Barton, G. (2010). Grammar survival: a teacher’s toolkit (2nd ed). Routledge.
Barton, G. (2013). Don’t call it literacy!: what every teacher needs to know about speaking, listening, reading and writing. Routledge.
Bell, H. (2016). Teacher knowledge and beliefs about grammar: a case study of an English primary school. English in Education, 50(2), 148–163. https://doi.org/10.1111/eie.12100
Bennathan, J. (2000). Developing drama skills 11-14. Heinemann Educational.
Brownjohn, S. (1980). Does it have to rhyme?: teaching children to write poetry. Hodder and Stoughton.
Cameron, D. (2007a). The teacher’s guide to grammar. Oxford.
Cameron, D. (2007b). The teacher’s guide to grammar. Oxford.
Clark, A.-M. (2003). Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School. Educational Psychology Review, 15(2), 181–198. https://doi.org/10.1023/A:1023429215151
Cliff Hodges, G. & National Association for the Teaching of English. (2016a). Researching and teaching reading: developing pedagogy through critical enquiry. Routledge.
Cliff Hodges, G. & National Association for the Teaching of English. (2016b). Researching and teaching reading: developing pedagogy through critical enquiry. Routledge.
Corbett, P. (2002). How to teach poetry writing at Key Stage 3: Vol. Writers’ workshop series. D. Fulton.
Corbett, P. (2006). Jumpstart!: Literacy : games and activities for ages 7-14. David Fulton Publishers.
Cremin, T., & Myhill, D. (2012). Writing voices: creating communities of writers. Routledge.
Crystal, D., & McLachlan, E. (1988). Rediscover grammar. Longman.
Davison, J., & Daly, C. (2014). Learning to teach English in the secondary school: a companion to school experience: Vol. Learning to Teach Subjects in the Secondary School Series (Fourth edition). Routledge.
Davison, J., Daly, C., & Moss, J. (2011). Debates in English teaching: Vol. Debates in subject teaching series. Routledge.
Debra Myhill. (2011). Chapter 4 Living Language, live debates: grammar and Standard English. In Debates in English teaching: Vol. Debates in subject teaching series. Routledge.
Dymoke, S. (2009). Teaching English texts, 11-18. Continuum.
Dymoke, S., Barrs, M., Lambirth, A., & Wilson, A. (Eds.). (2014). Making poetry happen: transforming the poetry classroom. Bloomsbury Academic.
Dymoke, S. & ebrary, Inc. (2003). Drafting and assessing poetry: a guide for teachers. Paul Chapman Pub. http://site.ebrary.com/lib/aber/Doc?id=10076691
Dymoke, S., Lambirth, A., & Wilson, A. (Eds.). (2015). Making poetry matter: international research on poetry pedagogy. Bloomsbury Academic.
Ellis, V., Fox, C., & Street, B. V. (2009). Rethinking English in schools: towards a new and constructive stage. Continuum.
Fenn, R., & McGlynn, A. (2018). Teaching grammar through literature: bringing language to life in the secondary classroom. Routledge is an imprint of the Taylor & Francis Group, an Informa Business.
Fleming, M., & Stevens, D. (2010). English teaching in the secondary school: linking theory and practice (3rd ed). Routledge. https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4628920390002418&institutionId=2418&customerId=2415
Fontaine, L. (2013). Chapter 2. In Analysing English grammar: a systemic functional introduction (pp. 16–43). Cambridge University Press.
Gee, J. P. (2015). Literacy and education: Vol. Routledge key ideas in education series. Routledge. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3039373470002418&institutionId=2418&customerId=2415
Gee, J. P. (2017). Discourse analysis: from grammar to society. Routledge.
Gibson, R. (1997). Shakespeare’s language: Vol. Cambridge school Shakespeare. Cambridge University Press.
Gibson, R. (1998). Chapters 1 and 2. In Teaching Shakespeare: Vol. Cambridge school Shakespeare (pp. 1–25). Cambridge University Press.
