Cornish, L., Bannister-Tyrrell, M., Charteris, J., Jenkins, K., & Jones, M. (2018). Planning for teaching (pp. 198-242). United Kingdom: Cambridge University Press.
Deppeler, J., Loreman, T., & Smith, R. (2015). Teaching and learning for all. In C. Forlin (Ed.), Inclusive pedagogy across the curriculum (pp. 9-19). United Kingdom: Emerald Group Publishing Limited.
Education Services Australia. (2011). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Egeberg, H.M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18. Retrieved from http://dx.doi.org/10.14221/ajte.2016v41n7.1
Fallon, L.M., McCarthy, S.R., & Sanetti, L.M. (2014). School-wide positive behavior support (SWPBS) in the classroom: Assessing perceived challenges to consistent implementation in Connecticut schools. Education and Treatment of Children, 37(1), 1-24.
Feucht, F., Brownlee, J.L., & Schraw, G. (2017). Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education. Educational Psychologist, 52(4), 234-241. doi: 10.1080/00461520.2017.1350180
Green, M.M. (2016). Preparing pre-service teachers for professional engagement through place/community pedagogies and partnerships. Australian Journal of Teacher Education, 4(11), 44-60. doi: 10.14221/ajte.2016v41n11.4
Hart, R. (2010). Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties, 15(4), pp. 353-371. doi: 10.1080/13632752.2010.523257
Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian Professional Standards for Teachers: Implications for professional learning. Australian Journal of Teacher Education, 41(8), 60-83. Retrieved from http://ro.ecu.edu.au/ajte/vol41/iss8/4
Hsieh, B. (2015) The importance of orientation: Implications of professional identity on classroom practice and for professional learning. Teachers and Teaching, 21(2), 178-190. doi: 10.1080/13540602.2014.928133
Imms, W., Cleveland, B., & Fisher, K. (2016). Evaluating learning environments: Snapshots of emerging issues, methods and knowledge. Australia: Sense Publishers.
Jean-Marie, G., Sider, S., & Desir, C. (2015). Comparative international perspectives on education and social change in developing countries and Indigenous peoples in developed countries. United States: Information Age Publishing Inc.
Jones, B.D., & Skaggs, G. (2016). Measuring students' motivation: validity evidence for the MUSIC model of academic motivation inventory. International Journal for the Scholarship of Teaching and Learning, 10(1), 1-17. Retrieved from https://eric.ed.gov/?id=EJ1134527
Korpershoek, H., Harms, T., de Boer, H., van Kujik, M., & Doolaard. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. Retrieved from https://doi-org.ezproxy.uws.edu.au/10.3102/0034654315626799
Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135-157. doi: 10.1080/00131911.2013.839546
Nolan, A., & Molla, T. (2016). Teacher confidence and professional capital. Teaching and Teacher Education, 62(1), 10-18. Retrieved from https://doi.org/10.1016/j.tate.2016.11.004
NSW Department of Education. (2019). About positive behaviour for learning. Retrieved from https://pbl.schools.nsw.gov.au/about-pbl.html
NSW Department of Education and Communities. (2015). The Wellbeing Framework for Schools (Publication No. 21/04/14_16531). Retrieved from www.dec.nsw.gov.au
Owen, A.N. (2016). Forming collaborative parent-teacher relationships to increase parental involvement. (PhD thesis). Retrieved from https://digitalcommons.wustl.edu/pacs_capstones/728
Schneider, C., & Bodensohn, R. (2017). Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence. Assessment in Education: Principles, Policy & Practice, 24(2), 127-146. doi: 10.1080/0969594X.2017.1293002
Tangney, S. (2014). Student-centred learning: A humanist perspective. Teaching in Higher Education, 19(3), 266-275. doi: 10.1080/13562517.2013.860099
Veldhuis, M., Heuvel-Panhuizen, M. (2019). Supporting primary school teachers’ classroom assessment in mathematics education: Effects on student achievement. Mathematics Education Research Journal, 21(1), 1-23. Retrieved from https://doi.org/10.1007/s13394-019-00270-5
Woolfolk, A., & Margetts, K. (2016). Educational Psychology (4th ed.). Melbourne, Victoria: Pearson.
Deppeler, J., Loreman, T., & Smith, R. (2015). Teaching and learning for all. In C. Forlin (Ed.), Inclusive pedagogy across the curriculum (pp. 9-19). United Kingdom: Emerald Group Publishing Limited.
