Barton, G. (2010) Grammar survival: a teacher’s toolkit. 2nd ed. London: Routledge.
Barton, G. (2013) Don’t call it literacy!: what every teacher needs to know about speaking, listening, reading and writing. London: Routledge.
Bell, H. (2016) ‘Teacher knowledge and beliefs about grammar: a case study of an English primary school’, English in Education, 50(2), pp. 148–163. Available at: https://doi.org/10.1111/eie.12100.
Bennathan, J. (2000) Developing drama skills 11-14. Oxford: Heinemann Educational.
Brownjohn, S. (1980) Does it have to rhyme?: teaching children to write poetry. London: Hodder and Stoughton.
Cameron, D. (2007a) The teacher’s guide to grammar. Oxford.
Cameron, D. (2007b) The teacher’s guide to grammar. Oxford.
Clark, A.-M. (2003) ‘Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School’, Educational Psychology Review, 15(2), pp. 181–198. Available at: https://doi.org/10.1023/A:1023429215151.
Cliff Hodges, G. and National Association for the Teaching of English (2016a) Researching and teaching reading: developing pedagogy through critical enquiry. London: Routledge.
Cliff Hodges, G. and National Association for the Teaching of English (2016b) Researching and teaching reading: developing pedagogy through critical enquiry. London: Routledge.
Corbett, P. (2002) How to teach poetry writing at Key Stage 3. London: D. Fulton.
Corbett, P. (2006) Jumpstart!: Literacy : games and activities for ages 7-14. London: David Fulton Publishers.
Cremin, T. and Myhill, D. (2012) Writing voices: creating communities of writers. London: Routledge.
Crystal, D. and McLachlan, E. (1988) Rediscover grammar. Harlow: Longman.
Davison, J. and Daly, C. (2014) Learning to teach English in the secondary school: a companion to school experience. Fourth edition. London: Routledge.
Davison, J., Daly, C. and Moss, J. (2011) Debates in English teaching. London: Routledge.
Debra Myhill (2011) ‘Chapter 4 Living Language, live debates: grammar and Standard English’, in Debates in English teaching. London: Routledge.
Dymoke, S. (2009) Teaching English texts, 11-18. London: Continuum.
Dymoke, S. et al. (eds) (2014) Making poetry happen: transforming the poetry classroom. New York: Bloomsbury Academic.
Dymoke, S. and ebrary, Inc (2003) Drafting and assessing poetry: a guide for teachers. London: Paul Chapman Pub. Available at: http://site.ebrary.com/lib/aber/Doc?id=10076691.
Dymoke, S., Lambirth, A. and Wilson, A. (eds) (2015) Making poetry matter: international research on poetry pedagogy. London: Bloomsbury Academic.
Ellis, V., Fox, C. and Street, B.V. (2009) Rethinking English in schools: towards a new and constructive stage. London: Continuum.
Fenn, R. and McGlynn, A. (2018) Teaching grammar through literature: bringing language to life in the secondary classroom. Abingdon, Oxon: Routledge is an imprint of the Taylor & Francis Group, an Informa Business.
Fleming, M. and Stevens, D. (2010) English teaching in the secondary school: linking theory and practice. 3rd ed. New York: Routledge. Available at: https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4628920390002418&institutionId=2418&customerId=2415.
Fontaine, L. (2013) ‘Chapter 2’, in Analysing English grammar: a systemic functional introduction. Cambridge: Cambridge University Press, pp. 16–43.
Gee, J.P. (2015) Literacy and education. London: Routledge. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3039373470002418&institutionId=2418&customerId=2415.
Gee, J.P. (2017) Discourse analysis: from grammar to society. London: Routledge.
Gibson, R. (1997) Shakespeare’s language. Cambridge: Cambridge University Press.
Gibson, R. (1998) ‘Chapters 1 and 2’, in Teaching Shakespeare. Cambridge, U.K.: Cambridge University Press, pp. 1–25.
Giovanelli, M. and Clayton, D. (eds) (2016) Knowing about language: linguistics and the secondary English classroom. London: Routledge. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3039451510002418&institutionId=2418&customerId=2415.
Giovanelli, M. and Mason, J. (2015) ‘“Well I don’t feel that”: Schemas, worlds and authentic reading in the classroom’, English in Education, 49(1), pp. 41–55. Available at: https://doi.org/10.1111/eie.12052.
