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———, ‘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>
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Briggs, Asa, and Peter Burke, ‘Chapter 2, “The Print Revolution in Context”’, in A Social History of the Media: From Gutenberg to the Internet, 3rd ed (Cambridge: Polity, 2009)
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Brookfield, Stephen, Becoming a Critically Reflective Teacher, Second edition (San Francisco, CA: Jossey-Bass, 2017) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781119050650>
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Claxton, G, and B Lucas, ‘Reasons to Be Cheerful’, in Educating Ruby: What Our Children Really Need to Learn (Bancyfelin: Crown House Publishing, 2015), pp. 113–53 <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=2005745>
Collini, Stefan, What Are Universities For? (London: Penguin, 2012)
Copeland, I, ‘Special Educational Needs’, in A Century of Education (London: RoutledgeFalmer, 2002), pp. 165–84 <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203471265>
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Dale, Pamela, ‘Special Education at Starcross before 1948’, History of Education, 36.1 (2007), 17–44 <https://doi.org/10.1080/00467600600638327>
Darling, John, Child-Centred Education and Its Critics (London: Paul Chapman, 1994) <https://contentstore.cla.co.uk/secure/link?id=7e52fcc4-6e1b-e711-80c9-005056af4099>
Deng, Zongyi, and S. Gopinathan, ‘PISA and High-Performing Education Systems: Explaining Singapore’s Education Success’, Comparative Education, 52.4 (2016), 449–72 <https://doi.org/10.1080/03050068.2016.1219535>
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Dewey, John, Democracy and Education: An Introduction to the Philosophy of Education (New York: Macmillan, 1916), Text-book series (Macmillan) <http://xroads.virginia.edu/~HYPER2/dewey/toc.html>
DFE, ‘Teachers Standards’, 2011 <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf>
———, ‘The Importance of Teaching’, 2010 <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/175429/CM-7980.pdf>
Dimmock, Clive, and Cheng Yong Tan, ‘Explaining the Success of the World’s Leading Education Systems: The Case of Singapore’, British Journal of Educational Studies, 64.2 (2016), 161–84 <https://doi.org/10.1080/00071005.2015.1116682>
Galton, M, L Hargreaves, C Comber, D Wall, and A Pell, ‘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>
Gergen, Kenneth J., Ruthellen Josselson, and Mark Freeman, ‘The Promises of Qualitative Inquiry.’, American Psychologist, 70.1 (2015), 1–9 <https://doi.org/10.1037/a0038597>
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———, ‘Education in England - Chapter 2’ <http://www.educationengland.org.uk/history/chapter02.html>
Graff, Harvey J., ‘On Literacy in the Renaissance: Review and Reflectionst†’, History of Education, 12.2 (1983), 69–85 <https://doi.org/10.1080/0046760830120201>
Green, Andy, ‘Technical Education and State Formation in Nineteenth-Century England and France’, History of Education, 24.2 (1995), 123–39 <https://doi.org/10.1080/0046760950240201>
Grek, Sotiria, and Joakim Lindgren, Governing by Inspection (London: Routledge, 2015) <http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9781315758091>
Gross, Richard D., ‘Psychology, Women and Feminism’, in Themes, Issues and Debates in Psychology, Fourth edition (London: Hodder Education, 2014)
Hallam, Susan, and Lynne Rogers, Improving Behaviour and Attendance at School (Maidenhead: Open UP, 2008)
Hare, R. M., Plato (Oxford: Oxford University Press, 1982), Past masters
Harris, Suzy, 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>
Hartas, Dimitra, ‘Young People’s Participation: Is Disaffection Another Way of Having a Voice?’, Educational Psychology in Practice, 27.2 (2011), 103–15 <https://doi.org/10.1080/02667363.2011.567088>
Hattie, John, Visible Learning for Teachers: Maximizing Impact on Learning (Florence: Taylor and Francis, 2012) <https://doi.org/10.4324/9780203181522>
Henderson-King, Donna, and Michelle N. Smith, ‘Meanings of Education for University Students: Academic Motivation and Personal Values as Predictors’, Social Psychology of Education, 9.2 (2006), 195–221 <https://doi.org/10.1007/s11218-006-0006-4>
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Hodgson, Ann, Ken Spours, and 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), Professorial lecture series <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780854739875>
Hodgson, Ann and 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>
Hodkinson, Alan, ‘The Emergence of Inclusive Education: From Humble Beginnings’, in Key Issues in Special Educational Needs and Inclusion, 2nd edition (Los Angeles: SAGE, 2016), Education studies: key issues series <https://contentstore.cla.co.uk/secure/link?id=201d5558-6e1b-e711-80c9-005056af4099>
Holt, John Caldwell, How Children Fail, Rev. ed (London: Penguin, 1990)
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), pp. 346–65 <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319337050004761&institutionId=4761&customerId=4760>
Jenkins, Andrew, Rosalind Levacic, Stephen Machin, and Anna Vignoles, What’s the Good of Education?: The Economics of Education in the UK, ed. by Stephen Machin and Anna Vignoles (Princeton, N.J.: Princeton UP, 2005)
