Bibliography for CPAS0076: Critical Perspectives on Learning and Teaching BETA

Alexander, R.J. (2008) ‘Essays on pedagogy - Chapter 4’, in Essays on pedagogy. London: Routledge. Available at: https://contentstore.cla.co.uk/secure/link?id=cf1566ef-53d1-e811-80cd-005056af4099.

Apple, M.W. (2006) Educating the Right Way. Routledge. Available at: https://doi.org/10.4324/9780203112847.

Apple, M.W. and Apple, M.W. (2014) Official knowledge: democratic education in a conservative age. 3rd ed. New York, New York: Routledge. Available at: https://www.taylorfrancis.com/books/9781136706806.

‘Approaches to Critical Theory and Critical Pedagogy’ (2013) in Rethinking Knowledge within Higher Education : Adorno and Social Justice. Bloomsbury Academic. Available at: https://doi.org/10.5040/9781472553225.ch-002.

Baines, E., Blatchford, P. and Webster, R. (2015) ‘The challenges of implementing group work in primary school classrooms and including pupils with special educational needs’, Education 3-13, 43(1), pp. 15–29. Available at: https://doi.org/10.1080/03004279.2015.961689.

Bibby, T. (2011) Education: an ‘impossible profession’? : psychoanalytic explorations of learning and classrooms. London: Routledge. Available at: https://www.taylorfrancis.com/books/9780203844458.

Biggs, J.B., Tang, C., and Society for Research into Higher Education (2011) ‘Teaching for quality learning at university: what the student does - Chapter 2’, in Teaching for quality learning at university: what the student does. 4th ed. Maidenhead: McGraw-Hill, pp. 16–33. Available at: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/luapog/UCL_LMS_DS21166036150004761.

Biggs, John (no date) ‘Enhancing Teaching through Constructive Alignment.’, Higher Education, 32(3). Available at: https://www.jstor.org/stable/3448076.

Bion, W.R. (1989) Experiences in groups, and other papers / W.R. Bion. London: Tavistock/Routledge. Available at: https://doi.org/10.4324/9780203359075.

Bion, W.R. (2004) Learning from experience. New ed. Lanham, MD.: Rowman & Littlefield. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781461629351.

Blatchford, P. et al. (2003) ‘Toward a social pedagogy of classroom group work’, International Journal of Educational Research, 39(1–2), pp. 153–172. Available at: https://doi.org/10.1016/S0883-0355(03)00078-8.

Britzman, D.P. and Pitt, A.J. (1996) ‘Pedagogy and transference: Casting the past of learning into the presence of teaching’, Theory Into Practice, 35(2), pp. 117–123. Available at: https://doi.org/10.1080/00405849609543711.

Capel, S.A., Leask, M. and Younie, S. (eds) (2016) Learning to teach in the secondary school: a companion to school experience. Seventh edition. London: Routledge. Available at: http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=4542844.

Capel, S.A., Leask, M. and Younie, S. (eds) (2019) Learning to teach in the secondary school: a companion to school experience. 8th Edition. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5750606.

Carnell, E. and Lodge, C. (2002a) ‘Chapter 2: Learning in the Classroom’, in Supporting effective learning. London: Paul Chapman. Available at: http://sk.sagepub.com/books/supporting-effective-learning.

Carnell, E. and Lodge, C. (2002b) Supporting effective learning. London: Paul Chapman. Available at: https://doi.org/10.4135/9781446220672.

Christ Watkins (2010) ‘Learning, Performance and Improvement’, INSI Research Matters, 34, pp. 1–15. Available at: http://www.chriswatkins.net/publications/.

Clarke, D. and Hollingsworth, H. (2002) ‘Elaborating a model of teacher professional growth’, Teaching and Teacher Education, 18(8), pp. 947–967. Available at: https://doi.org/10.1016/S0742-051X(02)00053-7.

Coffield, F. et al. (2004) Learning styles and pedagogy in post-16 learning: a systematic and critical review. [London]: Learning and Skills Research Centre.

Cranton, P. (2002) ‘Teaching for Transformation’, New Directions for Adult and Continuing Education, 2002(93), pp. 63–72. Available at: https://doi.org/10.1002/ace.50.

