Alexander, Robin J., ‘Essays on Pedagogy - Chapter 4’, in Essays on Pedagogy (Routledge, 2008) <https://contentstore.cla.co.uk/secure/link?id=cf1566ef-53d1-e811-80cd-005056af4099>
Apple, Michael W., Educating the Right Way (Routledge, 2006), doi:10.4324/9780203112847
——, and Michael W Apple, Official Knowledge: Democratic Education in a Conservative Age, 3rd ed (Routledge, 2014) <https://www.taylorfrancis.com/books/9781136706806>
‘Approaches to Critical Theory and Critical Pedagogy’, in Rethinking Knowledge within Higher Education : Adorno and Social Justice (Bloomsbury Academic, 2013), doi:10.5040/9781472553225.ch-002
Baines, Ed, Peter Blatchford, and Rob Webster, ‘The Challenges of Implementing Group Work in Primary School Classrooms and Including Pupils with Special Educational Needs’, Education 3-13, 43.1 (2015), pp. 15–29, doi:10.1080/03004279.2015.961689
Bibby, Tamara, Education: An ‘Impossible Profession’? : Psychoanalytic Explorations of Learning and Classrooms (Routledge, 2011) <https://www.taylorfrancis.com/books/9780203844458>
Biggs, John, ‘Enhancing Teaching through Constructive Alignment.’, Higher Education, 32.3 (n.d.) <https://www.jstor.org/stable/3448076>
Biggs, John B., Catherine Tang, and Society for Research into Higher Education, ‘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 (McGraw-Hill, 2011), pp. 16–33 <https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/luapog/UCL_LMS_DS21166036150004761>
Bion, Wilfred R., Experiences in Groups, and Other Papers / W.R. Bion. (Tavistock/Routledge, 1989), doi:10.4324/9780203359075
——, Learning from Experience, New ed (Rowman & Littlefield, 2004) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781461629351>
Blatchford, Peter, and others, ‘Toward a Social Pedagogy of Classroom Group Work’, International Journal of Educational Research, 39.1–2 (2003), pp. 153–72, doi:10.1016/S0883-0355(03)00078-8
Britzman, Deborah P., and Alice J. Pitt, ‘Pedagogy and Transference: Casting the Past of Learning into the Presence of Teaching’, Theory Into Practice, 35.2 (1996), pp. 117–23, doi:10.1080/00405849609543711
Capel, Susan Anne, Marilyn Leask, and Sarah Younie (eds), Learning to Teach in the Secondary School: A Companion to School Experience, 8th Edition (Routledge, 2019) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5750606.>
——, 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>
Carnell, Eileen, and Caroline Lodge, ‘Chapter 2: Learning in the Classroom’, in Supporting Effective Learning (Paul Chapman, 2002) <http://sk.sagepub.com/books/supporting-effective-learning>
——, and Caroline Lodge, Supporting Effective Learning (Paul Chapman, 2002), doi:10.4135/9781446220672
Christ Watkins, ‘Learning, Performance and Improvement’, INSI Research Matters, 34 (2010), pp. 1–15 <http://www.chriswatkins.net/publications/>
Clarke, David, and Hilary Hollingsworth, ‘Elaborating a Model of Teacher Professional Growth’, Teaching and Teacher Education, 18.8 (2002), pp. 947–67, doi:10.1016/S0742-051X(02)00053-7
Coffield, Frank, and others, Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review (Learning and Skills Research Centre, 2004)
Cranton, Patricia, ‘Teaching for Transformation’, New Directions for Adult and Continuing Education, 2002.93 (2002), pp. 63–72, doi:10.1002/ace.50
Depaepe, Fien, Lieven Verschaffel, and Geert Kelchtermans, ‘Pedagogical Content Knowledge: A Systematic Review of the Way in Which the Concept Has Pervaded Mathematics Educational Research’, Teaching and Teacher Education, 34 (2013), pp. 12–25, doi:10.1016/j.tate.2013.03.001
