Adair, J. (2009). Effective Leadership: How to be a Successful Leader. London: Pan Macmillan Ltd.
This approach to managing teams ensures a two-way process, rather than just top down.
Ahmed, A. et al (1987). Better Mathematics: A curriculum development study, based on the Low Attainers in Mathematics Project. London: HMSO
Angellides, P. (2001). The development of an efficient technique for collecting and analyzing qualitative data: the analysis of critical incidents. International Journal of Qualitative Studies in Education, 14, 429 – 442.
Askew, M., Wiliam, D. (1995). Recent Research in Mathematics Education 5-16 (OFSTED reviews of research). London: HMSO
Assessment Reform Group (1999) Assessment for learning: beyond the black box. Cambridge: University of Cambridge, Faculty of Education.
This work, along with the work by Black & Wiliam (below) has added much value to the understanding of what goes on in lessons. Key principles of this work centre around making sure that learners understand what they are trying to achieve, and making sure that they feel that they have achieved it during the lesson, or at least very soon afterwards, and that the teacher knows whether they have achieved it or not. This will inform what work is needed next to assure maximum value is achieved in terms of learning. This work shows that a focus on learning is crucial for the attainment of results.
Benwell, B. and Stokoe, E., (2012). Discourse and Identity. Edinburgh: Edinburgh University Press
Biggs, J.B. (2011). Teaching for Quality Learning at University. Berkshire: McGraw – Hill Education
Billett, S. (2006). Constituting the workplace curriculum. Journal of Curriculum Studies ISSN 0022-0272 print; Taylor & Francis.
Bird, M. (2011). Socio-cultural Perspectives on Formative Assessment: A practitioner’s investigation of pedagogical shifts involved in enacting the spirit of assessment for learning in a secondary school. England: Open University
Black and Wiliam ARG project:
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2002) Working inside the black box: assessment for learning in the classroom. London: King’s College, London.
Black, P. and Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment. London: King’s College, London.
Boaler, J. (2009). The Elephant in the Classroom: Helping Children Learn and Love Maths. London: Souvenir Press
Boreham, N. and Morgan, C. (2004). A sociocultural analysis of organisational learning. Institute of Education, University of Stirling; ISSN 0305-4985 print; Taylor & Francis.
This TED talk aims to explain that, in order to perform well (in education – but importantly in life) it is necessary to switch between a performance zone and a learning zone – where it is possible to practice without harm (or with possible harm limited / controlled) to allow reflection and improvement to become a part of daily life. Bricaño shows by examples how this is possible and indeed necessary for getting better at whatever you want to improve.
Brunner, J. (1996). The Culture of Education. London: Harvard University Press
Burton, D. (2005), Ways Pupils Learn. In Capel, S., Leask, M. and Turner, T., Learning to Teach in the Secondary School. Abingdon; Routledge
Buzan, T. (1988). Make the Most of Your Mind. London: Pan Books (Macmillan Publishers Ltd.)
Canter, L. And Canter, M. 2001. Assertive Discipline: Positive Behaviour Management for Today’s Classroom. Bloomington, IN: Solution Tree
Chinn, S. J. and Ashcroft, J. R. (2004). The use of patterns. In T.R. Miles and E. Miles (Eds.), Dyslexia and Mathematics (pp. 94-119). London: RoutledgeFalmer.
Chinn, S. J. and Ashcroft, J. R. (2007). Mathematics for Dyslexics: Including Dyscalculia. Chichester, UK: John Wiley & sons, Ltd.
Cook, S. D. N., and Brown, J. S. (1999). Bridging Epistemologies: The Generative Dance between Organisational Knowledge and organisational Knowing, in Organization Science Vol 10, No 4 (July – August 1999, pp381 – 400. California: J – Stor http://jstor.org/journals/informs.html
It is not possible to explicitly know everything about what you do, nor is it possible to transfer all of that knowledge to a new situation, or to a new person in the same situation. Knowledge resides not only in explicit, but also in tacit domains. Learning happens best when there is action (practice) along with a social / cultural interchange involving a negotiation of meaning of each of the more explicit parts of the learning.
Coyle, D. (2009). The Talent Code. London; Arrow Books.