Kennett, Deborah J., Maureen J. Reed, and Dianne Lam, ‘The Importance of Directly Asking Students Their Reasons for Attending Higher Education’, Issues in Educational Research, 21.1, 65–74 <http://www.iier.org.au/iier21/kennett.pdf>
Koh *, Aaron, ‘Singapore Education in "New Times”: Global/Local Imperatives’, Discourse: Studies in the Cultural Politics of Education, 25.3 (2004), 335–49 <https://doi.org/10.1080/0159630042000247917>
Koh, Aaron, ‘Doing Class Analysis in Singapore’s Elite Education: Unravelling the Smokescreen of “Meritocratic Talk”’, Globalisation, Societies and Education, 12.2 (2014), 196–210 <https://doi.org/10.1080/14767724.2014.888308>
Lawn, Martin, and John Furlong, ‘The Disciplines of Education: Between the Ghost and the Shadow’, in Disciplines of Education: Their Role in the Future of Education Research, 1st ed (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>
———, ‘The Disciplines of Education: Between the Ghost and the Shadow’, in Disciplines of Education: Their Role in the Future of Education Research, 1st ed (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>
Leach, Jenny, and Bob Moon, ‘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>
Lee, H., ‘The Allegory of the Cave, The Republic, VII’, 1974 <https://web.stanford.edu/class/ihum40/cave.pdf>
Lowe, Roy, Schooling and Social Change: 1964-1990 (London: Routledge, 1997) <http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203035436>
Male, Brian, ‘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>
———, The Primary Curriculum Design Handbook: Preparing Our Children for the 21st Century (London: Continuum, 2012)
Marples, R., ‘What Is Education For?’, in The Philosophy of Education: An Introduction (London: Continuum, 2010), pp. 35–46 <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319252360004761&institutionId=4761&customerId=4760>
———, ‘What Is Education For?’, in The Philosophy of Education: An Introduction (London: Continuum, 2010), pp. 35–47 <http://dx.doi.org.libproxy.ucl.ac.uk/10.5040/9781472541307>
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, 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>
Matheson, D, ‘What Is Education?’, in An Introduction to the Study of Education, 4th ed (London: Routledge, 2013), pp. 1–18 <https://contentstore.cla.co.uk/secure/link?id=334016a5-6e1b-e711-80c9-005056af4099>
McCulloch, G., ‘Secondary Education’, in A Century of Education (London: RoutledgeFalmer, 2002), pp. 31–53 <http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203471265>
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McCulloch, Gary, ‘Education and Economic Performance’, History of Education, 27.3 (1998), 203–6 <https://doi.org/10.1080/0046760980270301>
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———, ‘Knowledge’, in Understanding the School Curriculum: Theory, Politics and Principles (Hoboken: Taylor and Francis, 2014), pp. 65–85 <http://ucl.eblib.com/patron/FullRecord.aspx?p=1766846>
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Norwood, Cyril, Secondary School Examinations Council (Great Britain), and 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>
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———, ‘The “Laicization” of English School Education, 1250‐1560’, History of Education, 16.2 (1987), 81–89 <https://doi.org/10.1080/0046760870160201>
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Perryman, Jane, Stephen Ball, Meg Maguire, and Annette Braun, ‘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, 59.2 (2011), 179–95 <https://doi.org/10.1080/00071005.2011.578568>
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Reay, Diane, Gill Crozier, and David James, White Middle-Class Identities and Urban Schooling (Basingstoke: Palgrave Macmillan, 2011)
Reeve, C.D.C., ‘The Socratic Movement’, in A Companion to the Philosophy of Education (Malden, Mass: Blackwell, 2003), Blackwell companions to philosophy, 7–24 <http://libproxy.ucl.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=90381>
Reiss, Michael, and John White, An Aims-Based Curriculum: The Significance of Human Flourishing for Schools (London: Institute of Education Press, 2013), v.39 <http://ucl.eblib.com/patron/FullRecord.aspx?p=1573372>
———, An Aims-Based Curriculum: The Significance of Human Flourishing for Schools (London: Institute of Education Press, 2013), v.39 <http://ucl.eblib.com/patron/FullRecord.aspx?p=1573372>
Renold, Emma, and Alexandra Allan, ‘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, 27.4 (2006), 457–73 <https://doi.org/10.1080/01596300600988606>
Rogers, Lynne, ‘Chapter 2: Understanding Disengagement’, in Disengagement from Education (London: Institute of Education Press, University College London, 2015), pp. 14–24 <https://contentstore.cla.co.uk/secure/link?id=13a2c172-6e1b-e711-80c9-005056af4099>
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Sanderson, Michael, Education and Economic Decline in Britain, 1870 to the 1990s (Cambridge: Cambridge UP, 1999), New studies in economic and social history <http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3319429210004761&institutionId=4761&customerId=4760>
———, ‘Educational and Economic History: The Good Neighbours’, History of Education, 36.4–5 (2007), 429–45 <https://doi.org/10.1080/00467600701496674>
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