Abbott, I., and P. Huddleston, ‘The Development of Business Education: Change or Decay?’, in Secondary Economics and Business Education (Produced by Jenny Wales on behalf of the Economics and Business Education Association, 1996), pp. 17–22
Ainscow, Mel, Alan Dyson, and Saira Weiner, From Exclusion to Inclusion: Ways of Responding in Schools to Students with Special Educational Needs, CfBT Education Trust, n.d. <http://files.eric.ed.gov/fulltext/ED546818.pdf>
Ashwin, Andrew Kenneth, ‘Exploring the Problematic Nature of Gcse Examining in Economics and Business: Assessing Troublesome Knowledge, Threshold Concepts and Learning’ (unpublished, 2015) <http://search.proquest.com/docview/1827517402/>
Barton, Geoff, Don’t Call It Literacy!: What Every Teacher Needs to Know about Speaking, Listening, Reading and Writing (Routledge, 2013) <https://ucl.primo.exlibrisgroup.com/permalink/44UCL_INST/18kagqf/cdi_elibro_books_ELB134513>
Behaviour in Schools (Tom Bennett’s Independent Review of Behaviour in Schools) - GOV.UK, 2017 <https://www.gov.uk/government/publications/behaviour-in-schools>
Bjork, Elizabeth L., and Robert Bjork, ‘Making Things Hard on Yourself, but in a Good Way: Creating Desirable Difficulties to Enhance Learning’, in Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, ed. by M. A. Gernsbacher and others, Worth Publishers, 2011, pp. 56–64 <https://bjorklab.psych.ucla.edu/wp-content/uploads/sites/13/2016/11/Making-Things-Hard-on-Yourself-but-in-a-Good-Way-20111.pdf>
Bransford, John D., Ann L. Brown, and Rodney R. Cocking, How People Learn: Brain, Mind, Experience, and School (National Academy Press, 2000) <http://libproxy.ucl.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=46035>
——, Ann L. Brown, and Rodney R. Cocking, How People Learn: Brain, Mind, Experience, and School (National Academy Press, 2000) <http://libproxy.ucl.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=46035>
Brant, J., ‘Developing Subject Expertise and Creativity Through Fieldwork Activity’, in Creativity in Practice: Business and Education (Academy of Humanities and Economics, 2002) <http://eprints.ioe.ac.uk/20509/1/BRANT,%20J.W.pdf>
——, D. Lines, and A. Wood, ‘Thinking Skills: Improving the Critique of Business’, in Effective Strategies in Economics and Business Education: An International Perspective (Economics and Business Education Association, 2000), pp. 36–52
——, and A. Unwin, ‘Integrating Global Perspectives in a Business and Economics Education PGCE’, in Global Perspectives and Teachers in Training (Development Education Association, 2004), The improving practice series, pp. 46–50
Brant, Jacek, and Farid Panjwani, ‘School Economics and the Aims of Education: Critique and Possibilities’, Journal of Critical Realism, 14.3 (2015), pp. 306–24, doi:10.1179/1572513815Y.0000000004
——, and Jenny Wales, ‘New Skills for a New Century? Challenging the Orthodoxy: The Role of Citizenship and Enterprise Education in Promoting Effective Learning’, Citizenship, Social and Economics Education, 8.1 (2009), pp. 32–41, doi:10.2304/csee.2009.8.1.32
Bruner, Jerome S., Toward a Theory of Instruction (Belknap Press, 1966)
Capel, Susan Anne, Marilyn Leask, and Sarah Younie (eds), Learning to Teach in the Secondary School: A Companion to School Experience, Seventh edition (Routledge, 2016) <http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=4542844>
Chris Watkins, ‘"Adolescents and Activities”’, Hamblin, Douglas H (Ed.), Problems and Practice of Pastoral Care Oxford: Blackwell., n.d. <https://www.academia.edu/10806469/_Adolescents_and_activities_>
Christodoulou, Daisy, Seven Myths about Education, First edition (Routledge, 2014) <http://www.tandfebooks.com/ISBN/9781315797397>
Clegg, Polly, ‘Testing As A Tool For Learning: Ideas For Classroom Application’, Teaching Business & Economics, 19.2 (n.d.), pp. 14–16 <https://search.proquest.com/docview/1735015988?rfr_id=info%3Axri%2Fsid%3Aprimo>
Coe, Robert, and others, What Makes Great Teaching? Review of the Underpinning Research, n.d. <http://www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf>
Coffield, Frank, and others, Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review (Learning and Skills Research Centre, 2004) <http://www.leerbeleving.nl/wp-content/uploads/2011/09/learning-styles.pdf>
Creemers, B. P. M., and L. Kyriakides, ‘Critical Analysis of the Current Approaches to Modelling Educational Effectiveness: The Importance of Establishing a Dynamic Model’, School Effectiveness and School Improvement, 17.3 (2006), pp. 347–66, doi:10.1080/09243450600697242
David A., Kolb., Experiential Learning: Experience as the Source of Learning and Development, Second edition. (Pearson Education, 2014)