This work looks closely at the neurology of learning: by engagement in struggle with something new, individuals begin to fire new synapses (links between neurons or nerve cells): greater engagement in struggle and practice fires these links more strongly and the nerves themselves become stronger, by building myelin around those neurons during periods of recovery or sleep. This effectively means that practice makes permanent. In addition, if there is master coaching to ensure the practice will lead to the correct improvement, then “practice will make perfect”. One major pre-requisite he calls ignition, he suggests is critical for the learner if she is to want to put in the effort required – the desire for the struggle, necessary for success.
R. Deakin Crick, Broadfoot, P., & Claxton, G. (2004): Developing an Effective Lifelong Learning Inventory: the ELLI Project, Assessment in Education: Principles, Policy & Practice, 11:3, 247-272
R. Deakin Crick, & Yu G. (2008): Assessing learning dispositions: is the Effective lifelong learning inventory valid and reliable as a measurement tool? Educational Research, 50:4, 387-402
Deming, W. Edwards (1986). Out of the Crisis. Massachusetts: MIT Press.
This author was instrumental in the statistical methods that leads to improvement in quantitatively measurable processes. Although valuable in the automotive industry’s dramatic capability improvements during the 20th century, this is less well applied to qualitative measurement of social processes such as learning.
Department for Education and Science (1982). Mathematics Counts, Report of the Committee of Inquiry into the Teaching of Mathematics in Schools, chaired by W. H. Cockcroft. London: HMSO
Department for Education and Skills (2001). The Special Educational Needs Code of Practice London: HMSO
DfE (2010). The Importance of Teaching: The Schools White Paper. London: DfE
DfES and British Council Education and Training (2010). Teaching and Learning Strategies (focus on Gifted Education). London: DfES (www.britishcouncil.org/learning-tipd-gifted-and-talented-report.doc)
Dryden, G. and Vos, J. (2001). The Learning Revolution – To Change the Way the World Learns. Stafford; Network Educational Press Ltd.
This book presents a good and clear summary of ways to improve learning.
Dweck, C. (2007). Mindset: Changing the Way You Think to Fulfil Your Potential. New York; Penguin Books.
Dweck’s work seeks to quantitatively prove that, while changing nothing else, that adults / coaches can be key in the child’s / learner’s image of themselves as either one who can achieve success or one who cannot. The growth mindset suggests that if you praise the learner’s effort, they will continue with the associated struggle and learn more than if you praise the learner’s talent. The latter closes learning down, Dweck suggests, by portraying learning as something the learner has or does not have – from early life or pre-birth.
Elliot, J. and Place, M. (2012). Children in Difficulty: A guide to understanding and helping. Abingdon: Routledge
Eraut, M. (2007). Learning from other people in the workplace. Oxford Review of Education; ISSN 0305-4985 print; Taylor & Francis.
Erikson, E (1980). Identity and the Life Cycle. New York; London: W W Norton.
Everard, K., Morris, G. and Wilson, I. (2004). Effective School Management. London: Paul Chapman Publishing (Sage)
Francis, D. (1997). 'Critical Incident Analysis: a strategy for developing reflective practice', Teachers and Teaching, 3: 2, 169 — 188
Frost, J. (2006). Supernanny: How to Get the Best from Your Children. London: Hodder and Stoughton.
Gladwell, M. (2005). Blink: The Power of Thinking Without Thinking. London; Penguin Books.
First impressions can be important. People can learn to improve their ability to assess situations quickly.
Gladwell, M. (2009). Outliers: The Story of Success. London; Penguin Books.
Gladwell suggests that talent is possibly more to do with unusual (and sometimes ‘lucky’) circumstances, leading to thousands of hours of practice, than it is to do with birth or inherited talent.
Goldratt, E. And Cox, J. (1986). The Goal: A Process of Ongoing Improvement. New York: North River Press.
Green, K. (1998). Action research in a dynamic context: problems and possibilities. Keynote Address at IDATER 98: Loughborough University
Hattie, J. A. (2003). Teachers Make a Difference: What is the Research Evidence? As delivered to the Australian Council for Educational Research Annual Conference on Building Teacher Quality. Melbourne: Australian Council for Educational Research.
