1.
Jackson N. Developing the concept of metalearning. Innovations in Education and Teaching International. 2004;41(4):391-403. doi:10.1080/1470329042000276995
2.
Nixon S. Using Metaphors to Aid Student Meta-Learning: When You’re Learning at Your Best Your Like What? Creative Education. 2013;04(07):32-36. doi:10.4236/ce.2013.47A2006
3.
Stringher C. Chapter 9: What is learning to learn? In: Learning to Learn: International Perspectives from Theory and Practice. Routledge; 2014.
4.
Watkins C. Learning about learning enhances performance. Published online 2001. http://discovery.ucl.ac.uk/10002803/
5.
Freire P, Ramos MB. Pedagogy of the Oppressed. Sheed and Ward; 1972. https://contentstore.cla.co.uk/secure/link?id=a80e1257-ce46-e711-80cb-005056af4099
6.
Jackson C. Fear in education. Educational Review. 2010;62(1):39-52. doi:10.1080/00131910903469544
7.
Macleod G, MacAllister J, Pirrie A. Towards a broader understanding of authority in student–teacher relationships. Oxford Review of Education. 2012;38(4):493-508. doi:10.1080/03054985.2012.716006
8.
Pace JL, Hemmings A. Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research. Review of Educational Research. 2007;77(1):4-27. doi:10.3102/003465430298489
9.
Niemiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom. School Field. 2009;7(2):133-144. doi:10.1177/1477878509104318
10.
Brown AL, Ash D, Rutherford M, Nakagawa K, Gordon A, Campione JC. Distributed expertise in the classroom. In: Distributed Cognitions: Psychological and Educational Considerations. Vol Learning in doing. Cambridge University Press; 1993:188-228.
11.
Burke C, Grosvenor I. Chapter 1: School Buildings: ‘A safe haven, not a prison...’ In: The School I’d like: Children and Young People’s Reflections on an Education for the 21st Century. RoutledgeFalmer; 2003. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-02T11%3A14%3A49IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20school%20I%27d%20like%20children%20and%20young%20people%27s%20reflections%20on%20an%20education%20for%20the%2021st%20century&rft.aulast=Burke&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Burke,%20Catherine,%201957-&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780415301145&rft.isbn=9780203439074&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.tandfebooks.com.libproxy.ucl.ac.uk/isbn/9780203439074&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002693320%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
12.
Dweck CS. The Perils and Promises of Praise. Early Intervention at Every Age. 2007;65(2). http://www.helpwithteaching.co.uk/wp-content/uploads/2013/01/The-Perils-and-Promises-of-Praise-Carol-S-Dweck.pdf
13.
Kohn A. A classroom of their choosing. In: Beyond Discipline: From Compliance to Community. [2nd ed.], 10th anniversary ed. Association for Supervision and Curriculum Development; 2006. http://www.loc.gov/catdir/toc/ecip0614/2006017669.html
14.
Marshall B, Jane Drummond M. How teachers engage with Assessment for Learning: lessons from the classroom. Research Papers in Education. 2006;21(2):133-149. doi:10.1080/02671520600615638
15.
Moore A. Love and fear in the classroom: How ‘validating affect’ might help us understand young students and improve their experiences of school life and learning. In: The Uses of Psychoanalysis in Working with Children’s Emotional Lives. Vol New imago: series in theoretical, clinical, and applied psychoanalysis. Aronson; 2013. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-26T16%3A26%3A54IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20uses%20of%20psychoanalysis%20in%20working%20with%20children%27s%20emotional%20lives&rft.aulast=O%27Loughlin&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9780765709196&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://UCL.eblib.com/patron/FullRecord.aspx?p=1144780&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002302135%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
16.
Saevi T. Learning and pedagogic relations. In: The SAGE Handbook of Learning. Vol SAGE reference. SAGE; 2015. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-26T16%3A21%3A26IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20SAGE%20handbook%20of%20learning&rft.aulast=Scott&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781473915213&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4135/9781473915213&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002769521%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
17.
Devine D, McGillicuddy D. Positioning pedagogy—a matter of children’s rights. Oxford Review of Education. 2016;42(4):424-443. doi:10.1080/03054985.2016.1197111
18.
Fielding M. Alex Bloom, Pioneer of Radical State Education. FORUM. 2005;47(2). http://www.wwwords.co.uk/rss/abstract.asp?j=forum&aid=2560
19.
Fisher H. Inside The Primary Classroom: Examples of Dissatisfaction Behind A Veil of Compliance. British Journal of Educational Studies. 2011;59(2):121-141. doi:10.1080/00071005.2011.567969
20.