Davies, Peter, Business, Economics and Enterprise: Teaching School Subjects 11-19 (Routledge, 2006), Teaching school subjects 11-19 series, doi:10.4324/9780203488362
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Deans for Impact, The Science of Learning, 2016 <http://www.deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf>
Durden, Guy, ‘Demonstrating Progress in Economics and Business Studies: Making the Starter the Plenary’, Teaching Business & Economics, 18.2 (n.d.), pp. 20–21 <https://search.proquest.com/docview/1553418843?rfr_id=info%3Axri%2Fsid%3Aprimo>
——, ‘Starting from Where They Start’, Teaching Business & Economics, 18.1 (n.d.), pp. 20–21 <https://search.proquest.com/docview/1538260975?rfr_id=info%3Axri%2Fsid%3Aprimo>
‘Enterprise Education: How Secondary Schools Prepare Young People for Work - GOV.UK’, 2016 <https://www.gov.uk/government/publications/enterprise-education-how-secondary-schools-prepare-young-people-for-work>
Eraut, Michael, Developing Professional Knowledge and Competence (Falmer, 1994), doi:10.4324/9780203486016
Ericsson, K. Anders, Ralf T. Krampe, and Clemens Tesch-R?mer, ‘The Role of Deliberate Practice in the Acquisition of Expert Performance.’, Psychological Review, 100.3 (1993), pp. 363–406, doi:10.1037/0033-295X.100.3.363
——, Ralf T. Krampe, and Clemens Tesch-Römer, ‘The Role of Deliberate Practice in the Acquisition of Expert Performance.’, Psychological Review, 100.3 (1993), pp. 363–406, doi:10.1037/0033-295X.100.3.363
Flórez, Maria Teresa, and Pamela Sammons, Assessment for Learning: Effects and Impact, CfBT Education Trust, 2013 <https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/5a/5a6d6203-ec49-4d33-9c5d-42c188184807.pdf>
‘GCSEs (9 to 1): Requirements and Guidance - GOV.UK’, n.d. <https://www.gov.uk/government/collections/gcses-9-to-1-requirements-and-guidance>
Ginnis, Paul, and Les Evans, The Teacher’s Toolkit: Raise Classroom Achievement with Strategies for Every Learner (Crown House, 2002)
Great Britain. Department for Education and Skills, Pedagogy and Practice : Teaching and Learning in Secondary Schools: Unit 12: Assessment for Learning (DfES Publications, 2004), Guidance <http://dera.ioe.ac.uk/5676/>
Hattie, J., and H. Timperley, ‘The Power of Feedback’, Review of Educational Research, 77.1 (2007), pp. 81–112, doi:10.3102/003465430298487
Hattie, John, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement (Routledge, 2009), doi:10.4324/9780203887332
——, Visible Learning for Teachers: Maximizing Impact on Learning (Routledge, 2012), doi:10.4324/9780203181522
Hirsch, E. D., Joseph F. Kett, and James Trefil, Cultural Literacy: What Every American Needs to Know (Houghton Mifflin, 1987)
Hmelo-Silver, Cindy E., Ravit Golan Duncan, and Clark A. Chinn, ‘Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)’, Educational Psychologist, 42.2 (2007), pp. 99–107, doi:10.1080/00461520701263368
Howard-Jones, Paul, Neuroscience and Education: A Review of Educational Interventions and Approaches Informed by Neuroscience, 2014 <https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/EEF_Lit_Review_NeuroscienceAndEducation.pdf?v=1629122602>
Informed Choices, Russell Group, n.d. <http://russellgroup.ac.uk/media/5457/informed-choices-2016.pdf>
Jacek Wiktor Brant, ‘What’s Wrong With Secondary School Economics and How Teachers Can Make It Right - Methodological Critique and Pedagogical Possibilities’, JSSE - Journal of Social Science Education, 14.4 (2016), pp. 7–16, doi:10.2390/jsse-v14-i4-1391
Jephcote, Martin, Ian Abbott, and Economics and Business Education Association, Teaching Business Education 14-19 (David Fulton, 2005), doi:10.4324/9780203769171
Karpicke, J. D., and J. R. Blunt, ‘Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping’, Science, 331.6018 (2011), pp. 772–75, doi:10.1126/science.1199327
Kirschner, Paul A., John Sweller, and Richard E. Clark, ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching’, Educational Psychologist, 41.2 (2006), pp. 75–86, doi:10.1207/s15326985ep4102_1
Knapton, Helena, ‘Preparing for Teaching New Subjects’, Teaching Business & Economics, 17.1 (n.d.), pp. 10–12 <https://search.proquest.com/docview/1315744561?rfr_id=info%3Axri%2Fsid%3Aprimo>
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Lemov, Doug, Teach like a Champion 2.0: 62 Techniques That Put Students on the Path to College, Second edition (Jossey-Bass, 2015) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1895720>
Lines, D., ‘Business and Economics: The Challenge of Curriculum Recognition’, in School Subject Teaching: The History and Future of the Curriculum (Kogan Paul, 2000), pp. 238–66, doi:10.4324/9781315827797