Goodwyn, A. and Fuller, C. (2011) The great literacy debate: a critical response to the literacy strategy and framework for English. London: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203814246.
Hall, K. and ebrary, Inc (2013) International handbook of research on children’s literacy, learning, and culture. Chichester, West Sussex: Wiley-Blackwell. Available at: http://site.ebrary.com/lib/aber/Doc?id=10667435.
Illingworth, M. and Hall, N. (2016) Creative approaches to teaching grammar: developing your students as writers and readers. Milton Park, Abingdon, Oxon: Routledge.
Infantino, J. and Little, E. (2005) ‘Students’ Perceptions of Classroom Behaviour Problems and the Effectiveness of Different Disciplinary Methods’, Educational Psychology, 25(5), pp. 491–508. Available at: https://doi.org/10.1080/01443410500046549.
Janks, H. (2010) Literacy and power. New York, NY: Routledge.
Jesson, R., Fontich, X. and Myhill, D. (2016) ‘Creating dialogic spaces: Talk as a mediational tool in becoming a writer’, International Journal of Educational Research, 80, pp. 155–163. Available at: https://doi.org/10.1016/j.ijer.2016.08.002.
Jones, S., Myhill, D. and Bailey, T. (2013) ‘Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing’, Reading and Writing, 26(8), pp. 1241–1263. Available at: https://doi.org/10.1007/s11145-012-9416-1.
Kucharczyk, S. and Kucharczyk, M. (2017a) All the world’s a stage: inspiration for teaching Shakespeare in primary schools. [Place of distribution not identified]: ARTiculate Education.
Kucharczyk, S. and Kucharczyk, M. (2017b) All the world’s a stage: inspiration for teaching Shakespeare in primary schools. [Place of distribution not identified]: ARTiculate Education.
Kuiper, K. and Allan, W.S. (2017) An introduction to English language: word, sound and sentence. Fourth edition. London: Palgrave.
Lewis, M. and Wray, D. (1995) Developing children’s non-fiction writing: working with writing frames. Leamington Spa: Scholastic.
Lewis, M. and Wray, D. (2000) Literacy in the secondary school. London: David Fulton Publishers.
Locke, T. (2010a) Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom. London: Routledge.
Locke, T. (2010b) Beyond the grammar wars: a resource for teachers and students on developing language knowledge in the English/literacy classroom. London: Routledge.
Marshall, B. (2011) Testing English: formative and summative approaches to English assessment. London: Continuum. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9781441175571.
Marshall, B. (2017) ‘The Politics of Testing’, English in Education, 51(1), pp. 27–43. Available at: https://doi.org/10.1111/eie.12110.
McCallum, A. (2012) Creativity and learning in secondary English: teaching for a creative classroom. London: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203122488.
McGuinn, Nicolas (2014) ‘The Challenges and Opportunities for Engaging with Poetry’, in D. Sue (ed.) Making Poetry Happen. London: Bloomsbury.
McGuinn, Nicholas (2014) The English teacher’s drama handbook: from theory to practice. Milton Park, Abingdon, Oxon: Routledge.
McGuinn, N. and Onyett, N. (2011) Secondary English: planning for learning in the classroom. London: Continuum International Pub. Group.
Mercer, N. and Howe, C. (2012) ‘Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory’, Learning, Culture and Social Interaction, 1(1), pp. 12–21. Available at: https://doi.org/10.1016/j.lcsi.2012.03.001.
Merga, M.K. (2013) ‘Should Silent Reading feature in a secondary school English programme? West Australian students’ perspectives on Silent Reading’, English in Education, 47(3), pp. 229–244. Available at: https://doi.org/10.1111/eie.12026.
Michael Rosen: For teachers: how to assess and analyse ways in which pupils respond to stories, poems and plays (no date). Available at: http://michaelrosenblog.blogspot.co.uk/2017/04/for-teachers-how-to-assess-and-analyse.html?spref=tw.
Millard, E. and ebrary, Inc (1997) Differently literate: boys, girls and the schooling of literacy. London: Falmer Press. Available at: http://site.ebrary.com/lib/aber/Doc?id=10057174.