Dewey, John, ‘Chapter Seven: The Democratic Conception in Education’, in Democracy and Education (Merchant Books, 2009) <http://www.gutenberg.org/files/852/852-h/852-h.htm>
——, Democracy and Education (Merchant Books, 2009) <http://www.gutenberg.org/files/852/852-h/852-h.htm>
Eckert, Penelope, Shelley Goldman, and Etienne Wenger, ‘The School as a Community of Engaged Learners’, Wingspread Journal, 9.3 (n.d.) <https://web.stanford.edu/~eckert/PDF/SasCEL.pdf>
Eraut, Michael, ‘Schon Shock: A Case for Refraining Reflection‐in‐action?’, Teachers and Teaching, 1.1 (1995), pp. 9–22, doi:10.1080/1354060950010102
——, ‘Schon Shock: A Case for Refraining Reflection‐in‐action?’, Teachers and Teaching, 1.1 (1995), pp. 9–22, doi:10.1080/1354060950010102
Fai Pang, Ming, ‘The Use of Learning Study to Enhance Teacher Professional Learning in Hong Kong’, Teaching Education, 17.1 (2006), pp. 27–42, doi:10.1080/10476210500527915
Fisher, Helen, ‘Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance’, British Journal of Educational Studies, 59.2 (2011), pp. 121–41, doi:10.1080/00071005.2011.567969
——, ‘Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance’, British Journal of Educational Studies, 59.2 (2011), pp. 121–41, doi:10.1080/00071005.2011.567969
Fraser, Nancy, Scales of Justice: Reimagining Political Space in a Globalizing World (Polity, 2008) <https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1101566&site=ehost-live&scope=site&custid=s8454451>
Freire, Paulo, Robert R. Barr, and Ana Maria Araújo Freire, Pedagogy of Hope: Reliving Pedagogy of the Oppressed (Bloomsbury, 2014) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5309736>
——, and Myra Bergman Ramos, Pedagogy of the Oppressed (Penguin Classics, 2017)
Frosh, Stephen and British Library, Key Concepts in Psychoanalysis (The British Library, 2002)
Gearon, Liam, Learning to Teach Citizenship in the Secondary School: A Companion to School Experience, 3rd ed (Routledge, 2015) <https://www.taylorfrancis.com/books/9781317596400>
Gillborn, David, Racism and Education: Coincidence or Conspiracy? (Routledge, 2008), doi:10.4324/9780203928424
——, ‘The Colour of Numbers: Surveys, Statistics and Deficit‐thinking about Race and Class’, Journal of Education Policy, 25.2 (2010), pp. 253–76, doi:10.1080/02680930903460740
Giroux, Henry A., Border Crossings: Cultural Workers and the Politics of Education, 2nd ed (Routledge, 2005) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203956502>
——, ‘Public Pedagogy and the Politics of Resistance: Notes on a Critical Theory of Educational Struggle’, Educational Philosophy and Theory, 35.1 (2003), pp. 5–16, doi:10.1111/1469-5812.00002
——, Theory and Resistance in Education: Towards a Pedagogy for the Opposition, Rev. and expanded ed (Bergin & Garvey, 2001)
Gregory J. Kelly, Allan Luke and Judith Green, ‘Introduction: What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum’, Review of Research in Education, 32 (2008) <https://www.jstor.org/stable/20185110>
Gutiérrez, Rochelle, and Ezekiel Dixon-Román, ‘Beyond Gap Gazing: How Can Thinking About Education Comprehensively Help Us (Re)Envision Mathematics Education?’, in Mapping Equity and Quality in Mathematics Education, ed. by Bill Atweh and others (Springer Netherlands, 2011), pp. 21–34, doi:10.1007/978-90-481-9803-0_2
Hamilton, David, ‘Pedagogy and the Long Course of Learning’, Pedagogy, Culture & Society, 17.1 (2009), pp. 115–21, doi:10.1080/14681360902742944
