Larkin S, Freathy R, Doney J and Freathy G (2020) Metacognition, Worldviews and Religious Education. Routledge.
Li L (2017) Social Interaction and Teacher Cognition (Studies in Social Interaction)
Wegerif R, Li L and Kaufman JC (2015) The Routledge International Handbook of Research on Teaching Thinking. Routledge.
Baumfield V, Hall E, Wall K (2013) Action Research in Education. Learning Through Practitioner Enquiry. Sage Publishing.
Wegerif R (2012) Dialogic: Education for the Internet Age. Routledge.
Craft A (2011) Creativity and Education Futures Learning in a Digital Age. Trentham.
Littleton K, Wood C and Kleine Staarman, J (2010) International Handbook of Psychology. Emerald Group Publishing.
Wegerif R (2010) Mind Expanding: Teaching for Thinking and Creativity in Primary Education. Open University Press/McGraw Hill
Larkin S (2010) Metacognition in Young Children. Routledge.
Articles, Chapters & Reports
Wegerif R, Fujita T, Doney J, Perez Linares J, Richards A, van Rhyn C (2017) Developing and trialing a measure of group thinking. Learning and Instruction, 48, 40-50. DOI.
Baumfield V (2016) Changing minds: the professional learning of teachers in a classroom community of inquiry. In (Ed) The Routledge International Handbook of Philosophy for Children, 119-126. DOI.
Baumfield V (2015). Tools for inquiry: the role of thinking skills approaches in developing pedagogy as theory. In (Ed) The Routledge International Handbook of Research on Teaching Thinking, 71-79.
Kazak S, Wegerif R, Fujita T (2015) The importance of dialogic processes to conceptual development in mathematics. Educational Studies in Mathematics, 90(2), 105-120. DOI.
Burden, RL (2014) Do they really work? Evidence for the efficacy of thinking skills approaches in affecting learning outcomes: the need for a broader perspective. In The Routledge International Handbook of Research on Teaching Thinking, edited by Wegerif R, Li L, Kaufman JC. Routledge.
Walters D (2013) Unleash your inner evaluator. School Leadership Today, 5.2.
Bell M (2012) Report on the Evaluation of the Impact of the Thinking School Approach . Report carried out by Thinking Schools International and University of Exeter evaluating the impact of the Thinking School Approach.
Wegerif R (2011) Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity. 6 (3) 179-195. DOI.
Kershner R, Warwick P, Mercer N, Kleine Staarman J (2014). Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience'. Education 3-13, 42(2), 201-216. DOI.
Pifarre M, Kleine Staarman J (2011) Wiki-Supported collaborative learning in Primary Education: Analysis of how a “dialogic space” is created for thinking together. International Journal of Computer Supported Collaborative Learning, 6(2), 187-205. DOI.
Burden RL, Chedzoy SM, Silver J (2010) Meeting the need for a systemic approach to cognitive education: The development of ‘Thinking Schools in the UK and beyond. Creative Teaching and Learning.
Kleine Staarman J (2009) The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology. Language and Education, 23(1), 79-95. DOI.
Burden RL (2009) Editorial: Thinking Goes to School. Thinking Skills and Creativity.
Mercer N, Dawes L, Kleine Staarman J (2009) Dialogic teaching in the primary science classroom. Language and Education, 23 (4), 353-369. DOI.
Burden RL (2008) ‘Illuminative Evaluation’. In B. Kelly, L. Woolfson and J. Boyle (eds) Frameworks for Practice in Educational Psychology.(pp 218-234). London: Jessica Kingsley.
Burden RL and Nichols L (2000) Evaluating the process of introducing a thinking skills programme into the secondary school curriculum. Research Papers in Education, 15:3, 293-306. DOI.
Burden RL and Williams MD (1998) Thinking through the Curriculum. London: Routledge