1.
Capel, S.A., Leask, M., Younie, S. eds: Learning to teach in the secondary school: a companion to school experience. Routledge, London (2016).
2.
Gee, J.P.: Literacy and education. Routledge, London (2015).
3.
Dymoke, S., Harrison, J.: Reflective teaching and learning: a guide to professional issues for beginning secondary teachers. SAGE, Los Angeles, [Calif.] (2008).
4.
Capel, S.A., Leask, M., Turner, T.: Learning to teach in the secondary school: a companion to school experience. Routledge, Milton Park, Abingdon, Oxon (2013).
5.
Hattie, J.: Visible learning for teachers: maximizing impact on learning. Routledge, London (2012).
6.
Hattie, J., Yates, G.C.R.: Visible learning and the science of how we learn. Routledge, London (2014).
7.
Pollard, A.: Reflective teaching in schools. Bloomsbury Academic, London (2019).
8.
Pollard, A.: Readings for reflective teaching. Continuum, London (2002).
9.
Baumann, A.S., Bloomfield, A., Roughton, L.: Becoming a secondary school teacher. Hodder (1997).
10.
Cohen, L., Manion, L., Morrison, K.: A guide to teaching practice. Routledge, London (2004).
11.
Viv Ellis ed: Learning and teaching in secondary schools. Learning Matters/SAGE, London (2013).
12.
Hoult, S.: Secondary professional studies. Learning Matters, Exeter (2005).
13.
Geen, A.G.: Effective teaching for the 21st century: priorities in secondary education. UWIC Press, Cardiff (2005).
14.
Kyriacou, C.: Essential teaching skills. Oxford University Press, Oxford (2014).
15.
Walker, L.: The essential guide to lesson planning. Pearson Longman, Harlow, England (2008).
16.
Petty, G.: Teaching today: a practical guide. Nelson Thornes, Cheltenham (2009).
17.
Blanchard, J.: Inside teaching: how to make a difference for every learner and teacher. Routledge, London (2017).
18.
Rogers, B.: Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. PCP, Tousand Oaks, CA (2006).
19.
Dix, P.: The essential guide to taking care of behaviour. Longman, Harlow (2010).
20.
Rogers, B.: ‘You know the fair rule’: strategies for making the hard job of discipline and behaviour management in school easier. Pearson Education, London (1998).
21.
Bahman, S., Maffini, H., ebrary, Inc: Developing children’s emotional intelligence. Continuum International Pub. Group, New York, NY (2008).
22.
Goleman, D., Goleman, D., Goleman, D.: Emotional intelligence: why it can matter more than IQ; and Working with emotional intelligence. Bloomsbury, London (2004).
23.
Bowkett, S.: Emotional intelligence. Network Continuum Education, London (2007).
24.
Burnett, G.: Learning to learn: making learning work for all students. Crown House Pub, Williston, VT (2002).
25.
Ginnis, P.: The teacher’s toolkit: promoting variety, engagement, and motivation in the classroom. Crown House Pub. Co, Norwalk, CT (2005).
26.
Watkins, C., Carnell, E., Lodge, C.: Effective learning in classrooms. Paul Chapman, London (2007).
27.
Pashler, H., McDaniel, M., Rohrer, D., Bjork, R.: Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest. 9, 105–119 (2009). https://doi.org/10.1111/j.1539-6053.2009.01038.x.
28.
Wood, D.J.: How children think and learn: the social contexts of cognitive development. Blackwell, Oxford, UK (1998).
29.
Mooney, C.G.: Theories of childhood: an introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. Redleaf Press, Saint Paul, MN (2013).
30.
Black, P.J., Harrison, C., King’s College London: Science inside the black box: assessment for learning in the science classroom. nferNelson, London (2004).
31.
Ruiz-Primo, M.A., Brookhart, S.M.: Using feedback to enhance formative assessment. Routledge, London (2017).
32.
Fautley, M., Savage, J.: Assessment for learning and teaching in secondary schools. Learning Matters, Exeter (2007).
33.
Clarke, S.: Outstanding formative assessment: culture and practice. Hodder Education, London (2014).
34.
Harrison, C., Howard, S., King’s College London. Department of Education and Professional Studies: Chapter 5: Implementing formative assessment. In: Inside the primary black box: assessment for learning in primary and early years classrooms. pp. 8–16. GL Assessment, London.
35.
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D.: Assessment for Learning. McGraw-Hill Education, Maidenhead (2007).
36.
Chappuis, S., Stiggins, R.: Classroom Assessment for Learning, http://hssdnewteachers.pbworks.com/w/file/fetch/50394085/Classroom.Assessment.for.Learning.Chappuis.pdf.
37.
Wiliam, D.: What is assessment for learning? Studies in Educational Evaluation. 37, 3–14 (2011). https://doi.org/10.1016/j.stueduc.2011.03.001.
38.
Assessment for Learning - Hargreaves2005Assessement213.pdf, http://eprints.ioe.ac.uk/2518/1/Hargreaves2005Assessement213.pdf.
39.
