Readings for Reflective Teaching in Schools 2nd Edition by Andrew Pollard, Amy Pollard ISBN 1472509749 9781472509741

Part one: Becoming a reflective professional Identity – Who are we, and what do we stand for?

• Qing Gu: Being a teacher in times of change

• Andrew Pollard and Ann Filer: Being a learner through years of schooling

• Jean Rudduck and Julia Flutter: How pupils want to learn

• Mandy Swann, Alison Peacock, Susan Hart and Mary Jane Drummond: Learning without limits

• Phil Jones: Assumptions about children and young people

• Leon Feinstein, John Vorhaus and Ricardo Sabates: The wider benefits of learning

Learning – How can we understand learner development?

• Burrhus Skinner: The science of learning and the art of teaching

• Jean Piaget: The genetic approach to the psychology of thought

• Lev Vygotsky: Mind in society and the Zone of Proximal Development

• Gordon Wells: Learning, development and schooling

• The Royal Society: Neuroscience and education

• Carol Dweck: Motivational processes affecting learning

• Robert Fisher: Why thinking should be taught

• Mary James: Learning how to learn

• Guy Claxton: Learning and the development of resilience

• Alan Thomas and Harriet Pattison: Informal learning

Reflection – How can we develop the quality of our teaching?

• John Dewey: Thinking and reflective experience

• Donald Schon: Reflection-in-action

• Lawrence Stenhouse: The teacher as researcher

• Richard Pring: Action research and the development of practice

• James Calderhead: Competence and the complexities of teaching

• Ruth Heilbronn: Practical judgement and evidence-informed practice

• Heather Hodkinson and Phil Hodkinson: Learning in communities of practice

Principles – What are the foundations of effective teaching and learning?

• John Bransford, Ann Brown and Rodney Cocking: Brain, mind, experience and school: A US review

• David Hogan, Phillip Towndrow, Dennis Kwek, Ridzuan Rahim, Melvin Chan and Serena Luo: A tale of two pedagogies: Teaching and learning in Singapore

• Pasi Sahlberg: What the world can learn from educational change in Finland

• Hanna Dumont, David Istance and Francisco Benavides: The nature of learning: An OECD stocktake

• Naomi Rowe, Anne Wilkin and Rebekah Wilson: ‘Good teaching’: A UK review

• John Hattie: Visible learning: A global synthesis

Part two: Creating conditions for learning Contexts – What is, and what might be?

• C. Wright Mills: The sociological imagination

• Andy Green and Jan Janmaat: Regimes of social cohesion

• Stephen Ball: Schooling, social class and privilege

• Department for Children, Schools and Families (DCSF): Disadvantage and low attainment

• General Teaching Council for England (GTC E): Accountability in teaching

Relationships – How are we getting on together?

• Philip Jackson: Life in classrooms

• Mary Helen Immordino-Yang and Antonio Damasio: We feel, therefore we learn

• Andrew Pollard: Teachers, pupils and the working consensus

• Roland Chaplain: Classroom rules, routines and rituals

• Caroline Gipps and Barbara MacGilchrist: Teacher expectations and pupil achievement

• Dennis Lawrence: What is self-esteem?

Engagement – How are we managing behaviour?

• Walter Doyle: Learning the classroom environment

• Chris Watkins: The big picture on behaviour

• Tom Bennett: Virtues of great teachers: Justice, courage, patience, wisdom and compassion

• Sue Cowley: Ten strategies for managing behaviour

• Jacob Kounin: Discipline and group management in classrooms

• Frank Merrett and Kevin Wheldall: Positive teaching in the classroom

Spaces – How are we creating environments for learning?

• Urie Bronfenbrenner: Environments as contexts for development

• John Bransford, Ann Brown and Rodney Cocking: Designs for learning environments

• David Clegg and Shirley Billington: Classroom layout, resources and display

• David Berliner: Instructional time – and where it goes

• Anthony Edwards: Environment, affordance and new technology

• Guther Kress: The profound shift of digital literacies

• Daniel Muijs and David Reynolds: Direct and interactive whole-class instruction

Part three: Teaching for learning Curriculum – What is to be taught and learned?

