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Here are some links to education research readings for the CCCU spotlight questions (help here). 

• These are just a few suggestions to get you started in your reading. All the suggestions are peer-reviewed journal articles you can access (as a CCCU student) or eBooks. For advice on sources please click here and see '1. Sources'. For some suggestions about policy reading please click here and see 'teach' > 'education policy'. For my writing please click here.

• Perhaps try searching for some of these readings on Google Scholar, then click 'cited by' to see papers and books that have cited these ones, written even more recently. Try clicking the inverted commas in Google Scholar and then 'RefWorks' (click here for a video explaining how to use RefWorks).

• For an interactive map of the most used books and articles in a big database of college course syllabi please see Open Syllabus here.

• Please click here for a Word version of this page. 

• Please click here to make suggestions or comments about this page.

1. Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers’ experiences and perceptions about teaching practice. European Journal of Teacher Education, 35(2), 163-178.

2. Hong, J., Greene, B., & Lowery, J. (2017). Multiple dimensions of teacher identity development from pre-service to early years of teaching: A longitudinal study. Journal of Education for Teaching, 43(1), 84-98.

3. Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers' professional identity formation: between being born as a teacher and becoming one. Educational Studies, 35(4), pp. 361-378.

1. Bates, J. (2019) Education policy, practice and the professional. 2nd edition. London: Bloomsbury Academic.  

2. Kyriacou, C. (2018) Essential Teaching Skills. 5th edition. Oxford: Oxford University Press. [NB there is no eBook available from the publishers for the 5th edition unfortunately, so the link is to the 3rd edition eBook. The 5th edition paper version is available in the library at 371.102 KYR]

3. Pollard, A. (2018) Reflective teaching in schools. 5th edition. London: Bloomsbury Academic

1. Demirkasımoğlu, N. (2010). Defining “Teacher Professionalism” from different perspectives. Procedia-Social and Behavioral Sciences, 9, pp. 2047-2051.

2. Husbands, C., & Pearce, J. (2012). What makes great pedagogy? Nine claims from research. Nottingham: National College for School Leadership.

3. Sachs, J. (2016). Teacher professionalism: Why are we still talking about it?. Teachers and teaching, 22(4), 413-425.

1. Ball, S. J. (2017). The education debate. 3rd edition. Bristol: Policy Press. 

2. Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of education, 50(1), pp. 75-87.

3. Zyngier, D. (2016). 'Culture and pedagogy (ies): (What) have we learned from and since Alexander 2001', in Wyse, D., Hayward, L. and Pandya, J. (eds.) The SAGE handbook of curriculum, pedagogy, and assessment. London: SAGE, pp. 171-186.

1. De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Psychonomic bulletin & review, 20(4), pp. 631-642.

2. Illeris, K. (2014). Transformative learning and identity. Journal of Transformative Education, 12(2), pp. 148-163.

3. Johnson, A. (2019). Essential learning theories: applications to authentic teaching situations. London: Roman Littlefield.

1. Borkett, P. (2018) Cultural diversity and inclusion in early years education. London: Routledge.

2. Bower, V. (2017) Supporting Pupils with English as an Additional Language in the Primary Classroom. London: Open University Press. (Library book)

3. Crutchley, R. (ed) (2018) Special Needs in the Early Years. Partnership and Participation. London: Sage. (Library book)

4. Ellis, S., & Tod, J. (2018). Behaviour for Learning: Promoting Positive Relationships in the Classroom. Abingdon: Routledge. [Don't miss the strategies in appendices 2 and 3, pp. 303-314]

5. Florian, L. (2008) ‘Special or inclusive education: Future Trends’, British Journal of Special Education, 35 (4), pp. 202-208.

6. Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), pp. 4-8

7. Frederickson, N. & Cline, T. (2015). Special educational needs, inclusion and diversity. Maidenhead: Open University Press.

8. Hodkinson, A. (2010) ‘Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges’ British Journal of Special Education, 37 (2), pp. 61-67.

9. Knowles, G. (Ed.). (2018) Supporting inclusive practice and ensuring opportunity is equal for all. London: Taylor & Francis.

10. Nutbrown, C., Clough, P. & Atherton, F. (2013) Inclusion in the early years. London: Sage

11. UNESCO (2017) A guide for ensuring inclusion and equity in education. Geneva: UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000248254/PDF/248254eng.pdf.multi (Accessed: 15th June 2021).

12. Wearmouth, J (2017) Special Education and Disabilities in Schools: A critical introduction. London Bloomsbury

13. Woolley, R. (Ed) (2017) Understanding Inclusion, Core Concepts, Policy and Practice. Oxon: Routledge

1. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), pp. 551-575.

2. Finch, A. (2019) Assessment. St Albans: Critical Publishing.

3. Gardner, J. (ed.) Assessment and Learning. 2nd edn. London: SAGE

4. John, P. D. (2006). Lesson planning and the student teacher: re‐thinking the dominant model. Journal of Curriculum Studies, 38(4), 483-498.

1. Alexander, R. (2010). Children, their world, their education. Final report and recommendations of the Cambridge Primary Review. Abingdon: Routledge. 

2. Jung, J. H., & Pinar, W. F. (2016). 'Conceptions of curriculum', in Wyse, D., Hayward, L. and Pandya, J. (eds.) The SAGE handbook of curriculum, pedagogy, and assessment. London: SAGE, pp. 29-46. [NB not an eBook currently. I've requested that this be made an eBook on 15/6/21]

3. Handelzalts, A. (2019). 'Collaborative curriculum development in teacher design teams', in Pieters, J., Voogt, J. and Pareja Roblin, N. (eds.) Collaborative curriculum design for sustainable innovation and teacher learning. Amsterdam: Springer,  pp. 159-173.

1. Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School leadership and management, 28(1), 27-42.

2. Nottingham, J. (2013) Encouraging learning: how you can help children learn. London: Routledge.

3. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of educational research, 87(1), 134-171.

1. Diez, M. E. (2010). It is complicated: Unpacking the flow of teacher education’s impact on student learning. Journal of Teacher Education, 61(5), 441-450.

2. Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher–student dialogue during classroom teaching: Does it really impact on student outcomes?. Journal of the Learning Sciences, 28(4-5), 462-512.

3. Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and policy in schools, 3(3), 189-209.