Frederickson, N., Cline, T.: Special educational needs, inclusion and diversity. McGraw-Hill Education, Maidenhead, Berkshire, England (2015).
40.
Wearmouth, J.: Special educational needs. Routledge, London (2012).
41.
McNamara, S., Moreton, G.: Changing behaviour: teaching children with emotional and behavioural difficulties in primary and secondary classrooms. David Fulton, London (2001).
42.
Claro, S., Paunesku, D., Dweck, C.S.: Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences. 113, 8664–8668 (2016). https://doi.org/10.1073/pnas.1608207113.
43.
Furnham, A., Chamorro-Premuzic, T., McDougall, F.: Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences. 14, 47–64 (2003). https://doi.org/10.1016/j.lindif.2003.08.002.
44.
Niiya, Y., Brook, A.T., Crocker, J.: Contingent Self-worth and Self-handicapping: Do Incremental Theorists Protect Self-esteem? Self and Identity. 9, 276–297 (2010). https://doi.org/10.1080/15298860903054233.
45.
Crocker, JenniferPark, Lora E.: The Costly Pursuit of Self-Esteem. Psychological Bulletin. 130, 392–414.
46.
What Having a "Growth Mindset” Actually Means, https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means.
47.
Quigley, A.: Closing the vocabulary gap. Routledge is an imprint of the Taylor & Francis Group, an informa business, Abingdon, Oxon (2018).
48.
Richmond, J., United Kingdom Literacy Association: Talk. Owen Education, [Place of publication not identified] (2015).
49.
Richmond, J., United Kingdom Literacy Association, Owen Education (Agency): Grammar and knowledge about language. Owen Education, Leicester (2015).
50.
Omand, C.: Storyline: creative learning across the curriculum. UKLA, Leicester (2014).
51.
Hochman, J., Wexler, N.: The writing revolution: a guide to advancing thinking through writing in all subjects and grades. Jossey-Bass, San Francisco (2017).
52.
May, S., Wright, N.: Secondary Literacy Across the Curriculum: Challenges and Possibilities. Language and Education. 21, 370–376 (2007). https://doi.org/10.2167/le797.0.
53.
Lewis, M., Wray, D.: Literacy in the secondary school. David Fulton Publishers, London (2000).
54.
Lewis, M., Wray, D.: Developing children’s non-fiction writing: working with writing frames. Scholastic, Leamington Spa (1995).
55.
Moss, G.: Literacy and gender: researching texts, contexts and readers. Routledge, London (2007).
56.
Goodwyn, A., Fuller, C.: The great literacy debate: a critical response to the literacy strategy and framework for English. Routledge, London (2011).
57.
Pahl, K., Rowsell, J.: Literacy and education: understanding the new literacy studies in the classroom. SAGE, Los Angeles, [California] (2012).
58.
Janks, H.: Literacy and power. Routledge, New York, NY (2010).
59.
Locke, T.: Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom. Routledge, London (2010).
60.
Millard, E., ebrary, Inc: Differently literate: boys, girls and the schooling of literacy. Falmer Press, London (1997).
61.
Hall, K., ebrary, Inc: International handbook of research on children’s literacy, learning, and culture. Wiley-Blackwell, Chichester, West Sussex (2013).
62.
Spencer, M.M.: On being literate. Heinemann, Portsmouth, N.H (1992).
63.
Vrasidas, C.: The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology. 46, 370–380 (2015). https://doi.org/10.1111/bjet.12149.
64.
Smeets, E., Mooij, T.: Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice. British Journal of Educational Technology. 32, 403–417 (2001). https://doi.org/10.1111/1467-8535.00210.
65.
Bell, J.: Doing your research project: a guide for first-time researchers. Open University Press, Berkshire (2014).
66.
Costello, P.J.M., Costello, J.: Effective action research: developing reflective thinking and practice. Continuum, London (2011).
67.
Denscombe, M.: The good research guide: for small-scale social research projects. Open University Press, McGraw-Hill Education, London (2017).
68.
Denscombe, M.: The good research guide: for small-scale social research projects. McGraw-Hill Open University Press, Maidenhead (2010).
69.
Bell, L.M., Aldridge, J.M.: Student voice, teacher action research and classroom improvement /​. SensePublishers, [Place of publication not identified] (2014).
70.
Alexakos, K., SpringerLink (Online service): Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning. SensePublishers, Rotterdam (2015).
71.
Numeracy across the Curriculum. Australian Mathematics Teacher. 68, 3–7 (2012).
72.
Hughes, S.: Has devolution delivered for students, http://www.assembly.wales/NAfW%20Documents/ki-018.pdf%20-%2003112011/ki-018-English.pdf.
73.
Thornton, S., Hogan, J.: Orientations to Numeracy: Teachers’ Confidence and Disposition to Use Mathematics Across the Curriculum. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (2004).
74.
Thornton, S., Hogan, J.: Numeracy across the curriculum: demands and opportunities. 3, (2005).
75.
Ruiz-Primo, M.A., Brookhart, S.M.: Using feedback to enhance formative assessment. Routledge, London (2017).