Hattie, J. A. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon: Routledge
Hattie has analysed many other studies and summaries of studies, by applying a data - methodology to the effectiveness. Within the boundaries and limitations of the methodology, this presents a great starting point for teachers / educators to observe and review aspects of learning that appear to matter most. From this it is possible to see what has made a measurable difference to learning. Crucially, rather than being taken as an absolute list of what are the best strategies, it presents educators with a list of 138 strategies to consider in the context of the educator’s own situation, in their classroom, with their students, in their school. The only one of the 138 strategies that could be worth a special mention is the top scoring one, which resonates with the authors: this is “self-reported grades”: in other words, the single biggest effect on learning in educational situations (within the scope of the methodology) is what the student thinks they will get.
Harford, T. (2011). Adapt: Why Success Always Starts with Failure. London; Abacus.
This book shows how failure can be the key to great learning. How individuals, groups and organisations react to failure is a strong indicator of future success.
Haydn, T. (2005), Assessment for Learning. In Capel, S., Leask, M. and Turner, T., Learning to Teach in the Secondary School. Abingdon; Routledge
Henderson, A. (2004). Difficulties at the Secondary Stage. In T.R. Miles and E. Miles (Eds.), Dyslexia and Mathematics (pp. 65-77). London: Routledge Falmer.
Hopkins, D. (2008). A Teacher’s Guide to Classroom Research. Maidenhead: McGraw-Hill Education
Hudson, D. (2009). Good Teachers, Good Schools: How to Create a Successful School. Abingdon: Routledge
Hull Learning Services (2004). Supporting Children with Dyslexia. London: David Fulton Publishers Ltd.
Kyriacou, C. (1997). Effective Teaching in Schools. Cheltenham: Nelson Thornes Ltd.
Kyriacou, C. (2007). Essential Teaching Skills. Cheltenham: Nelson Thornes Ltd.
Lawrence, J., Taylor, A. and Capel, S. (2005), Developing Further as a Teacher. In Capel, S., Leask, M. and Turner, T., Learning to Teach in the Secondary School. Abingdon; Routledge
Leahy, S., Lyon, C., Thompson, M., Wiliam, D. (2005) Classroom Assessment: Minute by Minute, Day by Day. New Jersey: Educational Leadership
Mander, M. (2008). Critical incidents: effective responses and the factors behind them. Nottingham: National College for Schools Leadership.
Mason, J. (2002). Researching Your Own Practice: The Discipline of Noticing. Abingdon: Routledge
McDonald, N. (2011). Teaching and Learning and Assessment: What does Assessment for Learning look like in everyday classrooms? Chester, University of Chester.
Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. In Knox, A. B. (Ed.), FOSTERING CRITICAL REFLECTION IN ADULTHOOD A Guide to Transformative and Emancipatory Learning (pp. 1 - 20). San Francisco: Jossey-Bass Inc
Miles, T. R. (2004). The use of structured materials with older pupils. In T.R. Miles and E. Miles (Eds.), Dyslexia and Mathematics (pp. 78-93). London: RoutledgeFalmer.
Ofsted (2009). Ofsted inspects - A framework for all Ofsted inspection and regulation. London: Crown Publication
Overall, L. and Sangster, S. (2003). The Secondary Teacher’s Handbook. London: Continuum
Peacey, N. (2005). An Introduction to Inclusion, and Special Educational Needs and Disability. In S. Capel, M. Leask and T. Turner (Ed.s), Learning to Teach in the Secondary School (pp. 227-242). Abingdon: Routledge
Pereira, F., Detre, G. and Botvinick, M. (2011). Generating text from functional brain images. Front. Hum. Neurosci. 5:72. doi: 10.3389/fnhum.2011.00072. Princetown, NJ USA: Department of Psychology, Princeton University
Peters, S. (2012). The Chimp Paradox. London; The Random House Group.
Peters suggests that for learning and improvement to occur, it is crucial that the reptilian brain (the limbic system) is satisfied and happy. A relaxed individual or group has the potential to learn much more than someone who is not ready to learn.
Pimm, D. and Johnston-Wilder, S. (2005), Different Teaching Approaches. In Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D. and Westwell, J.. Learning to Teach Mathematics in the Secondary School. Abingdon; Routledge
Pring, R. (2000). Philosophy of Educational Research. In A. Pollard (Ed.), Readings for Reflective Teaching. London: Continuum.
