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Learning | Individual Needs | Assessment | Social Class | Equality and Diversity
Teacher-Pupil Relationship| Neuroscience | Learning Environment

• Ausubel, D. (1968)  Educational  Psychology - A  cognitive  view,  New  York: Holt, Rinehart and  Winston  
• Driver, R. (1983) The Pupil as Scientist?, Milton Keynes: Open University Press  
• Driver, R and Bell, B (1985) "Student's thinking and the learning of science: A constructivist view"; School  Science  Review.  March  1986: 443-56
• Gagne,  R.  M.  (1985)  The  Conditions of Learning and Theory of Institutions (4th edition), New   York:Holt, Rinehart and Winston  
• Gagne, R.M and White R.T (1978) "Memory Structures and learning outcomes"; Review of   Educational  Research,  48:  187---222  
• Gunstone, R.F and Northfield, J, R (1992) "Conceptutal change in teaching educatiuon: The cetrality of metacognition" Paper presented at the American Education Research Association, San Franscisco,  April  1992  
• Pope, M. and Keen, T.R. (1981) Personal construct psychology and education. London.  Academic   Press
• Riding, R.J. (2002)  School Learning and Cognitive Style, London: David Fulton Publishers
• Riding, R.J. and  Rayner, S. (1998)  Cognitive Styles and Learning Strategies, London; David Fulton  Publishers
• Rayner, S. and Riding,  R.J.  (1997) Towards a Categorisation of cognitive  styles  and  learning  styles,  Educational  Psychology,  17,  5-27
• Riding, J.R. (1997)  On  the  nature  of  cognitive  style, Educational Psychology,  17,  29-49
• Riding, R.J. and  Cheema, I.  (1991) Cognitive  styles - an overview and integration, Educational   Psychology,  72,  193-215  
• Riding,  R.J., Glass, A.,  Butler, S.R. & Pleydell - Pearce,  C.W.  (1997) Cognitive  style  and  individual differences  in  EEG  alpha  during  information  processing,  Educational  Psychology,  17, 219-234  
• Shayer,  M. and  Adey,  P.  (2002)  Learning  Intelligence,  Cognitive Acceleration Across  the  Curriculum from 5 to 15  Years, Milton  Keynes: OUP  
• Shayer,  M. and Adey,  P. (1981)  Towards  a  Science  of  Science Teaching, London: Heinemann
• Tennant,  M. (1988)  Psychology  and  Adult  Learning,  London:  Routledge  
• Wittrock, M.C. (1974) "Learning as a generative process", Educational  Psychologist, 11, 87-95

see also the sections on Learning Theory, Learning Theorists and Neuroscience

• Benton, P and O'Brien, T. (2000). Special Needs and the Beginning Teacher. London. Continuum
• Cassell Freeman, J. (1998) Educating the Very Able: Current International Research London. HMSO
• Csikszentmihalyi, M. et al (1993) Talented Teenagers, Cambridge. Cambridge University Press  
• Davies,  A. (2004). The Credentials of Brain Based Learning. Journal of Philosophy of Education, Vol.   38,  No.1, 21-35 
• Denton, C and Postlethwaite, K (1985) Able Children: Identifying Them in the Classroom. London. NFER-Nelson
• Disability Rights Commission. (2002). Education for all: getting in, getting on or getting  nowhere?
• Available:  http://www.drc.org.uk/education/news/newsdetails.asp?id=712&section=4 - Accessed 8/10/10 
• Freeman,  J.  (1992) Gifted Children Growing Up Windsor.
• HMI  (1977) Gifted Children in Middle and Comprehensive Schools London. HMSO
• HMI  (1992) The Education of Very Able Children in Maintained Schools London. HMSO
• Howe, M. (1990) The Origins of Exceptional Abilities Oxford: Basil  Blackwell
• Kelly, N. and Norwich,  B. 2004. Perceptions of self and of labels: Moderate learning difficulties in  mainstream and special schools. British Journal of Educational  Psychology,  74,  411-435  
• Mittler,  P. (2001). Working Towards Inclusive Education: Social Contexts. London. David  Fulton   Publishers  Ltd  
• O'Brien, T and Guiney, D (2001), Differentiation  in  Teaching  and  Learning.  Principles  and  Practice.   London.  Continuum
• Rabinow, P.  (Ed.) (1991). The Foucault Reader. London. Penguin Books Stakes, R. and Hornby,  G.  1997. Change in Special Education. London. Cassell  
• Stakes, R. and Hornby, G. (2001) Meeting Special Needs in Mainstream Schools. London. David  Fulton   Publishers.
• Thomas, G. and Loxley, A (2001). Deconstructing Special Education and Constructing Inclusion. Buckingham. Open University Press
• Thomas, G (1993) Good  behaviour: A Review Times  Educational  Supplement, 11.6.93
• Turner, G (1983) The Social World of the Comprehensive School, London. Croom Helm

see also the section on Inclusion / Individual Needs in the Learning and Teaching sessions

