BrainyardEdward (2001), ‘Classroom management: Seventy-three suggestions for secondary school teachers’, Clearing House74 (4), 207.
2.
BrophyJ. (2000), ‘Teacher behavior and student outcomes’, in SmelserN.BaltesP. (eds), International Encyclopedia of the Social and Behavioral Sciences, New York: Pergamon Press.
3.
CalderI.GrieveA. (2004), ‘Working with other adults: What teachers need to know’, Educational Studies30 (2), 113–26.
4.
ClarkeShirley (2003), Enriching Feedback in the Primary Classroom, London: Hodder & Stoughton.
5.
IngramPatreese D. (1997), ‘Leadership behaviours of principals in inclusive educational settings’, Journal of Educational Administration35 (5), 411–27.
6.
MisumiJ. (1959) ‘Experimental studies on “group dynamics” in Japan’, Psychologia2, 229–35.
7.
MisumiJ.TasakiT. (1965), ‘A study on the effectiveness of supervisory patterns in a Japanese hierarchical organisation’, Japanese Psychological Research7 (4), 151–62.
8.
OrangeCarolyn (2000), ‘Twenty-five biggest mistakes teachers make and how to avoid them’, on-line abstract from ERIC, ED 449133, ISBN 0 7619 7517 9.
9.
PaiseyA. (1975), The Behavioural Strategy of Teachers in Britain and the United States, Slough: NFER.
10.
UrsbergMaria (1996), ‘The promising meeting: A study of leisure-time teachers' attitude and behaviour in interplay with groups of children under the auspices of school-age child care’, Studia Psychologica et PaedagogicaCXXII, Stockholm: Gleerup.
11.
VeenmanSimon (1984), ‘Perceived problems of beginning teachers’, Review of Educational Research54 (2), 143–78.