Crossouard B. Absent presences: the recognition of social class and gender dimensions within peer assessment interactions. British Educational Research Journal. 2012;38(5):731-748. doi:10.1080/01411926.2011.580047
21.
Wells G. Dialogic inquiry in education: Building on the legacy of Vygotsky. In: Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry. Vol Learning in doing. Cambridge UP; 2000:51-85. https://contentstore.cla.co.uk/secure/link?id=71d7dccf-6d1b-e711-80c9-005056af4099
22.
Lin AMY. What’s the Use of "Triadic Dialogue”?: Activity Theory, Conversation Analysis, and Analysis of Pedagogical Practices. Pedagogies: An International Journal. 2007;2(2):77-94. doi:10.1080/15544800701343943
23.
Shayer M. Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. Learning and Instruction. 2003;13(5):465-485. doi:10.1016/S0959-4752(03)00092-6
24.
Watkins C. Classrooms as Learning Communities: What’s in It for Schools? Vol What’s in it for schools? Routledge; 2005. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-10-02T12%3A39%3A37IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Classrooms%20as%20learning%20communities%20:%20what%27s%20in%20it%20for%20schools?&rft.aulast=Watkins&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Watkins,%20Chris&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=0415327792&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203390719&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002589834%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
25.
Taylor B, Francis B, Archer L, et al. Factors deterring schools from mixed attainment teaching practice. Pedagogy, Culture & Society. 2017;25(3):327-345. doi:10.1080/14681366.2016.1256908
26.
Boaler J. The ‘Psychological Prisons’ From Which They Never Escaped: The Role of Ability Grouping in Reproducing Social Class Inequalities. FORUM. 2005;47(2):125-134. http://www.wwwords.co.uk/pdf/validate.asp?j=forum&vol=47&issue=2&year=2005&article=9_Boaler_FORUM_47_2-3_web
27.
Webster R, Blatchford P. 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. 2013;28(4):463-479. doi:10.1080/08856257.2013.820459
28.
Teaching and Learning Toolkit | Education Endowment Foundation | EEF. https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit
29.
Marks R. ‘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. 2013;55(1):31-44. http://www.wwwords.co.uk/pdf/validate.asp?j=forum&vol=55&issue=1&year=2013&article=4_Marks_FORUM_55_1_web
30.
Reay D. The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies. 2006;54(3):288-307. doi:10.1111/j.1467-8527.2006.00351.x
31.
Streib J. Class Reproduction by Four Year Olds. Qualitative Sociology. 2011;34(2):337-352. doi:10.1007/s11133-011-9193-1
32.
Giroux HA, Giroux SS. Challenging Neoliberalism’s New World Order: The Promise of Critical Pedagogy. Cultural Studies ↔ Critical Methodologies. 2006;6(1):21-32. doi:10.1177/1532708605282810
33.
Kemmis S. Participatory action research and the public sphere. Educational Action Research. 2006;14(4):459-476. doi:10.1080/09650790600975593
34.
Rogalsky J. "Mythbusters”: Dispelling the Culture of Poverty Myth in the Urban Classroom. Journal of Geography. 2009;108(4-5):198-209. doi:10.1080/00221340903344953
35.
Fielding M. Beyond Collaboration: On The Importance of Community. In: Consorting and Collaborating in the Educational Market Place. Vol Education policy perspectives. Falmer Press; 1996.
36.
Freire P. Chapter 2. In: Pedagogy of the Oppressed. 30th anniversary edition. Bloomsbury; 2012:57-75.
37.
Freire P. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Vol Critical perspectives series. Rowman & Littlefield; 1998. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-26T16%3A42%3A29IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Pedagogy%20of%20Freedom%20Ethics,%20Democracy,%20and%20Civic%20Courage&rft.aulast=Freire&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Freire,%20Paulo&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9780847690466&rft.isbn=9781461640653&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://UCL.eblib.com/patron/FullRecord.aspx?p=1352132&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002695146%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
38.
Schiro M. Curriculum Theory: Conflicting Visions and Enduring Concerns. 2nd ed. SAGE; 2013.
39.
Deakin Crick R, Ren K, Stringher C. Learning to Learn: International Perspectives from Theory and Practice. Routledge; 2014.
40.
Higgins SJ, Campaign for Learning, University of Newcastle upon Tyne. Research Centre for Learning and Teaching. Learning to Learn in Schools: Phase 3: Evaluation Year Two Report, January 2006. Centre for Learning and Teaching, University of Newcastle; 2005.