Depaepe, F., Verschaffel, L. and Kelchtermans, G. (2013) ‘Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research’, Teaching and Teacher Education, 34, pp. 12–25. Available at: https://doi.org/10.1016/j.tate.2013.03.001.

Dewey, J. (2009a) ‘Chapter Seven: The Democratic Conception in Education’, in Democracy and education. [S.l.]: Merchant Books. Available at: http://www.gutenberg.org/files/852/852-h/852-h.htm.

Dewey, J. (2009b) Democracy and education. [S.l.]: Merchant Books. Available at: http://www.gutenberg.org/files/852/852-h/852-h.htm.

Eckert, P., Goldman, S. and Wenger, E. (no date) ‘The school as a community of engaged learners’, Wingspread Journal, 9(3). Available at: https://web.stanford.edu/~eckert/PDF/SasCEL.pdf.

Eraut, M. (1995a) ‘Schon Shock: a case for refraining reflection‐in‐action?’, Teachers and Teaching, 1(1), pp. 9–22. Available at: https://doi.org/10.1080/1354060950010102.

Eraut, M. (1995b) ‘Schon Shock: a case for refraining reflection‐in‐action?’, Teachers and Teaching, 1(1), pp. 9–22. Available at: https://doi.org/10.1080/1354060950010102.

Fai Pang, M. (2006) ‘The Use of Learning Study to Enhance Teacher Professional Learning in Hong Kong’, Teaching Education, 17(1), pp. 27–42. Available at: https://doi.org/10.1080/10476210500527915.

Fisher, H. (2011a) ‘Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance’, British Journal of Educational Studies, 59(2), pp. 121–141. Available at: https://doi.org/10.1080/00071005.2011.567969.

Fisher, H. (2011b) ‘Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance’, British Journal of Educational Studies, 59(2), pp. 121–141. Available at: https://doi.org/10.1080/00071005.2011.567969.

Fraser, N. (2008) Scales of justice: reimagining political space in a globalizing world. Cambridge: Polity. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1101566&site=ehost-live&scope=site&custid=s8454451.

Freire, P., Barr, R.R. and Freire, A.M.A. (2014) Pedagogy of hope: reliving Pedagogy of the oppressed. London: Bloomsbury. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5309736.

Freire, P. and Ramos, M.B. (2017) Pedagogy of the oppressed. [London]: Penguin Classics.

Frosh, S. and British Library (2002) Key concepts in psychoanalysis. London: The British Library.

Gearon, L. (2015) Learning to teach citizenship in the secondary school: a companion to school experience. 3rd ed. London: Routledge. Available at: https://www.taylorfrancis.com/books/9781317596400.

Gillborn, D. (2008) Racism and education: coincidence or conspiracy? London: Routledge. Available at: https://doi.org/10.4324/9780203928424.

Gillborn, D. (2010) ‘The colour of numbers: surveys, statistics and deficit‐thinking about race and class’, Journal of Education Policy, 25(2), pp. 253–276. Available at: https://doi.org/10.1080/02680930903460740.

Giroux, H.A. (2001) Theory and resistance in education: towards a pedagogy for the opposition. Rev. and expanded ed. Westport, Conn: Bergin & Garvey.

Giroux, H.A. (2003) ‘Public Pedagogy and the Politics of Resistance: Notes on a critical theory of educational struggle’, Educational Philosophy and Theory, 35(1), pp. 5–16. Available at: https://doi.org/10.1111/1469-5812.00002.

Giroux, H.A. (2005) Border crossings: cultural workers and the politics of education. 2nd ed. New York: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203956502.

Gregory J. Kelly, Allan Luke and Judith Green (2008) ‘Introduction: What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum’, Review of Research in Education, 32. Available at: https://www.jstor.org/stable/20185110.

Gutiérrez, R. and Dixon-Román, E. (2011) ‘Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)envision Mathematics Education?’, in B. Atweh et al. (eds) Mapping Equity and Quality in Mathematics Education. Dordrecht: Springer Netherlands, pp. 21–34. Available at: https://doi.org/10.1007/978-90-481-9803-0_2.