Polanyi, M. (1966). The Tacit Dimension. Chicargo, USA: The University of Chicargo Press
This author suggests that we can know much more than we can tell. It is therefore risky if we assume that we have told someone all there is to know about a topic.
Reid, G. (2011). Dyslexia: A complete Guide for Parents and Those Who Help Them . Chichester, UK: John Wiley & sons, Ltd.Collins, J. (2001). Good To Great: Why Some Companies Make the Leap... and Others Don’t. London: Random House
Robinson suggests that the education systems of some parts of the world are often no longer fit for purpose, because they are based on a model of compliance, one-size-fits-all and age-based learning structures. He suggests that the focus should move to meet individual needs, involving collaboration and creativity – making education fit for current and future needs.
Rodd, M. (2005), Inclusion in Practice: Special Needs Pupils in Mainstream Mathematics. In Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D. and Westwell, J. (pp187-205). Learning to Teach Mathematics in the Secondary School. Abingdon; Routledge
Rohrer, D., Taylor, K. (2006). The Effects of Overlapping and Distributed Practise on the Retention of Mathematics Knowledge. Applied Cognitive Psychology 20: 1209-1224. doi:10.1002/acp.1266. USA: John Wiley & Sons, Ltd
Royce Sadler, D. (1989). Formative assessment and the design of instructional systems. Dordrecht: Kluwer Academic Publishers.
Sahlberg, P. (2005). Models of Curriculum Development – international trends and the way forward. As delivered to the International Conference on Curriculum Reform and Implementation in the 21st Century: Policies, Perspectives and Implementation, June 8‐10, 2005. Istanbul, Turkey
Sahlberg, P. (2005). Education reform and economic competitiveness. Paper prepared for the International Convention of Principles in Cape Town, South Africa, 13 July, 2005.
Skemp, R. (1971 / 1986). The Psychology of Learning Mathematics. London: Penguin Books
Soloman, N., Boud, D. and Rooney, D. (2006). The in-between: exposing everyday learning at work. Institute of Lifelong Education; ISSN 0260-1370 print; Taylor & Francis.
Southworth, J., Nias, J. and Campbell, P. (1992), The Culture of Collaboration. In Pollard, A. (2002). Readings for Reflective teaching. London: continuum
Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. In A. Pollard (Ed.), Readings for Reflective Teaching. London: Continuum.
Swan, M. (2005). Improving learning in mathematics: challenges and strategies. London: Department for Education and Skills.
Swan, M. (2005). Standards Unit – Improving learning in mathematics: challenges and strategies. London: Department for Education and Skills
This standards unit provides resources for collaborative work in mathematics – which seek to challenge, share and deepen understanding of the subject.
Syed, M. (2015). Black Box Thinking: The Surprising Truth about Success. London; John Murray Publishers.
This book also shows how failure can be the key to great learning. How individuals, groups and organisations react to failure is a strong indicator of future success.
Syed, M. (2019). Rebel Ideas: The Power of Diverse Thinking. London; John Murray Publishers.
Syed also focusses on how diversity, individuality and collaboration is key to creativity.
Tripp, D. (1993). Critical Incidents in Teaching: Developing Professional Judgement. London: Routledge.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press
Wenger looks at communities of practice, and suggests that the intended learning is not always the learning that happens. Learning is a negotiation of meaning – particularly when the learner is faced with a challenge or a new situation.
Wiliam, D. (2011). Assessment for Learning: Why, what and how? London: University of London and the Institute of Education
In this book, Wiliam reflects on why AfL (Assessment for Learning) was mainly not implemented in the spirit intended by Black and Wiliam, as it was rolled out nationally. He tries to explain why it therefore did not have the impact it had in the extensive trials conducted by the ARG. He was particularly keen to suggest that it would be better if teachers conducted local improvement – relevant to their situations – by means of teacher learning communities, where the pressure for results is reduced in favour of self-driven, peer supported improvement in classrooms.
Womack, J., Jones, D. And Roos, D. (1990). The Machine that Changed the World. New York: Macmillan Publishing CompanyElliott, J. (1991). Action Research for Educational Change. Buckingham: Open University Press