Giovanelli, M., & Clayton, D. (Eds.). (2016). Knowing about language: linguistics and the secondary English classroom: Vol. NATE. Routledge. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3039451510002418&institutionId=2418&customerId=2415
Giovanelli, M., & Mason, J. (2015). ‘Well I don’t feel that’: Schemas, worlds and authentic reading in the classroom. English in Education, 49(1), 41–55. https://doi.org/10.1111/eie.12052
Goodwyn, A., & Fuller, C. (2011). The great literacy debate: a critical response to the literacy strategy and framework for English. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203814246
Hall, K. & ebrary, Inc. (2013). International handbook of research on children’s literacy, learning, and culture. Wiley-Blackwell. http://site.ebrary.com/lib/aber/Doc?id=10667435
Illingworth, M., & Hall, N. (2016). Creative approaches to teaching grammar: developing your students as writers and readers: Vol. NATE. Routledge.
Infantino, J., & Little, E. (2005). Students’ Perceptions of Classroom Behaviour Problems and the Effectiveness of Different Disciplinary Methods. Educational Psychology, 25(5), 491–508. https://doi.org/10.1080/01443410500046549
Janks, H. (2010). Literacy and power: Vol. Language, culture, and teaching. Routledge.
Jesson, R., Fontich, X., & Myhill, D. (2016). Creating dialogic spaces: Talk as a mediational tool in becoming a writer. International Journal of Educational Research, 80, 155–163. https://doi.org/10.1016/j.ijer.2016.08.002
Jones, S., Myhill, D., & Bailey, T. (2013). Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing. Reading and Writing, 26(8), 1241–1263. https://doi.org/10.1007/s11145-012-9416-1
Kucharczyk, S., & Kucharczyk, M. (2017a). All the world’s a stage: inspiration for teaching Shakespeare in primary schools. ARTiculate Education.
Kucharczyk, S., & Kucharczyk, M. (2017b). All the world’s a stage: inspiration for teaching Shakespeare in primary schools. ARTiculate Education.
Kuiper, K., & Allan, W. S. (2017). An introduction to English language: word, sound and sentence (Fourth edition). Palgrave.
Lewis, M., & Wray, D. (1995). Developing children’s non-fiction writing: working with writing frames: Vol. Primary professional bookshelf. Scholastic.
Lewis, M., & Wray, D. (2000). Literacy in the secondary school. David Fulton Publishers.
Locke, T. (2010a). Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom. Routledge.
Locke, T. (2010b). Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom. Routledge.
Marshall, B. (2011). Testing English: formative and summative approaches to English assessment. Continuum. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9781441175571
Marshall, B. (2017). The Politics of Testing. English in Education, 51(1), 27–43. https://doi.org/10.1111/eie.12110
McCallum, A. (2012). Creativity and learning in secondary English: teaching for a creative classroom. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203122488
McGuinn, N. (2014a). The Challenges and Opportunities for Engaging with Poetry. In D. Sue (Ed.), Making Poetry Happen. Bloomsbury.
McGuinn, N. (2014b). The English teacher’s drama handbook: from theory to practice. Routledge.
McGuinn, N., & Onyett, N. (2011). Secondary English: planning for learning in the classroom. Continuum International Pub. Group.