Hamilton, D. (2009) ‘Pedagogy and the long course of learning’, Pedagogy, Culture & Society, 17(1), pp. 115–121. Available at: https://doi.org/10.1080/14681360902742944.

Hargreaves, E. (2013) ‘Assessment for learning and Teacher Learning Communities: UK teachers’ experiences’, Teaching Education, 24(3), pp. 327–344. Available at: https://doi.org/10.1080/10476210.2012.713931.

Hatch, T. (2005) ‘Chapter 2: In The Classroom’, in Into the classroom: developing the scholarship of teaching and learning. San Francisco, Calif: Jossey-Bass. Available at: https://contentstore.cla.co.uk/secure/link?id=cd04c4ed-1bf2-e711-80cd-005056af4099.

Hayes, D.N.A. (2006) Teachers and schooling making a difference: productive pedagogies, assessment and performance. Crows Nest, N.S.W.: Allen & Unwin.

Healey, MickJenkins, Alan (no date) ‘Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education’, Journal of Geography, 99, pp. 5–33. Available at: https://search.proquest.com/docview/1290502312?accountid=14511.

Holden, C. and Hicks, D. (2007) ‘Making global connections: The knowledge, understanding and motivation of trainee teachers’, Teaching and Teacher Education, 23(1), pp. 13–23. Available at: https://doi.org/10.1016/j.tate.2006.04.031.

Illeris, K. (2007a) ‘Chapter 3: The processes and dimensions of learning’, in How we learn: learning and non-learning in school and beyond. Abingdon: Routledge, pp. 22–29. Available at: https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9780203939895.

Illeris, K. (2007b) ‘Chapter 3: The processes and dimensions of learning pp. 22-29.’, in How We Learn. Routledge. Available at: https://doi.org/10.4324/9780203939895.

Illeris, K. (2007c) How we learn: learning and non-learning in school and beyond. Abingdon: Routledge. Available at: https://doi.org/10.4324/9780203939895.

‘International Journal of Educational Development’ (no date). Available at: https://www.sciencedirect.com/journal/international-journal-of-educational-development.

Jackson, C. (2010) ‘Fear in education’, Educational Review, 62(1), pp. 39–52. Available at: https://doi.org/10.1080/00131910903469544.

Jaques, D. (1991) Learning in groups. 2nd ed. London: Kogan Page.

Jürgen Baumert, Mareike Kunter, Werner Blum, Martin Brunner, Thamar Voss, Alexander Jordan, Uta Klusmann, Stefan Krauss, Michael Neubrand and Yi-Miau Tsai (2010) ‘Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress’, American Educational Research Journal, 47(1). Available at: https://www.jstor.org/stable/40645421.

Kathy Carter (1995) ‘Teaching Stories and Local Understandings’, The Journal of Educational Research, 88(6). Available at: https://www.jstor.org/stable/27541995.

Kind, V. (2009) ‘Pedagogical content knowledge in science education: perspectives and potential for progress’, Studies in Science Education, 45(2), pp. 169–204. Available at: https://doi.org/10.1080/03057260903142285.

Kolb, D.A. (2015) Experiential learning: experience as the source of learning and development. Second edition. Prentice Hall/Safari Learning. Available at: https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51274416260004761.

Leeman, Y. and Wardekker, W. (2014) ‘Teacher research and the aims of education’, Teachers and Teaching, 20(1), pp. 45–58. Available at: https://doi.org/10.1080/13540602.2013.848516.

Lewis, C. (2009) ‘What is the nature of knowledge development in lesson study?’, Educational Action Research, 17(1), pp. 95–110. Available at: https://doi.org/10.1080/09650790802667477.

Lieberman, J. (2009) ‘Reinventing teacher professional norms and identities: the role of lesson study and learning communities’, Professional Development in Education, 35(1), pp. 83–99. Available at: https://doi.org/10.1080/13674580802264688.

McCann, M. (2017) ‘Constructive alignment in economics teaching: a reflection on effective implementation, Teaching in Higher Education, 22(3), 336-348’, Teaching in Higher Education, 22(3), pp. 336–348. Available at: https://doi.org/10.1080/13562517.2016.1248387.