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Maylor, Uvanney, ‘“I’d Worry about How to Teach It”: British Values in English Classrooms’, Journal of Education for Teaching, 42.3 (2016), pp. 314–28, doi:10.1080/02607476.2016.1184462
Moore, Alex, ‘Models of Teaching and Learning’, in Teaching and Learning: Pedagogy, Curriculum and Culture, Second edition (Routledge, 2012), pp. 1–32 <https://contentstore.cla.co.uk/secure/link?id=4190a2c9-6d1b-e711-80c9-005056af4099>
Muijs, Daniel, Effective Teaching: Evidence and Practice, 3rd ed (SAGE, 2011)
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——, Unseen Children – Access and Achievement 20 Years On, 2013 <https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379157/Unseen_20children_20-_20access_20and_20achievement_2020_20years_20on.pdf>
Panjwani, Farid, ‘Towards an Overlapping Consensus: Muslim Teachers’ Views on Fundamental British Values’, Journal of Education for Teaching, 42.3 (2016), pp. 329–40, doi:10.1080/02607476.2016.1184463
Pashler, Harold, and others, ‘Learning Styles’, Psychological Science in the Public Interest, 9.3 (2008), pp. 105–19, doi:10.1111/j.1539-6053.2009.01038.x
Petty, Geoffrey, Evidence-Based Teaching: A Practical Approach, 2nd ed (Nelson Thornes, 2009) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781408507100>
——, Teaching Today: A Practical Guide, 5th ed (Oxford University Press, 2014)
——, Teaching Today: A Practical Guide, 5th ed (Oxford University Press, 2014)
‘Progress 8 and Attainment 8: Guide for Maintained Secondary Schools, Academies and Free Schools’, Department for Education, 2017 <https://www.gov.uk/government/publications/progress-8-school-performance-measure>
Raffo, Carlo, ‘Disaffected Young People and the Work-Related Curriculum at Key Stage 4: Issues of Social Capital Development and Learning as a Form of Cultural Practice’, Journal of Education and Work, 16.1 (2003), pp. 69–86, doi:10.1080/1363908022000032894
Richard Pring, The Life and Death of Secondary Education for All (2012) <https://www.taylorfrancis.com/books/9780203095157>
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Schmidt, Henk G., and others, ‘Problem-Based Learning Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006)’, Educational Psychologist, 42.2 (2007), pp. 91–97, doi:10.1080/00461520701263350
Selient, Hala, ‘Sir - Do You Speak a Different Language?’, Teaching Business & Economics, 4.1 (n.d.), pp. 22–27 <https://search.proquest.com/docview/231299533?rfr_id=info%3Axri%2Fsid%3Aprimo>
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Stobart, Gordon, The Expert Learner: Challenging the Myth of Ability (Open University Press, 2014) <http://ucl.eblib.com/patron/FullRecord.aspx?p=1630542>
Sweller, John, Paul A. Kirschner, and Richard E. Clark, ‘Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries’, Educational Psychologist, 42.2 (2007), pp. 115–21, doi:10.1080/00461520701263426
The Royal Society, Brain Waves 2: Neuroscience: Implications for Education and Lifelong Learning, 2011 <https://royalsociety.org/topics-policy/projects/brain-waves/education-lifelong-learning/>
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Watkins, Chris, ‘Care and Control: The Group Management Perspective’, Pastoral Care in Education, 6 (n.d.), pp. 2–9 <https://www.academia.edu/11023486/Care_and_Control_the_group_management_perspective>
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Wiliam, Dylan, Embedded Formative Assessment (Solution Tree Press, 2011)
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——, ‘What Is Assessment for Learning?’, Studies in Educational Evaluation, 37.1 (2011), pp. 3–14, doi:10.1016/j.stueduc.2011.03.001
Willingham, D., ‘Ask the Cognitive Scientist, What Is Developmentally Appropriate Practice?, Daniel T. Willingham, Summer 2008, American Educator, AFT - Willingham_1.Pdf’, in American Educator, 2008, Summer 2008, pp. 34–39 <https://www.aft.org/sites/default/files/periodicals/willingham_1.pdf>
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Willingham, Daniel, ‘Ask the Cognitive Scientist: What Will Improve a Student’s Memory?’, in American Educator, 2008, Winter 2008-2009, pp. 17–25 <https://www.aft.org/sites/default/files/periodicals/willingham_0.pdf>
Wood, David, How Children Think and Learn: The Social Contexts of Cognitive Development, 2nd ed (Blackwell, 1998), Understanding children’s worlds <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781444393040>
Young, Michael, What Are Schools For?, 2011 <http://www.fpce.up.pt/ciie/revistaesc/ESC32/ESC32_Arquivo.pdf>
Young, Michael F. D., Bringing Knowledge Back in: From Social Constructivism to Social Realism in the Sociology of Education (Routledge, 2008), doi:10.4324/9780203073667