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21. https://doi.org/10.1016/j.lcsi.2012.03.001
Merga, M. K. (2013). Should Silent Reading feature in a secondary school English programme? West Australian students’ perspectives on Silent Reading. English in Education, 47(3), 229–244. https://doi.org/10.1111/eie.12026
Michael Rosen: For teachers: how to assess and analyse ways in which pupils respond to stories, poems and plays. (n.d.). http://michaelrosenblog.blogspot.co.uk/2017/04/for-teachers-how-to-assess-and-analyse.html?spref=tw
Millard, E. & ebrary, Inc. (1997). Differently literate: boys, girls and the schooling of literacy. Falmer Press. http://site.ebrary.com/lib/aber/Doc?id=10057174
Moss, G. (2007). Literacy and gender: researching texts, contexts and readers: Vol. Literacies. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203464274
Myhill, D. A., Jones, S. M., Lines, H., & Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27(2), 139–166. https://doi.org/10.1080/02671522.2011.637640
Myhill, D., Jones, S., & Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77–91. https://doi.org/10.1016/j.tate.2013.07.005
Myhill, D., Jones, S., Watson, A., & Lines, H. (2013). Playful explicitness with grammar: a pedagogy for writing. Literacy, 47(2), 103–111. https://doi.org/10.1111/j.1741-4369.2012.00674.x
Myhill, D., Jones, S., & Wilson, A. (2016). Writing conversations: fostering metalinguistic discussion about writing. Research Papers in Education, 31(1), 23–44. https://doi.org/10.1080/02671522.2016.1106694
Myhill, D., & Watson, A. (2014). The role of grammar in the writing curriculum: A review of the literature. Child Language Teaching and Therapy, 30(1), 41–62. https://doi.org/10.1177/0265659013514070
Neelands, J. (1997). Beginning drama, 11-14. David Fulton Publishers.
Pahl, K., & Rowsell, J. (2012). Literacy and education: understanding the new literacy studies in the classroom (Second edition). SAGE.
Pahl, K., Rowsell, J., & ebrary, Inc. (2006). Travel notes from the new literacy studies: instances of practice: Vol. New perspectives on language and education. Multilingual Matters. http://site.ebrary.com/lib/aber/Doc?id=10120628
Payne, R. (2015). Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behaviour management strategies. In Educational Review (Vol. 67, Issue 4, pp. 483–504). http://www.tandfonline.com/doi/full/10.1080/00131911.2015.1008407?scroll=top&needAccess=true
Quigley, A. (2018a). Closing the vocabulary gap. Routledge is an imprint of the Taylor & Francis Group, an informa business. https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4732845730002418&institutionId=2418&customerId=2415
Quigley, A. (2018b). Closing the vocabulary gap. Routledge is an imprint of the Taylor & Francis Group, an informa business. https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4732845730002418&institutionId=2418&customerId=2415
Reynolds, D., & Goodwin, A. (2016). Supporting Students Reading Complex Texts. AERA Open, 2(4). https://doi.org/10.1177/2332858416680353
Richmond, J., Burn, A., Dougill, P., Goddard, A., Raleigh, M., & Traves, P. (2017). Curriculum and assessment in English 11 to 19: a better plan. Routledge.
Spencer, M. M. (1992). On being literate. Heinemann.
Stevens, D., & McGuinn, N. (2004). The art of teaching secondary English: innovative and creative approaches. RoutledgeFalmer. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037232780002418&institutionId=2418&customerId=2415
Sutherland, S. (2016). A beginner’s guide to discourse analysis. Palgrave. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3039448880002418&institutionId=2418&customerId=2415
Swaffield, S. (2011). Getting to the heart of authentic Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 18(4), 433–449. https://doi.org/10.1080/0969594X.2011.582838
Thompson, I. (2012). Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools. English in Education, 46(1), 85–100. https://doi.org/10.1111/j.1754-8845.2011.01117.x
Topping, K. J. (2015). Fiction and Non-Fiction Reading and Comprehension in Preferred Books. Reading Psychology, 36(4), 350–387. https://doi.org/10.1080/02702711.2013.865692
Watson, A. (2012). Navigating ‘the pit of doom’: Affective responses to teaching ‘grammar’. English in Education, 46(1), 22–37. https://doi.org/10.1111/j.1754-8845.2011.01113.x
Wray, D. (2004). Teaching literacy: using texts to enhance learning. David Fulton. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037241400002418&institutionId=2418&customerId=2415
Wyse, D., & Jones, R. (2008). Teaching English, language and literacy (2nd ed). Routledge.