Education Services Australia. (2011). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership. Retrieved from https://www.aitsl.edu.au/docs/default-source/national-policy-framework/australian-professional-standards-for-teachers.pdf?sfvrsn=5800f33c_64
Egeberg, H.M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18. Retrieved from http://dx.doi.org/10.14221/ajte.2016v41n7.1
Fallon, L.M., McCarthy, S.R., & Sanetti, L.M. (2014). School-wide positive behavior support (SWPBS) in the classroom: Assessing perceived challenges to consistent implementation in Connecticut schools. Education and Treatment of Children, 37(1), 1-24.
Feucht, F., Brownlee, J.L., & Schraw, G. (2017). Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education. Educational Psychologist, 52(4), 234-241. doi: 10.1080/00461520.2017.1350180
Green, M.M. (2016). Preparing pre-service teachers for professional engagement through place/community pedagogies and partnerships. Australian Journal of Teacher Education, 4(11), 44-60. doi: 10.14221/ajte.2016v41n11.4
Hart, R. (2010). Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties, 15(4), pp. 353-371. doi: 10.1080/13632752.2010.523257
Henderson, L., & Jarvis, J. (2016). The gifted dimension of the Australian Professional Standards for Teachers: Implications for professional learning. Australian Journal of Teacher Education, 41(8), 60-83. Retrieved from http://ro.ecu.edu.au/ajte/vol41/iss8/4
Hsieh, B. (2015) The importance of orientation: Implications of professional identity on classroom practice and for professional learning. Teachers and Teaching, 21(2), 178-190. doi: 10.1080/13540602.2014.928133
Imms, W., Cleveland, B., & Fisher, K. (2016). Evaluating learning environments: Snapshots of emerging issues, methods and knowledge. Australia: Sense Publishers.
Jean-Marie, G., Sider, S., & Desir, C. (2015). Comparative international perspectives on education and social change in developing countries and Indigenous peoples in developed countries. United States: Information Age Publishing Inc.
Jones, B.D., & Skaggs, G. (2016). Measuring students' motivation: validity evidence for the MUSIC model of academic motivation inventory. International Journal for the Scholarship of Teaching and Learning, 10(1), 1-17. Retrieved from https://eric.ed.gov/?id=EJ1134527
Korpershoek, H., Harms, T., de Boer, H., van Kujik, M., & Doolaard. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. Retrieved from https://doi-org.ezproxy.uws.edu.au/10.3102/0034654315626799
Liu, K. (2015). Critical reflection as a framework for transformative learning in teacher education. Educational Review, 67(2), 135-157. doi: 10.1080/00131911.2013.839546
Nolan, A., & Molla, T. (2016). Teacher confidence and professional capital. Teaching and Teacher Education, 62(1), 10-18. Retrieved from https://doi.org/10.1016/j.tate.2016.11.004
NSW Department of Education. (2019). About positive behaviour for learning. Retrieved from https://pbl.schools.nsw.gov.au/about-pbl.html
NSW Department of Education and Communities. (2015). The Wellbeing Framework for Schools (Publication No. 21/04/14_16531). Retrieved from www.dec.nsw.gov.au
Owen, A.N. (2016). Forming collaborative parent-teacher relationships to increase parental involvement. (PhD thesis). Retrieved from https://digitalcommons.wustl.edu/pacs_capstones/728
Schneider, C., & Bodensohn, R. (2017). Student teachers’ appraisal of the importance of assessment in teacher education and self-reports on the development of assessment competence. Assessment in Education: Principles, Policy & Practice, 24(2), 127-146. doi: 10.1080/0969594X.2017.1293002
Tangney, S. (2014). Student-centred learning: A humanist perspective. Teaching in Higher Education, 19(3), 266-275. doi: 10.1080/13562517.2013.860099
Veldhuis, M., Heuvel-Panhuizen, M. (2019). Supporting primary school teachers’ classroom assessment in mathematics education: Effects on student achievement. Mathematics Education Research Journal, 21(1), 1-23. Retrieved from https://doi.org/10.1007/s13394-019-00270-5
Woolfolk, A., & Margetts, K. (2016). Educational Psychology (4th ed.). Melbourne, Victoria: Pearson.