McGregor, G. (2011) ‘Engaging Gen Y in schooling: the need for an egalitarian ethos of education’, Pedagogy, Culture & Society, 19(1), pp. 1–20. Available at: https://doi.org/10.1080/14681366.2010.510803.

Mills, M. (2013) ‘The work of Nancy Fraser and a socially just education system’, in The handbook of educational theories. Charlotte, N.C.: Information Age, pp. 1027–1034. Available at: https://contentstore.cla.co.uk/secure/link?id=17cc019b-69c5-e811-80cd-005056af4099.

‘Mirror, mirror on the wall: The Lacanian mirror in the classroom’ (no date) in Education : an ‘impossible profession’? : psychoanalytic explorations of learning and classrooms / Tamara Bibby, pp. 31–44. Available at: https://doi.org/10.4324/9780203844458.

Moore, A. (2012) ‘Chapter 1: Models of Teaching and Learning’, in Teaching and learning: pedagogy, curriculum and culture. 2nd ed. London: Routledge, pp. 1–32. Available at: https://doi.org/10.4324/9780203134061.

Obholzer, A., Roberts, V.Z., and Tavistock Clinic (1994) ‘The troublesome individual and the troubled institution’, in The unconscious at work: individual and organizational stress in the human services. London: Routledge, pp. 129–138. Available at: https://doi.org/10.4324/9780203359860.

Paakkari, L., Tynjälä, P. and Kannas, L. (2011) ‘Critical aspects of student teachers’ conceptions of learning’, Learning and Instruction [Preprint]. Available at: https://doi.org/10.1016/j.learninstruc.2011.03.003.

Resources | International Bureau of Education (no date). Available at: http://www.ibe.unesco.org/en/resources?search_api_views_fulltext=%22.

Scott, D. and Scott, B. (2018) Equalities and inequalities in the English education system. London: UCL Institute of Education Press. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5302115.

Shulman (1986) ‘Pedagogical Content Knowledge (PCK)’, in Learning teaching: becoming an inspirational teacher. Northwich, [England]: Critical Publishing Ltd. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=4067583.

Stobart, G. (2014) The expert learner: challenging the myth of ability. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630542.

Stokes, J. (1994) ‘The unconscious at work in groups and teams: contributions from Wilfred Bion’, in The unconscious at work: individual and organizational stress in the human services. London: Routledge, pp. 19–27. Available at: https://doi.org/10.4324/9780203359860.

‘The primary task of the school’ (no date) in Education : an ‘impossible profession’? : psychoanalytic explorations of learning and classrooms / Tamara Bibby. Available at: https://doi.org/10.4324/9780203844458.

Turner, J.C. and Meyer, D.K. (2000) ‘Studying and Understanding the Instructional Contexts of Classrooms: Using our Past to Forge our Future’, Educational Psychologist, 35(2), pp. 69–85. Available at: https://doi.org/10.1207/S15326985EP3502_2.

Watkins, C., Carnell, E. and Lodge, C. (2007) Effective learning in classrooms. London: Paul Chapman. Available at: http://dx.doi.org/10.4135/9781446211472.

Webb, N.M., Farivar, S.H. and Mastergeorge, A.M. (2002) ‘Productive Helping in Cooperative Groups Theory into Practice’, Theory Into Practice, 41(1). Available at: https://doi.org/10.1207/s15430421tip4101_3.

White, J. (2011a) Exploring well-being in schools: a guide to making children’s lives more fulfilling. Abingdon: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203815540.

White, J. (2011b) ‘Part II: Education for well-being: The way forward’, in Exploring well-being in schools: a guide to making children’s lives more fulfilling. Abingdon: Routledge, pp. 113–145. Available at: https://www.vlebooks.com/Product/Index/1995635?page=0&startBookmarkId=-1.

Wood, K. (2000) ‘The experience of learning to teach: Changing student teachers’ ways of understanding teaching’, Journal of Curriculum Studies, 32(1), pp. 75–93. Available at: https://doi.org/10.1080/002202700182862.

Youdell, D.C. (2011) School trouble: identity, power and politics in education. London: Routledge. Available at: https://doi.org/10.4324/9780203839379.