Bibliography for Primary PGCE: Masters module 1 - Learning and Teaching BETA

Abbott, R., Burkitt, E. and Burkitt, E. (2015) Child development and the brain : an introduction / Rob Abbott and Esther Burkitt. Bristol: Policy Press. Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1573506&site=ehost-live&scope=site.

Arthur, J., Cremin, T. and Wray, D. (2014) ‘Assessment for Learning: formative approaches, Chapter 5.1, pp313-323; and Hall, K., and Kieron, S.  Assessment for Learning: summative approaches, Chapter 5.2, pp.324-339’, in Learning to teach in the primary school. London: Routledge. Available at: http://UCL.eblib.com/patron/FullRecord.aspx?p=1638640.

Aubrey, K. and Riley, A. (2016) Understanding and using educational theories. Los Angeles: SAGE.

Bates, B. (2016) Learning theories simplified: - and how to apply them to teaching. Los Angeles: SAGE.

Black, P. and Wiliam, D. (2009) ‘Developing the theory of formative assessment’, Educational Assessment, Evaluation and Accountability, 21(1), pp. 5–31. Available at: https://doi.org/10.1007/s11092-008-9068-5.

Brown, C. (2015) ‘Chapter 3: Issues and solutions in relation to evidence-informed policy making, p33-50 and Chapter 9: What does this mean for evidenced-informed policy and practice? p153- 160’, in Evidence-informed policy and practice in education: a sociological grounding. London: Bloomsbury Academic. Available at: https://www.bloomsburycollections.com/book/evidence-informed-policy-and-practice-in-education-a-sociological-grounding/.

Catling, S. and Martin, F. (2011) ‘Contesting: The primary geography curriculum as an articulation between academic and children’s (ethno-) geographies’, Curriculum Journal, 22(3), pp. 317–335. Available at: https://doi.org/10.1080/09585176.2011.601624.

‘Chapter 5: Child Development’ (2016) in A guide to early years and primary teaching. London: SAGE Publications, pp. 85–104.

Claxton, G. (2016) ‘Learning power’, in Understanding and using educational theories. Los Angeles: SAGE, pp. 183–198.

Collins, S. (2016) Neuroscience for learning and development: how to apply neuroscience and psychology for improved learning and training. London: Kogan Page Limited.

Colwell, J. and Pollard, A. (2015) Readings for reflective teaching in early education. London: Bloomsbury Academic. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781472510914.

Crowley, K. (2017) Child development: a practical introduction. 2nd edition. Los Angeles: SAGE.

Greenhough, P. et al. (2005) ‘Boxing clever: using shoeboxes to support home-school knowledge exchange’, Literacy (formerly Reading), 39(2), pp. 97–103. Available at: https://doi.org/10.1111/j.1741-4350.2005.00407.x.

Hattie, J. (2014a) ‘Part 1 Chapter 3: The teacher-student relationship’, in Visible learning and the science of how we learn. London: Routledge, pp. 16–25. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1458571.

Hattie, J. (2014b) ‘Part 1 Chapter 4: Your personality as a teacher: can your students trust you?’, in Visible learning and the science of how we learn. London: Routledge, pp. 26–35. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3334159350004761&institutionId=4761&customerId=4760.

Hattie, J. and Yates, G.C.R. (2014) ‘Chapter 9: Acquiring complex skills through social modelling and explicit teaching (pp72-83)  and Chapter 11, Just how does expertise develop?, pp93- 102’, in Visible learning and the science of how we learn. London: Routledge. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3328138510004761&institutionId=4761&customerId=4760.

Hayward, L. and Hayward, S. (2016) ‘Chapter 9: Assessment and learning’, in A guide to early years and primary teaching. London: SAGE Publications, pp. 165–183. Available at: https://contentstore.cla.co.uk/secure/link?id=45f779be-6e1b-e711-80c9-005056af4099.

Illeris, K. (2009) ‘Book - Contemporary Theories of Learning (Knud Illeris - Chpts 5, 6, 7, 11 and 14)’, in Contemporary theories of learning: learning theorists - in their own words. London: Routledge. Available at: http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203870426.

James, M. et al. (2008) Learning and teaching in primary schools: insights from TLRP. Cambridge: Primary Review, Faculty of Education, University of Cambridge. Available at: http://cprtrust.org.uk/wp-content/uploads/2014/06/research-survey-2-4.pdf.

Keenan, T., Evans, S. and Crowley, K. (2016a) An introduction to child development. Third edition. Los Angeles: SAGE.

Keenan, T., Evans, S. and Crowley, K. (2016b) ‘Chapter 2: Theories of Development’, in An introduction to child development. Third edition. Los Angeles: SAGE, pp. 23–51. Available at: https://contentstore.cla.co.uk/secure/link?id=aff91e2a-9798-e711-80cb-005056af4099.

Larking, S. (2002) ‘Creating metacognitive experiences for 5 and 6-year-old children’, in Learning intelligence: cognitive acceleration across the curriculum from 5 to 15 years. Buckingham: Open UP, pp. 65–79. Available at: https://contentstore.cla.co.uk/secure/link?id=dbda47f6-6d1b-e711-80c9-005056af4099.

