Alexander, R.J., Rose, J. and Woodhead, C. (1992). Classroom Practice and Classroom Organisation in Primary Schools. London: DES.
Alexander, R. J. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34 (1), 7-34.
Bloom, B. S. and Krathwohl, D.R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: Longmans.
Bruner, J. (1960). The Process of Education. Cambridge, Mass: Harvard University Press.
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, Mass: Belkapp Press.
Bruner, J. (1996). The Culture of Education. Cambridge, Mass: Harvard University Press.
Eisner, E. (1979). The Educational Imagination: on the design and evaluation of school programs. London: Macmillan.
Fielding, M. and Bragg, S. (2003). Students as researchers. Cambridge: Pearson.
Gardner H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
Gardner, H. (2000). Intelligence Re-framed: Multiple Intelligences for the 21st Century. New York: Basic Books.
Kolb, D. (1984). Experiential Learning. Englewood Cliffs: Prentice-Hall.
Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964) Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay.
Piaget, J. (1926) The Language and Thought of the Child. London: Routledge and Kegan Paul.
Piaget, J. (1950) The Psychology of Intelligence. London: Routledge and Kegan Paul.
Torres, Carlos Alberto (1998). Education, Power and Personal Biography: dialogues with critical educators. London: Routledge.
Vygotsky, L.S. (1932, 1986). Thought and Language. Cambridge, Mass: MIT Press.