[1]
Affouneh, S. and Hargreaves, E. 2015. Fear in the Palestinian classroom: pedagogy, authoritarianism and transformation. Pedagogies: An International Journal. 10, 3 (Jul. 2015), 222–237. DOI:https://doi.org/10.1080/1554480X.2015.1009837.
[2]
Boaler, J. 1997. Setting, Social Class and Survival of the Quickest. British Educational Research Journal. 23, 5 (Dec. 1997), 575–595. DOI:https://doi.org/10.1080/0141192970230503.
[3]
Boaler, J. et al. 2000. Students’ Experiences of Ability Grouping - disaffection, polarisation and the construction of failure. British Educational Research Journal. 26, 5 (Dec. 2000), 631–648. DOI:https://doi.org/10.1080/713651583.
[4]
Boaler, J. 2005. The ‘Psychological Prisons’ From Which They Never Escaped: The Role of Ability Grouping in Reproducing Social Class Inequalities. FORUM. 47, 2 (2005), 125–134.
[5]
Bourdieu, P. and Passeron, J.C. 1990. Reproduction in education, society and culture. Sage Publications in association with Theory, Culture and Society.
[6]
Brown, A.L. et al. 1993. Distributed expertise in the classroom. Distributed cognitions: psychological and educational considerations. Cambridge University Press. 188–228.
[7]
Brown, A.L. et al. 1993. Distributed expertise in the classroom. Distributed cognitions: psychological and educational considerations. Cambridge University Press.
[8]
Burke, C. and Grosvenor, I. 2003. Chapter 1: School Buildings: ‘A safe haven, not a prison...’ The school I’d like: children and young people’s reflections on an education for the 21st century. RoutledgeFalmer.
[9]
Campbell, T. 2014. Stratified at seven: in-class ability grouping and the relative age effect. British Educational Research Journal. 40, 5 (Oct. 2014), 749–771. DOI:https://doi.org/10.1002/berj.3127.
[10]
chriswatkins.net – a resource for learning: http://chriswatkins.net/.
[11]
Crossouard, B. 2012. Absent presences: the recognition of social class and gender dimensions within peer assessment interactions. British Educational Research Journal. 38, 5 (Oct. 2012), 731–748. DOI:https://doi.org/10.1080/01411926.2011.580047.
[12]
Deakin Crick, R. et al. 2014. Learning to learn: international perspectives from theory and practice. Routledge.
[13]
Devine, D. 1993. A study of reading ability groups: Primary school children’s experiences and views. Irish Educational Studies. 12, 1 (Mar. 1993), 134–142. DOI:https://doi.org/10.1080/0332331930120113.
[14]
Devine, D. and McGillicuddy, D. 2016. Positioning pedagogy—a matter of children’s rights. Oxford Review of Education. 42, 4 (Jul. 2016), 424–443. DOI:https://doi.org/10.1080/03054985.2016.1197111.
[15]
Devine, D. and McGillicuddy, D. 2016. Positioning pedagogy—a matter of children’s rights. Oxford Review of Education. 42, 4 (Jul. 2016), 424–443. DOI:https://doi.org/10.1080/03054985.2016.1197111.
[16]
Dewey, J. 1956. The child and the curriculum; and The school and society. University of Chicago Press.
[17]
Dunne, M. and Gazeley, L. 2008. Teachers, social class and underachievement. British Journal of Sociology of Education. 29, 5 (Sep. 2008), 451–463. DOI:https://doi.org/10.1080/01425690802263627.
[18]
Dweck, C.S. 2007. The Perils and Promises of Praise. Early Intervention at Every Age. 65, 2 (2007).
[19]
Edwards, A. 2005. Let’s get beyond community and practice: the many meanings of learning by participating. Curriculum Journal. 16, 1 (Mar. 2005), 49–65. DOI:https://doi.org/10.1080/0958517042000336809.