Hargreaves, Eleanore, ‘Assessment for Learning and Teacher Learning Communities: UK Teachers’ Experiences’, Teaching Education, 24.3 (2013), pp. 327–44, doi:10.1080/10476210.2012.713931
Hatch, Thomas, ‘Chapter 2: In The Classroom’, in Into the Classroom: Developing the Scholarship of Teaching and Learning (Jossey-Bass, 2005) <https://contentstore.cla.co.uk/secure/link?id=cd04c4ed-1bf2-e711-80cd-005056af4099>
Hayes, Debra N. A., Teachers and Schooling Making a Difference: Productive Pedagogies, Assessment and Performance (Allen & Unwin, 2006)
Healey, MickJenkins, Alan, ‘Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education’, Journal of Geography, 99 (n.d.), pp. 5–33 <https://search.proquest.com/docview/1290502312?accountid=14511>
Holden, Cathie, and David Hicks, ‘Making Global Connections: The Knowledge, Understanding and Motivation of Trainee Teachers’, Teaching and Teacher Education, 23.1 (2007), pp. 13–23, doi:10.1016/j.tate.2006.04.031
Illeris, Knud, ‘Chapter 3: The Processes and Dimensions of Learning’, in How We Learn: Learning and Non-Learning in School and Beyond (Routledge, 2007), pp. 22–29 <https://www-taylorfrancis-com.libproxy.ucl.ac.uk/books/9780203939895>
——, ‘Chapter 3: The Processes and Dimensions of Learning Pp. 22-29.’, in How We Learn (Routledge, 2007), doi:10.4324/9780203939895
——, How We Learn: Learning and Non-Learning in School and Beyond (Routledge, 2007), doi:10.4324/9780203939895
International Journal of Educational Development, n.d. <https://www.sciencedirect.com/journal/international-journal-of-educational-development>
Jackson, Carolyn, ‘Fear in Education’, Educational Review, 62.1 (2010), pp. 39–52, doi:10.1080/00131910903469544
Jaques, David, Learning in Groups, 2nd ed (Kogan Page, 1991)
Jürgen Baumert, Mareike Kunter, Werner Blum, Martin Brunner, Thamar Voss, Alexander Jordan, Uta Klusmann, Stefan Krauss, Michael Neubrand and Yi-Miau Tsai, ‘Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress’, American Educational Research Journal, 47.1 (2010) <https://www.jstor.org/stable/40645421>
Kathy Carter, ‘Teaching Stories and Local Understandings’, The Journal of Educational Research, 88.6 (1995) <https://www.jstor.org/stable/27541995>
Kind, Vanessa, ‘Pedagogical Content Knowledge in Science Education: Perspectives and Potential for Progress’, Studies in Science Education, 45.2 (2009), pp. 169–204, doi:10.1080/03057260903142285
Kolb, David A., Experiential Learning: Experience as the Source of Learning and Development, Second edition (Prentice Hall/Safari Learning, 2015) <https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51274416260004761>
Leeman, Yvonne, and Willem Wardekker, ‘Teacher Research and the Aims of Education’, Teachers and Teaching, 20.1 (2014), pp. 45–58, doi:10.1080/13540602.2013.848516
Lewis, Catherine, ‘What Is the Nature of Knowledge Development in Lesson Study?’, Educational Action Research, 17.1 (2009), pp. 95–110, doi:10.1080/09650790802667477
Lieberman, Joanne, ‘Reinventing Teacher Professional Norms and Identities: The Role of Lesson Study and Learning Communities’, Professional Development in Education, 35.1 (2009), pp. 83–99, doi:10.1080/13674580802264688
McCann, Michael, ‘Constructive Alignment in Economics Teaching: A Reflection on Effective Implementation, Teaching in Higher Education, 22(3), 336-348’, Teaching in Higher Education, 22.3 (2017), pp. 336–48, doi:10.1080/13562517.2016.1248387