41.
James M, Wiliam D, Teaching and Learning Research Programme. Improving Learning How to Learn: Classrooms, Schools and Networks. Vol Improving learning TLRP series. Routledge; 2007. http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203934319
42.
Wall K. Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn. Thinking Skills and Creativity. 2008;3(1):23-33. doi:10.1016/j.tsc.2008.03.004
43.
Watkins C. Metalearning in classrooms. In: The SAGE Handbook of Learning. Vol SAGE reference. SAGE; 2015. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-26T17%3A00%3A42IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20SAGE%20handbook%20of%20learning&rft.aulast=Scott&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781473915213&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4135/9781473915213&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002769521%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
44.
Dewey J. The Child and the Curriculum; and The School and Society. University of Chicago Press; 1956.
45.
Illeris K. How We Learn: Learning and Non-Learning in School and Beyond. Routledge; 2007. http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203939895
46.
Watkins C. Classrooms as Learning Communities: What’s in It for Schools? Vol What’s in it for schools? Routledge; 2005. http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203390719
47.
Watkins C, Carnell E, Lodge C. Effective Learning in Classrooms. Paul Chapman; 2007. http://libproxy.ucl.ac.uk/login?url=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9781849202817
48.
Wells G. Chapter 4: Dialogic inquiry in education: Building on the legacy of Vygotsky. In: Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry. Vol Learning in doing. Cambridge UP; 2000.
49.
Affouneh S, Hargreaves E. Fear in the Palestinian classroom: pedagogy, authoritarianism and transformation. Pedagogies: An International Journal. 2015;10(3):222-237. doi:10.1080/1554480X.2015.1009837
50.
Flink C, Boggiano AK, Barrett M. Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of Personality and Social Psychology. 1990;59(5):916-924. doi:10.1037/0022-3514.59.5.916
51.
Francis B, Mills M. Schools as damaging organisations: instigating a dialogue concerning alternative models of schooling. Pedagogy, Culture & Society. 2012;20(2):251-271. doi:10.1080/14681366.2012.688765
52.
Harber C. Violence in schools: The role of authoritarian learning. In: The SAGE Handbook of Learning. Vol SAGE reference. SAGE; 2015. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-26T17%3A13%3A15IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20SAGE%20handbook%20of%20learning&rft.aulast=Scott&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781473915213&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4135/9781473915213&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002769521%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
53.
Holt JC. How Children Fail. Rev. ed. Penguin; 1990.
54.
Raby R. School Rules: Obedience, Discipline and Elusive Democracy. University of Toronto Press; 2012.
55.
Romanish, Bruce. Authority, Authoritarianism, and Education. Education and Culture. 1995;12(2). http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=TN_jstor_archive_1442922408&indx=1&recIds=TN_jstor_archive_1442922408&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&mode=Basic&vid=UCL_VU1&srt=rank&tab=local&dum=true&vl(freeText0)=Authority%2C%20authoritarianism%2C%20and%20education&dstmp=1501082260542
56.
Brown AL, Ash D, Rutherford M, Nakagawa K, Gordon A, Campione JC. Distributed expertise in the classroom. In: Distributed Cognitions: Psychological and Educational Considerations. Vol Learning in doing. Cambridge University Press; 1993.
57.
Fielding * M. Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. British Educational Research Journal. 2004;30(2):295-311. doi:10.1080/0141192042000195236
58.
Hargreaves E. The practice of promoting primary pupils’ autonomy: examples of teacher feedback. Educational Research. 2014;56(3):295-309. doi:10.1080/00131881.2014.934554
59.
Hargreaves E. Inquiring into children’s experiences of teacher feedback: reconceptualising Assessment for Learning. Oxford Review of Education. 2013;39(2):229-246. doi:10.1080/03054985.2013.787922
60.
Henderlong J, Lepper MR. The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin. 2002;128(5):774-795. doi:10.1037/0033-2909.128.5.774
61.
Katz I, Assor A. When Choice Motivates and When It Does Not. Educational Psychology Review. 2007;19(4):429-442. doi:10.1007/s10648-006-9027-y
62.
Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 2000;55(1):68-78. doi:10.1037/0003-066X.55.1.68
63.
chriswatkins.net – a resource for learning. http://chriswatkins.net/
64.
Pryor J, Torrance H. Formative assessment in the classroom: Where psychological theory meets social practice? Social Psychology of Education. 1997;2(2):151-176. doi:10.1023/A:1009654524888
65.