[20]
Fielding *, M. 2004. Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. British Educational Research Journal. 30, 2 (Apr. 2004), 295–311. DOI:https://doi.org/10.1080/0141192042000195236.
[21]
Fielding, M. 2005. Alex Bloom, Pioneer of Radical State Education. FORUM. 47, 2 (2005).
[22]
Fielding, M. 2005. Alex Bloom, Pioneer of Radical State Education. FORUM. 47, 2 (2005).
[23]
Fielding, M. 1996. Beyond Collaboration: On The Importance of Community. Consorting and collaborating in the educational market place. Falmer Press.
[24]
Fisher, H. 2011. Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance. British Journal of Educational Studies. 59, 2 (Jun. 2011), 121–141. DOI:https://doi.org/10.1080/00071005.2011.567969.
[25]
Flink, C. et al. 1990. Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of Personality and Social Psychology. 59, 5 (1990), 916–924. DOI:https://doi.org/10.1037/0022-3514.59.5.916.
[26]
Francis, B. and Mills, M. 2012. Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling. Pedagogy, Culture & Society. 20, 2 (Jul. 2012), 251–271. DOI:https://doi.org/10.1080/14681366.2012.688765.
[27]
Freire, P. 2012. Chapter 2. Pedagogy of the oppressed. Bloomsbury. 57–75.
[28]
Freire, P. 1998. Pedagogy of freedom: ethics, democracy, and civic courage. Rowman & Littlefield.
[29]
Freire, P. and Ramos, M.B. 1972. Pedagogy of the oppressed. Sheed and Ward.
[30]
Gamoran, A. et al. 1995. An Organizational Analysis of the Effects of Ability Grouping. American Educational Research Journal. 32, 4 (Jan. 1995), 687–715. DOI:https://doi.org/10.3102/00028312032004687.
[31]
Giroux, H.A. and Giroux, S.S. 2006. Challenging Neoliberalism’s New World Order: The Promise of Critical Pedagogy. Cultural Studies ↔ Critical Methodologies. 6, 1 (Feb. 2006), 21–32. DOI:https://doi.org/10.1177/1532708605282810.
[32]
Griffiths, M. 2012. Why joy in education is an issue for socially just policies. Journal of Education Policy. 27, 5 (2012).
[33]
Hallam, S. and Parsons, S. 2012. Prevalence of streaming in UK primary schools: evidence from the Millennium Cohort Study. British Educational Research Journal. (Mar. 2012), 1–31. DOI:https://doi.org/10.1080/01411926.2012.659721.
[34]
Harber, C. 2015. Violence in schools: The role of authoritarian learning. The SAGE handbook of learning. SAGE.
[35]
Hargreaves, E. 2013. Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning. Oxford Review of Education. 39, 2 (Apr. 2013), 229–246. DOI:https://doi.org/10.1080/03054985.2013.787922.
[36]
Hargreaves, E. 2014. The practice of promoting primary pupils’ autonomy: examples of teacher feedback. Educational Research. 56, 3 (Jul. 2014), 295–309. DOI:https://doi.org/10.1080/00131881.2014.934554.
[37]
Hargreaves, E. and Affouneh, S. 2017. Pupils’ Fear in the Classroom: Portraits From Palestine and England. Journal of Research in Childhood Education. 31, 2 (Apr. 2017), 227–239. DOI:https://doi.org/10.1080/02568543.2016.1272508.
[38]
Henderlong, J. and Lepper, M.R. 2002. The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin. 128, 5 (2002), 774–795. DOI:https://doi.org/10.1037/0033-2909.128.5.774.
[39]
Higgins, S.J. et al. 2005. Learning to learn in schools: Phase 3: Evaluation year two report, January 2006. Centre for Learning and Teaching, University of Newcastle.
[40]
Holt, J.C. 1990. How children fail. Penguin.
[41]
Illeris, K. 2007. How we learn: learning and non-learning in school and beyond. Routledge.