McGregor, Glenda, ‘Engaging Gen Y in Schooling: The Need for an Egalitarian Ethos of Education’, Pedagogy, Culture & Society, 19.1 (2011), pp. 1–20, doi:10.1080/14681366.2010.510803
Mills, M., ‘The Work of Nancy Fraser and a Socially Just Education System’, in The Handbook of Educational Theories (Information Age, 2013), pp. 1027–34 <https://contentstore.cla.co.uk/secure/link?id=17cc019b-69c5-e811-80cd-005056af4099>
‘Mirror, Mirror on the Wall: The Lacanian Mirror in the Classroom’, in Education : An ‘Impossible Profession’? : Psychoanalytic Explorations of Learning and Classrooms / Tamara Bibby (n.d.), pp. 31–44, doi:10.4324/9780203844458
Moore, Alex, ‘Chapter 1: Models of Teaching and Learning’, in Teaching and Learning: Pedagogy, Curriculum and Culture, 2nd ed (Routledge, 2012), pp. 1–32, doi:10.4324/9780203134061
Obholzer, Anton, Vega Zagier Roberts, and Tavistock Clinic, ‘The Troublesome Individual and the Troubled Institution’, in The Unconscious at Work: Individual and Organizational Stress in the Human Services (Routledge, 1994), pp. 129–38, doi:10.4324/9780203359860
Paakkari, L., P. Tynjälä, and L. Kannas, ‘Critical Aspects of Student Teachers’ Conceptions of Learning’, Learning and Instruction, published online April 2011, doi:10.1016/j.learninstruc.2011.03.003
‘Resources | International Bureau of Education’, n.d. <http://www.ibe.unesco.org/en/resources?search_api_views_fulltext=%22>
Scott, David, and Ben Scott, Equalities and Inequalities in the English Education System (UCL Institute of Education Press, 2018) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=5302115>
Shulman, ‘Pedagogical Content Knowledge (PCK)’, in Learning Teaching: Becoming an Inspirational Teacher (Critical Publishing Ltd, 1986) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=4067583>
Stobart, Gordon, The Expert Learner: Challenging the Myth of Ability (Open University Press, 2014) <https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630542>
Stokes, J., ‘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 (Routledge, 1994), pp. 19–27, doi:10.4324/9780203359860
‘The Primary Task of the School’, in Education : An ‘Impossible Profession’? : Psychoanalytic Explorations of Learning and Classrooms / Tamara Bibby (n.d.), doi:10.4324/9780203844458
Turner, Julianne C., and Debra K. Meyer, ‘Studying and Understanding the Instructional Contexts of Classrooms: Using Our Past to Forge Our Future’, Educational Psychologist, 35.2 (2000), pp. 69–85, doi:10.1207/S15326985EP3502_2
Watkins, Chris, Eileen Carnell, and Caroline Lodge, Effective Learning in Classrooms (Paul Chapman, 2007) <http://dx.doi.org/10.4135/9781446211472>
Webb, Noreen M., Sydney H. Farivar, and Ann M. Mastergeorge, ‘Productive Helping in Cooperative Groups Theory into Practice’, Theory Into Practice, 41.1 (2002), doi:10.1207/s15430421tip4101_3
White, John, Exploring Well-Being in Schools: A Guide to Making Children’s Lives More Fulfilling (Routledge, 2011) <http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203815540>
——, ‘Part II: Education for Well-Being: The Way Forward’, in Exploring Well-Being in Schools: A Guide to Making Children’s Lives More Fulfilling (Routledge, 2011), pp. 113–45 <https://www.vlebooks.com/Product/Index/1995635?page=0&startBookmarkId=-1>
Wood, Keith, ‘The Experience of Learning to Teach: Changing Student Teachers’ Ways of Understanding Teaching’, Journal of Curriculum Studies, 32.1 (2000), pp. 75–93, doi:10.1080/002202700182862
Youdell, Deborah Catherine, School Trouble: Identity, Power and Politics in Education (Routledge, 2011), doi:10.4324/9780203839379