Moss, G. (2007) Literacy and gender: researching texts, contexts and readers. London: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203464274.
Myhill, D. et al. (2013) ‘Playful explicitness with grammar: a pedagogy for writing’, Literacy, 47(2), pp. 103–111. Available at: https://doi.org/10.1111/j.1741-4369.2012.00674.x.
Myhill, D., Jones, S. and Watson, A. (2013) ‘Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing’, Teaching and Teacher Education, 36, pp. 77–91. Available at: https://doi.org/10.1016/j.tate.2013.07.005.
Myhill, D., Jones, S. and Wilson, A. (2016) ‘Writing conversations: fostering metalinguistic discussion about writing’, Research Papers in Education, 31(1), pp. 23–44. Available at: https://doi.org/10.1080/02671522.2016.1106694.
Myhill, D. and Watson, A. (2014) ‘The role of grammar in the writing curriculum: A review of the literature’, Child Language Teaching and Therapy, 30(1), pp. 41–62. Available at: https://doi.org/10.1177/0265659013514070.
Myhill, D.A. et al. (2012) ‘Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding’, Research Papers in Education, 27(2), pp. 139–166. Available at: https://doi.org/10.1080/02671522.2011.637640.
Neelands, J. (1997) Beginning drama, 11-14. London: David Fulton Publishers.
Pahl, K. and Rowsell, J. (2012) Literacy and education: understanding the new literacy studies in the classroom. Second edition. Los Angeles, [California]: SAGE.
Pahl, K., Rowsell, J., and ebrary, Inc (2006) Travel notes from the new literacy studies: instances of practice. Clevedon [England]: Multilingual Matters. Available at: http://site.ebrary.com/lib/aber/Doc?id=10120628.
Payne, R. (2015) ‘Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behaviour management strategies’, Educational Review. Available at: http://www.tandfonline.com/doi/full/10.1080/00131911.2015.1008407?scroll=top&needAccess=true.
Quigley, A. (2018a) Closing the vocabulary gap. Abingdon, Oxon: Routledge is an imprint of the Taylor & Francis Group, an informa business. Available at: https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4732845730002418&institutionId=2418&customerId=2415.
Quigley, A. (2018b) Closing the vocabulary gap. Abingdon, Oxon: Routledge is an imprint of the Taylor & Francis Group, an informa business. Available at: https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4732845730002418&institutionId=2418&customerId=2415.
Reynolds, D. and Goodwin, A. (2016) ‘Supporting Students Reading Complex Texts’, AERA Open, 2(4). Available at: https://doi.org/10.1177/2332858416680353.
Richmond, J. et al. (2017) Curriculum and assessment in English 11 to 19: a better plan. London: Routledge.
Spencer, M.M. (1992) On being literate. Portsmouth, N.H: Heinemann.
Stevens, D. and McGuinn, N. (2004) The art of teaching secondary English: innovative and creative approaches. London: RoutledgeFalmer. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037232780002418&institutionId=2418&customerId=2415.
Sutherland, S. (2016) A beginner’s guide to discourse analysis. London: Palgrave. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3039448880002418&institutionId=2418&customerId=2415.
Swaffield, S. (2011) ‘Getting to the heart of authentic Assessment for Learning’, Assessment in Education: Principles, Policy & Practice, 18(4), pp. 433–449. Available at: https://doi.org/10.1080/0969594X.2011.582838.
Thompson, I. (2012) ‘Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools’, English in Education, 46(1), pp. 85–100. Available at: https://doi.org/10.1111/j.1754-8845.2011.01117.x.
Topping, K.J. (2015) ‘Fiction and Non-Fiction Reading and Comprehension in Preferred Books’, Reading Psychology, 36(4), pp. 350–387. Available at: https://doi.org/10.1080/02702711.2013.865692.
Watson, A. (2012) ‘Navigating “the pit of doom”: Affective responses to teaching “grammar”’, English in Education, 46(1), pp. 22–37. Available at: https://doi.org/10.1111/j.1754-8845.2011.01113.x.
Wray, D. (2004) Teaching literacy: using texts to enhance learning. London: David Fulton. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037241400002418&institutionId=2418&customerId=2415.
Wyse, D. and Jones, R. (2008) Teaching English, language and literacy. 2nd ed. New York: Routledge.