Riding the Reciprocal Teaching Bus. A Teacher’s Reflections on Nurturing Collaborative Learning in a School Culture Obsessed by Results

References

• Ball, S. 2013. Foucault, Power, and Education. London: Routledge.
   Google Scholar
• Barton, D. 2007. Literacy: An Introduction to the Ecology of Written Language. 2nd ed. Oxford: Blackwell Publishing.
   Google Scholar
• Beck, A. 2005. “Critical Literacy in the Classroom.” Thinking Classroom 6 (3): 3–9.
   Google Scholar
• Claro, S., D. Paunesku, and C. Dweck. 2016. “Growth Mindset Tempers the Effects of Poverty on Academic Achievement.” Proceedings of the National Academy of Sciences of the United States of America 113 (31): 8664–8668.10.1073/pnas.1608207113
   PubMed Web of Science ®Google Scholar
• Coombs, D. 2016. “Exceeding Their Limits: Motivating Readers through Literacy Communities.” English Leadership Quarterly 39 (2): 3–6 39(2), 3-6.
   Google Scholar
• Craft, A., and B. Jeffrey. 2008. “Creativity and Performativity in Teaching and Learning: Tensions, Dilemmas, Constraints, Accommodations and Synthesis.” British Educational Research 34 (5): 577–584. doi:10.1080/01411920802223842.
   Web of Science ®Google Scholar
• Cremin, T., M. Mottram, F. Collins, S. Powell, and K. Safford. 2009. “Teachers as Readers: Building Communities of Readers.” Literacy 43 (1): 11–19.
   Web of Science ®Google Scholar
• English and Media Centre. 2008. English Allsorts. 1st ed. London: English and Media Centre.
   Google Scholar
• Fischer Family Trust Literacy. 2018. Reciprocal Reading. Accessed January 22, 2018. http://www.literacy.fischertrust.org/index.php/reciprocalreading
   Google Scholar
• Foucault, M. (1977) 1995. Discipline and Punish: The Birth of the Prison 2nd ed Translated by A. Sheridan New York: Vintage books.
   Google Scholar
• Freire, P. 2014. Pedagogy of the Oppressed . 30th Anniversary Ed. USA: S.l.: Bloomsbury Publishing.
   Google Scholar
• Freire, P., and D. Macedo. 2005. Literacy: Reading the Word and the World. London: Routledge.
   Google Scholar
• Gaskins, I. 1998. “There’s More to Teaching at-Risk and Delayed Readers than Good Reading Instruction.” Read. Teach. 51: 534–547.
   Web of Science ®Google Scholar
• Google images. 2018. Google Images for Reciprocal Teaching. [Online] Accessed February 26, 2018. https://www.google.co.uk/search?q=google±images±for±reciprocal±teaching&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwiL9bO-jcTZAhWhAcAKHb1CDsUQsAQIKA&biw=2029&bih=944
   Google Scholar
• Graham, L. J. 2005. “Discourse Analysis and the Critical Use of Foucault.” The Australian Association of Research in Education Annual Conference, Parramatta, Sydney: Faculty of Education.
   Google Scholar
• Jeffrey, B., and G. Troman. 2012. “The Construction of Performative Identities.” In Performativity in UK Education, edited by B. T. Jeffrey, 167–198. Stroud, UK: E&E Publishing.
   Google Scholar
• Jones, K. 2016. Education in Britain: 1944 to the Present. 2nd ed. Cambridge: Polity Press.
   Google Scholar
• Kucirkova, N., K. Littleton, and T. Cremin. 2017. “Young Children’s Reading for Pleasure with Digital Books: Six Key Facets of Engagement.” Cambridge Journal of Education 47 (1): 67–84.10.1080/0305764X.2015.1118441
   Web of Science ®Google Scholar
• Marshall, B. 2003. “The Write Kind of Knowledge in English.” English Teaching 2 (3): 83.
   Google Scholar
• Marshall, B., and M. Drummond. 2006. “How Teachers Engage with Assessment for Learning: Lessons from the Classroom.” Research Papers in Education 21 (2): 133–149. doi:10.1080/02671520600615638.
   Web of Science ®Google Scholar
• McHoul, A., and W. Grace. 2002. A Foucault Primer: Discourse, Power and the Subject. London: Routledge.
   Google Scholar
• Palincsar, A., and A. Brown. 1984. “Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities.” Cognition and Instruction 1 (2): 117–175. http://www.jstor.org/stable/3233567
   Google Scholar
• Petty, G. 2014. Evidence Based Teaching: A Practical Approach. 2nd ed. Oxford: Oxford University Press.
   Google Scholar
• Roberts, J. 2016. “The ‘More Capable Peer’: Approaches to Collaborative Learning in a Mixed-Ability Classroom.” Changing English 23 (1): 42–51.10.1080/1358684X.2015.1133765
   Web of Science ®Google Scholar
• Rogers, M. 2012. “Contextualising Theories and Practice of Bricolage Research.” The Qualitative Report 17: 1–17. http://www.nova.edu/ssss/QR/QR17/rogers.pdf
   Google Scholar
• Schunk, D., and B. Zimmerman. 2008. Motivation and Self-Regulated Learning: Theory, Research, and Applications. New York, NY: Lawrence Erlbaum Associates.
   Google Scholar
• Smidt, S. 2015. An ABC of Early Childhood Education: A Guide to Some of the Key Issues. London: Routledge.
   Google Scholar
• Street, B. 2011. “Street, B.V., 2011. Literacy Inequalities in Theory and Practice: The Power to Name and Define.” International Journal of Educational Development 31: 580–586. doi:10.1016/j.ijedudev.2010.09.005.
   Web of Science ®Google Scholar
• Vygotsky, L. 1962. Thought and Language 1st ed. Translated by G. V. E. Hanfmann. The Massachusetts Institute of Technology.10.1037/11193-000
   Google Scholar
• Vygotsky, L. 1978. The Mind in Society. Edited by M. Cole. New York: Harvard University Press.
   Google Scholar
• Watkins, C. 2003. Learning: A Sense Maker’s Guide. London: Institute of Education; Association of Teachers and Lecturers. https://www.ioe.ac.uk/about/documents/Watkins_03_Learning.pdf
   Google Scholar
• Watkins, C. 2010. Learning, Performance and Improvement. Research Matters. London: London Institute of Education. https://www.researchgate.net/profile/Chris_Watkins5/publication/257936773_Learning_Performance_and_Improvement_Research_Matters_series_No_34/links/0c96052656ef9d4fe4000000/Learning-Performance-and-Improvement-Research-Matters-series-No-34.pdf
   Google Scholar
• Yandell, J. 2013. The Social Construction of Meaning: Reading Literature in Urban English Classrooms. London: Routledge.
   Google Scholar