• Assessment Reform Group (1999) Assessment for Learning Beyond the black box.
• Adey, P. and Shayer, M. (1994) Really Raising Standards, Cognitive intervention and academic achievement, London, Routledge
• Black, P. and Wiliam, D. (1998) Assessment and classroom Learning. Assessment in Education: Principles, Policy  and  Practice,  5(1),  pp  7-74.  
• Black,  H.D.  &  Dockrell,  W.B.  (1984)    Criterion---referenced  Assessment  in  the  Classroom.  Edinburgh,   Scottish  Council  for  Research  in  Education.
• Black, P. (1998) Testing: Friend or Foe? Theory and Practice of Assessment and Testing, London, The Falmer Press.
• Black, P. and Wiliam, D. (1998) Inside the black box. Raising Standards through Classroom Assessment.  Phi Delta Kappan 80(2) pp 139-152.
• Dearing Final Report (1993) The National Curriculum and its Assessment, London, SCAA
• Fitz-Gibbon, C.T. (1995) Monitoring Education: indicators, quality and effectiveness, London, Cassell
• Frith, D.S. and Macintosh, H.G.  (1989) A Teacher's GUide to Assessment, Stanley Thornes
• Gipps, C. (1990) Assessment: A teacher's guide to the issues London, Hodder and Stoughton
• Gipps, C. and Stobart, G. (1993) Assessment: A teacher's guide to the issues London, Hodder and   Stoughton
• Gipps, C. and Murphy, P. (1994) A Fair Test? Assessment, Achievement and Equity, Milton Keynes, OUPress
• Gipps, C. (1994) Beyond Testing: Towards a Theory of Educational Assessment, London, The Falmer Press
• Jesson, D. (1996) Value added measures of school GCSE performance An investigation into the role of Key Stage 3 Assessments in Schools, London, HMSO
• Kingdon, M. and Stobart, G. (1988) GCSE Examined, London, The Falmer Press
• Murphy, P. (1991) Assessment and Gender, Cambridge Journal of Education, 21(2) pp 203-214
• Novak, J.D. and Govin, D.B. (1984) Learning How to Learn, Cambridge, Cambridge University Press
• Nuttall, D. (1986) Assessing Educational Achievement, London, The Falmer Press
• SCAA (1995) Consistency in Teacher Assessment Guidance for Schools
• SCAA (1996) Key Stage 3 Assessment Arrangements
• SCAA Value Added Indicators for Schools Consultative Paper: Secondary
• Simpson, M (1985) Diagnostic assessment and its contribution to pupils learning. In Brown, S & Munn, P.,  (Eds) The Changing Face of Education  14-16: Curriculum and Assessment. London, NFER-Nelson.University
• Tymms, P. and Fitz-Gibbon, C.T. (1990) A comparison of exam boards: A levels. Oxford Review of Education,  17(1),  pp  17-32
• White, R and Gunstone, R. (1992) Probing Understanding, London, The Falmer Press

see also the section on Assessment in the Learning and Teaching sessions

• Breen, R and Goldthorpe, J (2001) Class, Mobility and Merit: The Experience of Two British Birth  Cohorts, European Sociological Review, June, 2001
• Gillborn, D and Mirza, H (2000), Educational Inequality .. a synthesis of research London. Ofsted
• Gillborn, D and Youdell, D (2000) Rationing education: policy, practice, reform and equity  . Buckingham. Open University Press
• Halsey, A.H., et al (ed),(1997) Education:culture, economy and  society. Oxford. Oxford University Press
• Long, M (2000) The Psychology of education. Abingdon. Routledge
• Lucey H., and Reay, D (2002) Carrying the beacon of excellence: social class differentiation and anxiety  at a time of transition, Journal of Education Policy, June 2002
• Moore, A (2000), Teaching  and  Learning - Pedagogy, Curriculum and Culture, Abingdon, Routledge
• Sullivan, A (2001) Cultural Capital and Educational Attainment, Sociology, November, 2001

