:UCL_VU2&lang=en&search_scope=MyInst_and_CI&adaptor=Primo%20Central&tab=Everything&query=any,contains,Disciplines%20of%20education&offset=0
142
Standish P. What is the philosophy of education? In: The philosophy of education: an introduction. London: : Continuum 2010. https://ucl.primo.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=14462343800004761&institutionId=4761&customerId=4760&VE=true
143
Claxton G, Lucas B. Reasons to be cheerful. In: Educating Ruby: what our children really need to learn. Bancyfelin: : Crown House Publishing 2015. 113–53.https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2005745
144
Holt JC. How children fail. Rev. ed. London: : Penguin 1990.
145
Reiss M, White J. An Aims-based Curriculum: The significance of human flourishing for schools. London: : Institute of Education Press 2013. http://ucl.eblib.com/patron/FullRecord.aspx?p=1573372