MacBlain, S. (2014) ‘Chapter 1: What is learning?’, in How children learn. London: SAGE Publications, pp. 9–30. Available at: https://contentstore.cla.co.uk/secure/link?id=7fc4ee1b-5683-e711-80cb-005056af4099.

Marks, R. (2016) ‘Chapter 2 : Ability grouping in primary schools, case studies and critical debates and Chapter 4: Ability labelling and children’s identities’, in I. Menter (ed.) Ability-grouping in primary schools: case studies and critical debates. Northwich: Critical Publishing. Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=1165864&site=ehostlive&scope=site.

Marshall, B. and Jane Drummond, M. (2006) ‘How teachers engage with Assessment for Learning: lessons from the classroom’, Research Papers in Education, 21(2), pp. 133–149. Available at: https://doi.org/10.1080/02671520600615638.

Moore, A. (2012) Teaching and learning: pedagogy, curriculum and culture; Chapter 1 Theories of teaching and learning. Second edition. London: Routledge. Available at: https://doi.org/10.4324/9780203134061.

Myhill, D., Hopper, R. and Jones, S. (2006) ‘Questioning and learning’, in Talking, listening, learning: effective talk in the primary classroom. Maidenhead: Open University Press, pp. 68–84. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-07-27T13%3A19%3A35IST&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=Talking,%20listening,%20learning%20effective%20talk%20in%20the%20primary%20classroom&rft.aulast=Myhill&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Myhill,%20Debra&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=0335217451&rft.isbn=0335217443&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=234048&site=ehost-live&scope=site&rft_dat=002692805&rft.eisbn=&rft_id=info:oai/&req.language=eng.

Pollard, A. (2014a) ‘Pollard: Reflective Teaching in Schools- Chapter 13’, in Reflective teaching in schools. 4th edition. London: Bloomsbury, pp. 351–376. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630373.

Pollard, A. (2014b) Readings for reflective teaching in schools. Second edition. London: Bloomsbury Academic. Available at: https://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1630374.

Pollard, A. (2019a) Reflective teaching in schools. 5th edition. London: Bloomsbury Academic. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941.

Pollard, A. (2019b) Reflective teaching in schools. 5th edition. London: Bloomsbury Academic. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9781350032941.

Pollard, Andrew and Pollard, Amy (2014) Readings for Reflective Teaching in Schools. 2nd edn. London: Bloomsbury Publishing. Available at: http://ucl.eblib.com/patron/FullRecord.aspx?p=1630374.

Pope, G. (2013) Questioning technique pocketbook. Alresford: Teachers’ Pocketbooks. Available at: http://sfx.ucl.ac.uk/sfx_local?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2017-06-09T15%3A31%3A58IST&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=Questioning%20Technique%20Pocketbook.&rft.aulast=Pope&rft.auinit=&rft.auinit1=&rft.auinitm=&rft.ausuffix=&rft.au=Pope,%20Gorden&rft.aucorp=&rft.volume=&rft.issue=&rft.part=&rft.quarter=&rft.ssn=&rft.spage=&rft.epage=&rft.pages=&rft.artnum=&rft.issn=&rft.eissn=9781906610500&rft.isbn=9781908284983&rft.sici=&rft.coden=&rft_id=info:doi/&rft.object_id=&rft.856_url=http://ebookcentral.proquest.com/lib/ucl/detail.action?docID=1771997&svc_val_fmt=info:ofi/fmt:kev:mtx:sch_svc&svc.fulltext=yes&rft_dat=%3CUCL_LMS_DS%3E002729731%3C/UCL_LMS_DS%3E%3Curl%3E%3C/url%3E&rft.eisbn=&rft_id=info:oai/&req.language=eng.

Smidt, S. (2014) ‘Section 1: Unit 1.2 Professionalism and Trainee Teachers, p20-34, David Hayes and Section 2 Unit 2.1  Exploring the Nature of Learning and Teaching - Looking at Children, p53-68’, in Learning to teach in the primary school. Third edition. London: Routledge. Available at: http://ucl.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3333934190004761&institutionId=4761&customerId=4760.

Smith, J. (2010) ‘Chapter 3: Talk Theory, pp15-32; and Chapter 5 Classroom strategies to develop talk, pp52-70’, in Talk, thinking and philosophy in the primary classroom. Exeter: Learning Matters. Available at: https://ebookcentral.proquest.com/lib/UCL/detail.action?docID=680162.

Tarrant, P. and Holt, D. (2016a) ‘Chapter 1: What and why: a look at theory and rationale (Metacognition), pp.1-8’, in Metacognition in the primary classroom: a practical guide to helping children understand how they learn best. London: Routledge. Available at: https://contentstore.cla.co.uk/secure/link?id=322a123b-5d83-e711-80cb-005056af4099.

Tarrant, P. and Holt, D. (2016b) ‘Chapter 5: Foundations of metacognition (pp.51-61)’, in Metacognition in the primary classroom: a practical guide to helping children understand how they learn best. London: Routledge. Available at: https://contentstore.cla.co.uk/secure/link?id=4c052d30-5e83-e711-80cb-005056af4099.

Wood, E. and Hedges, H. (2016) ‘Curriculum in early childhood education: critical questions about content, coherence, and control’, The Curriculum Journal, 27(3), pp. 387–405. Available at: https://doi.org/10.1080/09585176.2015.1129981.