• Brian Male and Mick Waters: Designing the school curriculum

• Michael Young: Powerful knowledge

• John Wilson: Teaching a subject

• Central Advisory Council for England: Aspects of children’s learning

• Jerome Bruner: The spiral curriculum

• Lorna Unwin: Vocational education matters

• Lee Shulman: A perspective on teacher knowledge

Planning – How are we implementing the curriculum?

• Her Majesty’s Inspectors (HMI): Characteristics of the curriculum

• Partnership Management Board of Northern Ireland: Implementing a revised curriculum

• Rosie Turner-Bissett: Constructing an integrated curriculum

• Louise Thomas: An area-based curriculum

• Welsh Assembly Government: Skills for 3 to 19-year-olds

• Anthony Haynes: Progression and differentiation

• Teaching and Learning in 2020 Review Group: Personalised pedagogies for the future

Pedagogy – How can we develop effective strategies?

• Jerome Bruner: Folk pedagogy

• The General Teaching Council for England: What is pedagogy and why is it important?

• Brian Simon: Why no pedagogy in England?

• Roland Tharp and Ronald Gallimore: Teaching as the assistance of performance

• Max van Manen: Student experience of pedagogy

• Neil Mercer and Karen Littleton: Talking and thinking together

Communication – How does language support learning?

• Martin Nystrand: Engaging students, through taking them seriously

• Elizabeth Perrot: Using questions in classroom discussion

• Robin Alexander: The nature of pedagogic repertoire

• Colin Harrison: Why is reading so important?

• Myra Barrs and Valerie Cork: Reading, listening, discussing and writing

• Carl Bereiter and Marlene Scardamalia: From ‘knowledge telling’ to ‘knowledge transforming’

• Adrian Blackledge: Language, culture and story in the bilingual school

Assessment – How can assessment enhance learning?

• Wynne Harlen, Caroline Gipps, Patricia Broadfoot and Desmond Nuttall: Assessment purposes and principles

• Assessment Reform Group: Assessment for learning

• David Spendlove: Feedback and learning

• Yolande Muschamp: Pupil self-assessment

• Sue Swaffield: Authentic assessment for learning

• Gordon Stobart: Creating learner identities through assessment

Part four: Reflecting on consequences Outcomes – How do we monitor student learning achievements?

• Patricia Broadfoot: Assessment: Why, who, when, what and how?

• The Scottish Government: Principles of assessment in the Curriculum for Excellence

• Graham Butt: Target setting in schools

• Office for Standards in Education: Using data to improve school performance

• Warwick Mansell, Mary James and the Assessment Reform Group: The reliability, validity and impact of assessment

• Linda Sturman: Making best use of international comparison data

• Ann Filer and Andrew Pollard: The myth of objective assessment

Inclusion – How are we enabling opportunities?

• Robin Richardson: Principles underlying UK legislation for equality and diversity

• Andrew Pollard: Social differentiation in schools

• Gary Thomas and Andrew Loxley: Difference or deviance?

• Sue Hallam: Ability grouping in schools: A literature review

• Barrie Thorne: How to promote cooperative relationships among children

• Ruth Kershner: Learning in inclusive classrooms

Part five: Deepening understanding Expertise – Conceptual tools for career-long fascination?

• Pat Collarbone: Contemporary change and professional development

• Andy Hargreaves: Contemporary change and professional inertia

• Tony Eaude: The development of teacher expertise

• Dylan Wiliam: Improving teacher expertise

• John Hattie: Mind frames for visible learning

• Helen Timperley, Aaron Wilson, Heather Barrar and Irene Fung: Teacher professional learning and development

Professionalism – How does reflective teaching contribute to society?

• Margaret Archer: Thinking about educational systems

• Ian Menter, Moira Hulme, Dely Eliot and Jon Lewin: Teacher education and professionalism

• General Teaching Council for Northern Ireland (GTC NI): Teaching: The reflective profession

• Pasi Sahlberg, John Furlong and Pamela Munn: Combining research and practice in teaching

• Sally Power: The imaginative professional

• Council of Europe: Teaching and learning about human rights in schools

• Richard Bowe and Stephen Ball, with Ann Gold: Three contexts of policymaking