[42]
Jackson, C. 2010. Fear in education. Educational Review. 62, 1 (Feb. 2010), 39–52. DOI:https://doi.org/10.1080/00131910903469544.
[43]
Jackson, N. 2004. Developing the concept of metalearning. Innovations in Education and Teaching International. 41, 4 (Nov. 2004), 391–403. DOI:https://doi.org/10.1080/1470329042000276995.
[44]
James, M. et al. 2007. Improving learning how to learn: classrooms, schools and networks. Routledge.
[45]
Katz, I. and Assor, A. 2007. When Choice Motivates and When It Does Not. Educational Psychology Review. 19, 4 (Oct. 2007), 429–442. DOI:https://doi.org/10.1007/s10648-006-9027-y.
[46]
Kemmis, S. 2006. Participatory action research and the public sphere. Educational Action Research. 14, 4 (Dec. 2006), 459–476. DOI:https://doi.org/10.1080/09650790600975593.
[47]
Kenway, P. et al. 2006. Monitoring poverty and social exclusion in Northern Ireland, 2006. Joseph Rowntree Foundation.
[48]
Kohn, A. 2006. A classroom of their choosing. Beyond discipline: from compliance to community. Association for Supervision and Curriculum Development.
[49]
Lin, A.M.Y. 2007. What’s the Use of "Triadic Dialogue”?: Activity Theory, Conversation Analysis, and Analysis of Pedagogical Practices. Pedagogies: An International Journal. 2, 2 (Jun. 2007), 77–94. DOI:https://doi.org/10.1080/15544800701343943.
[50]
Macleod, G. et al. 2012. Towards a broader understanding of authority in student–teacher relationships. Oxford Review of Education. 38, 4 (Aug. 2012), 493–508. DOI:https://doi.org/10.1080/03054985.2012.716006.
[51]
Marks, R. 2013. ‘The Blue Table Means You Don’t Have a Clue’: The Persistence of Fixed-ability Thinking and Practices in Primary Mathematics in English Schools. FORUM. 55, 1 (2013), 31–44.
[52]
Marshall, B. and Jane Drummond, M. 2006. How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education. 21, 2 (Jun. 2006), 133–149. DOI:https://doi.org/10.1080/02671520600615638.
[53]
Moore, A. 2013. Love and fear in the classroom: How ‘validating affect’ might help us understand young students and improve their experiences of school life and learning. The uses of psychoanalysis in working with children’s emotional lives. Aronson.
[54]
Murata, A. 2015. Interactions betweenTeaching and Learning Mathematics in Elementary Classrooms. The SAGE handbook of learning. SAGE.
[55]
Niemiec, C.P. and Ryan, R.M. 2009. Autonomy, competence, and relatedness in the classroom. School Field. 7, 2 (Jul. 2009), 133–144. DOI:https://doi.org/10.1177/1477878509104318.
[56]
Nixon, S. 2013. Using Metaphors to Aid Student Meta-Learning: When You’re Learning at Your Best Your Like What? Creative Education. 04, 07 (2013), 32–36. DOI:https://doi.org/10.4236/ce.2013.47A2006.
[57]
Pace, J.L. and Hemmings, A. 2007. Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research. 77, 1 (Mar. 2007), 4–27. DOI:https://doi.org/10.3102/003465430298489.
[58]
Pryor, J. and Torrance, H. 1997. Formative assessment in the classroom: Where psychological theory meets social practice? Social Psychology of Education. 2, 2 (1997), 151–176. DOI:https://doi.org/10.1023/A:1009654524888.
[59]
Raby, R. 2012. School rules: obedience, discipline and elusive democracy. University of Toronto Press.
[60]
Reay, D. 2006. The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies. 54, 3 (Sep. 2006), 288–307. DOI:https://doi.org/10.1111/j.1467-8527.2006.00351.x.