Thornberg R. ‘It’s Not Fair!’-Voicing Pupils’ Criticisms of School Rules. Children & Society. 2007;22(6):418-428. doi:10.1111/j.1099-0860.2007.00121.x
66.
Kenway P, Joseph Rowntree Foundation, New Policy Institute. Monitoring Poverty and Social Exclusion in Northern Ireland, 2006. Joseph Rowntree Foundation; 2006. http://www.jrf.org.uk/sites/files/jrf/1814-poverty-northern-ireland.pdf
67.
Bourdieu P, Passeron JC. Reproduction in Education, Society and Culture. Vol Theory, culture and society. Reissued with new introduction. Sage Publications in association with Theory, Culture and Society; 1990. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-27T09%3A45%3A19IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=Reproduction%20in%20education,%20society,%20and%20culture&rft.aulast=Bourdieu&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Bourdieu,%20Pierre,%201930-2002&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=0803983190&rft.isbn=1848609299&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=47883&site=ehost-live&scope=site&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002306563%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
68.
Dunne M, Gazeley L. Teachers, social class and underachievement. British Journal of Sociology of Education. 2008;29(5):451-463. doi:10.1080/01425690802263627
69.
Fielding M. Alex Bloom, Pioneer of Radical State Education. FORUM. 2005;47(2). http://www.wwwords.co.uk/rss/abstract.asp?j=forum&aid=2560
70.
Sullivan A, Parsons S, Wiggins R, Heath A, Green F. Social origins, school type and higher education destinations. Oxford Review of Education. 2014;40(6):739-763. doi:10.1080/03054985.2014.979015
71.
Boaler J. Setting, Social Class and Survival of the Quickest. British Educational Research Journal. 1997;23(5):575-595. doi:10.1080/0141192970230503
72.
Boaler J, Wiliam D, Brown M. Students’ Experiences of Ability Grouping - disaffection, polarisation and the construction of failure. British Educational Research Journal. 2000;26(5):631-648. doi:10.1080/713651583
73.
Campbell T. Stratified at seven: in-class ability grouping and the relative age effect. British Educational Research Journal. 2014;40(5):749-771. doi:10.1002/berj.3127
74.
Devine D. A study of reading ability groups: Primary school children’s experiences and views. Irish Educational Studies. 1993;12(1):134-142. doi:10.1080/0332331930120113
75.
Gamoran A, Nystrand M, Berends M, LePore PC. An Organizational Analysis of the Effects of Ability Grouping. American Educational Research Journal. 1995;32(4):687-715. doi:10.3102/00028312032004687
76.
Hallam S, Parsons S. Prevalence of streaming in UK primary schools: evidence from the Millennium Cohort Study. British Educational Research Journal. Published online 20 March 2012:1-31. doi:10.1080/01411926.2012.659721
77.
Devine D, McGillicuddy D. Positioning pedagogy—a matter of children’s rights. Oxford Review of Education. 2016;42(4):424-443. doi:10.1080/03054985.2016.1197111
78.
Griffiths M. Why joy in education is an issue for socially just policies. Journal of Education Policy. 2012;27(5). http://www.tandfonline.com/doi/pdf/10.1080/02680939.2012.710019
79.
Hargreaves E, Affouneh S. Pupils’ Fear in the Classroom: Portraits From Palestine and England. Journal of Research in Childhood Education. 2017;31(2):227-239. doi:10.1080/02568543.2016.1272508
80.
Stern J, Backhouse A. Dialogic feedback for children and teachers: evaluating the ‘spirit of assessment’. International Journal of Children’s Spirituality. 2011;16(4):331-346. doi:10.1080/1364436X.2011.642853
81.
Edwards A. Let’s get beyond community and practice: the many meanings of learning by participating. Curriculum Journal. 2005;16(1):49-65. doi:10.1080/0958517042000336809
82.
Murata A. Interactions betweenTeaching and Learning Mathematics in Elementary Classrooms. In: The SAGE Handbook of Learning. Vol SAGE reference. SAGE; 2015. http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-27T09%3A59%3A04IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Journal-UCL_LMS_DS&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.atitle=&rft.jtitle=&rft.btitle=The%20SAGE%20handbook%20of%20learning&rft.aulast=Scott&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=&rft.isbn=9781473915213&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://dx.doi.org/10.4135/9781473915213&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002769521%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng
83.
Watkins C. Chapter 4: Classrooms as learning communities: a review of research. In: Classrooms as Learning Communities: What’s in It for Schools? Vol What’s in it for schools? Routledge; 2005. http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203390719