see also the section on Social Class in the Learning and Teaching sessions

• Arora, R.K. and Duncan, C.G.(Eds)(1986) Multi-cultural Education: Towards Good Practice, London, Routledge and Kegan Paul.
• Brandt,  G.L. (1986) The Realization of Antiracist Teaching, London, Falmer Press
• Craft, A and Bardell, G. (eds.)(1984) Curriculum Opportunities in a Multicultural Society, London, Harper  and  Row.
• Chivers, T.S. (Ed) (1987) Race and Culture in Education, London, NFER-Nelson.
• Cohen, L. and Cohen, E (Eds)(1986) Multi-cultural Education: a  source book for Teachers. London, Harper  and  Row.
• Cole, M. (Ed) (1989) Education for Equality: some guidelines for good practice, London, Routledge.
• Epstein, D. (1993) Changing Classroom Cultures: anti-racism, politics and schools, Stoke-on-Trent, Trentham  Books.
• Foster,  P. (1990) Policy  and  Practice in Multicultural and Antiracist  Education, London Routledge.
• Gaine, C.(1987) No Problem Here: a practical approach to education and race in all white schools, London, Hutchinson.
• Gaine, C. (1995) Still No Problem Here,  Stoke-on-Trent, Trentham  Books
• Gaine, C and George, R.   (1999)     Gender 'Race" and Class in Schooling: A new introduction, London. Falmer  Press
• Gill, D. Mayor, B. and Blair, M.(Eds.)(1992) Racism and Education: Structures  and  Strategies, London, Sage.
• Gillborn, D. and Gipps, C. (1996)  Recent Research on the Achievements of Ethnic Minority Pupils, Ofsted Reviews of Research, London, HMSO.
• Gillborn,  D. (1995) Racism and Antiracism in Real Schools, Milton Keynes, Open University Press
• King, A.S. and   Reiss, M.J. (1993) The Multi--cultural Dimension of the National Curriculum, London,  Falmer  Press.
• Maitland, S. (1989) Multi-cultural Inset:A Practical Handbook for Teachers, Stoke-on-Trent,Trentham Books.
• OfSTED (1999) Raising the Attainment of Minority Ethnic Pupils, www.ofsted.gov.uk/pubs/
• Runnymede Trust (1993) Equality Assurance in Schools, Stoke-on-Trent, Trentham  Books.
• Runnymede Trust (1994) Multi-ethnic Britain: Facts and Trends, London, Runnymede  Trust.
• Saunders, M. (1982) Multicultural Teaching A Guide for the Classroom, London, McGraw-Hill.
• Siraj-Blatchford, J and I. (Eds)(1995) Educating the Whole Child, Buckingham, Open  University  Press.
• Swann, Lord (1985) Education for All: Final Report of the Committee of Enquiry into the Education of Children from Ethnic Minority Groups, Comnd 9453. London, HMSO.
• Troyna, B. (1993) Racism and Education: Research Perspectives, Buckingham, Open University Press.

• Beadle, P., (2010) How to Teach. Carmarthen: Crown House
• Briggs, S., (2001) Managing the learning Environment. Sited in: Middlewood, D. and Burton, N., 2001. Managing the curriculum. London: Paul Chapman
• Burnett, P. C. (2001). Elementary students' preferences for teacher praise. Journal of Classroom Interaction, 36(1), 16-23
• Cameron, J. (2001). Negative effects of reward on intrinsic motivation—a limited phenomenon: Comment on Deci, Koestner, and Ryan. Review of Educational Research, 71(1), 29–42
• Haslett, B. T. (1976) Attitudes Towards Teachers as a Function of Student Academic Self Concept. Research in Higher Education, Vol. 4, No. 1, pp41-58, Springer
• Klem, A.M. and Connell, J.P. (2004) Relationships matter: Linking teacher support to student engagement and achievement, Journal of School Health, 74(7), pp262-273
• Rim-Kaufman, S. (2014) Improving Students' Relationships with Teachers to Provide Essential Supports for Learning [online], Washington: American Psychological Association - link
• Murray, C. and Greenburg, M. T. (2000) Children’s Relationship With Teachers and Bonds With School: An Investigation of Patterns and Correlates in Middle School Childhood. Journal of Scvhool Psychology, Vol. 38, pp423-445
• Pianta, R. C. (1999). Enhancing relationships: Between children and teachers. Washington, DC: American Psychological Association.
• Williams, C. (1997) Managing motivation, Managing Schools Today, 6(9), pp28-30

• Briggs S. (2013) Neuroeducation: 25 Findings Over 25 Years – InformED [Online] available at: http://www.opencolleges.edu.au/informed/features/neuroeducation-25-findings-over-25-years/
• Howard Jones, P. (2008) Potential Educational Developments involving neuroscience that may arrive by 2025. Beyond Current Horizons. Accessed on 28/12/13 at 14.24. http://www.beyondcurrenthorizons.org.uk/potential-educational-developments-involving-neuroscience-that-may-arrive-by-2025/
• OECD (2002) Understanding the Brain: Towards a New Learning Science. Paris: OECD Publications
• Westwater, A., and Wolfe, P. (2000) ‘The Brain-Compatible Curriculum’, Educational Leadership, 58(3), (pp 49-52)

see also the section on Neuroscience in the Learning and Teaching sessions

• Burden, P. R. (2003) Classroom management: Creating a successful learning community, New York: John Wiley & Sons, Inc
• Hastings, N. and Schwesio, J. (1995) ‘Tables and tasks: the effects on seating arrangements on task engagement in primary classrooms’, Educational Researcher, 37(3), (pp279 – 91.)
• Higgins S., Hall E., Wall K., Woolner P., and McCaughey, C. (2005), 'The Impact of School Environments: A literature review', The Centre for Learning and Teaching, School of Education, Communication and Language Science, University of Newcastle. Accessed online on 30/12/13 at http://www.cfbt.com/PDF/91085.pdf.