[61]
Rogalsky, J. 2009. "Mythbusters”: Dispelling the Culture of Poverty Myth in the Urban Classroom. Journal of Geography. 108, 4–5 (Oct. 2009), 198–209. DOI:https://doi.org/10.1080/00221340903344953.
[62]
Romanish, Bruce 1995. Authority, Authoritarianism, and Education. Education and Culture. 12, 2 (1995).
[63]
Ryan, R.M. and Deci, E.L. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 55, 1 (2000), 68–78. DOI:https://doi.org/10.1037/0003-066X.55.1.68.
[64]
Saevi, T. 2015. Learning and pedagogic relations. The SAGE handbook of learning. SAGE.
[65]
Schiro, M. 2013. Curriculum theory: conflicting visions and enduring concerns. SAGE.
[66]
Shayer, M. 2003. Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. Learning and Instruction. 13, 5 (Oct. 2003), 465–485. DOI:https://doi.org/10.1016/S0959-4752(03)00092-6.
[67]
Stern, J. and Backhouse, A. 2011. Dialogic feedback for children and teachers: evaluating the ‘spirit of assessment’. International Journal of Children’s Spirituality. 16, 4 (Nov. 2011), 331–346. DOI:https://doi.org/10.1080/1364436X.2011.642853.
[68]
Streib, J. 2011. Class Reproduction by Four Year Olds. Qualitative Sociology. 34, 2 (Jun. 2011), 337–352. DOI:https://doi.org/10.1007/s11133-011-9193-1.
[69]
Stringher, C. 2014. Chapter 9: What is learning to learn? Learning to learn: international perspectives from theory and practice. Routledge.
[70]
Sullivan, A. et al. 2014. Social origins, school type and higher education destinations. Oxford Review of Education. 40, 6 (Nov. 2014), 739–763. DOI:https://doi.org/10.1080/03054985.2014.979015.
[71]
Taylor, B. et al. 2017. Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture & Society. 25, 3 (Jul. 2017), 327–345. DOI:https://doi.org/10.1080/14681366.2016.1256908.
[72]
Teaching and Learning Toolkit | Education Endowment Foundation | EEF: https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit.
[73]
Thornberg, R. 2007. ‘It’s Not Fair!’-Voicing Pupils’ Criticisms of School Rules. Children & Society. 22, 6 (Sep. 2007), 418–428. DOI:https://doi.org/10.1111/j.1099-0860.2007.00121.x.
[74]
Wall, K. 2008. Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn. Thinking Skills and Creativity. 3, 1 (Apr. 2008), 23–33. DOI:https://doi.org/10.1016/j.tsc.2008.03.004.
[75]
Watkins, C. 2005. Chapter 4: Classrooms as learning communities: a review of research. Classrooms as learning communities: what’s in it for schools? Routledge.
[76]
Watkins, C. 2005. Classrooms as learning communities: what’s in it for schools? Routledge.
[77]
Watkins, C. 2005. Classrooms as learning communities: what’s in it for schools? Routledge.
[78]
Watkins, C. et al. 2007. Effective learning in classrooms. Paul Chapman.
[79]
Watkins, C. 2001. Learning about learning enhances performance. Institute of Education, University of London.
[80]
Watkins, C. 2015. Metalearning in classrooms. The SAGE handbook of learning. SAGE.
[81]
Webster, R. and Blatchford, P. 2013. The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study. European Journal of Special Needs Education. 28, 4 (Nov. 2013), 463–479. DOI:https://doi.org/10.1080/08856257.2013.820459.
[82]
Wells, G. 2000. Chapter 4: Dialogic inquiry in education: Building on the legacy of Vygotsky. Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. Cambridge UP.
[83]
Wells, G. 2000. Dialogic inquiry in education: Building on the legacy of Vygotsky. Vygotskian perspectives on literacy research: constructing meaning through collaborative inquiry. Cambridge UP. 51–85.
