Abdul Rahman, M. H., Panessai, I. Y., Noor, N. A., & Salleh, N. S. (2018). Gamification elements and their impacts on teaching and learning - A review. The International Journal of Multimedia & Its Applications, 10(6). https://doi.org/10.5121/ijma.2018.10604

Aglazor, G. (2017). The role of teaching practice in teacher education programmes: Designing framework for best practice. Global Journal of Educational Research, 16. https://doi.org/10.4314/gjedr.v16i2.4

Aina, J. K., Olanipekun, S. S., & Garuba, I. A. (2015). Teacher's effectiveness and its influence on students' learning. Advances in Social Sciences Research Journal, 2(4), 88-95. https://doi.org/10.14738/assrj.24.1082.

Al-Hattami, A. A. (2019). The perception of students and faculty staff on the role of constructive feedback. International Journal of Instruction, 12, 885-894.

Alsalhi, N. R. (2020). The effects of the use of the Know-Want-Learn strategy (KWL) on fourth grade students' achievement in science at primary stage and their attitudes towards it. EURASIA Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/115165

Alshamrani, M. S. (2019). An investigation of the advantages and disadvantages of online education [Master's thesis, Auckland University of Technology]. https://openrepository.aut.ac.nz/bitstream/handle/10292/12479/AlshamraniMS.pdf?sequence=5&isAllowed=y

Arends, R. (2015). Learning to Teach. New York City: McGraw-Hill Education.

Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current perceptions. Technology and Engineering Teacher, 70(6), 5-9.

Buckner, E., Chedda, S., & Kindreich, J. (2016, June). Teacher professional development in the UAE: What do teachers actually want? Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research. https://www.academia.edu/25943209/Teacher_Professional_Development_in_the_UAE_What_Do_Teachers_Actually_Want

Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers' and students' perspectives. Australian Journal of Educational & Developmental Psychology., 10, 145-154.

Caballero, C. L., Walker, A., & Fuller-Tyszkiewicz, M. (2010). Work readiness in graduate recruitment and selection: A review of current assessment methods. Journal of Teaching and Learning for Graduate Employability, 1, 13-25. https://doi.org/10.21153/jtlge2010vol1no1art546

Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine, 19(4).

Christopher, S. (2007, December/January). Homework: A few practice arrows. Educational Leadership, 65(4), 74-75. http://www.cpuschools.org/documents/filelibrary/parent_resources/Homework_Article_1_732EC6644823A.pdf

Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. Science Education Review, 3, 49-58.

Ehrich, J. F. (2006). Vygotskian inner speech and the reading process. Australian Journal of Educational & Developmental Psychology, 6, 12-25.

Fisher, D. (2008, December). Effective use of the Gradual Release of Responsibility Model. macmillanmh. Retrieved March 1, 2020, from https://www.macmillanmh.com/connectED/national/treasures_econsultant/assets/pdf/douglas_fisher_monograph.pdf

Fuentes, B. (2015, April 26). Ways to reduce teacher talk time. Teach Middle East. Retrieved August 28, 2020, from https://teachmiddleeastmag.com/ways-to-reduce-teacher-talk-time/

Garrison, C., & Ehringhaus, M. (n.d.). Formative and summative assessment in the classroom. Association for Middle Level Education. Retrieved April 15, 2020, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx

Gedye, S. (2015). Formative assessment and feedback: A review. Planet, 23(1), 40-45. https://doi.org/10.11120/plan.2010.00230040

Guskey, T. R. (2003, February). How classroom assessments improve learning. Educational Leadership, 60(5), 6-11. http://www.ascd.org/publications/educational-leadership/feb03/vol60/num05/How-Classroom-Assessments-Improve-Learning.aspx#:~:text=Using%20assessments%20as%20sources%20of,and%20points%20out%20the%20mistake.

Haliti, T. (2019). Teacher Talking Time VS Student Talking Time: Encouraging speaking in EFL classroom- A case study at the "Sami Frasheri" gymnasium in Prishtina. International Journal of Sciences: Basic and Applied Research (IJSBAR), 47(2), 12-21.

Hamzah, M. S., Mohamed, H. B., B, S. K., & Baki, A. R. (2008). Working commitment among trainee teachers: A meta evaluation approach. US-China Education Review, 5(10).

Hollingsworth, H., Heard, J., & Weldon, P. (2019). Communicating student learning progress. Australian Council for Educational Research. https://www.acsso.org.au/application/files/9415/7432/6065/ACER_Communicating_Student_Learning_Progress__A_Review_of_Student_Repo.pdf

Horton, T. A., & Barnett, J. A. (2008). Thematic unit planning in social studies: Make it focused and meaningful. Canadian Social Studies, 41(1).

Hughes, C. A., Riccomini, P. J., & Morris, J. R. (2018). High leverage practices for inclusive classrooms. https://doi.org/10.4324/9781315176093-20

Ling, M. (2013, January 18). Stretching and challenging learners. Oaklands College. https://static1.squarespace.com/static/54cb2e66e4b049ee78a97b14/t/54d0cf22e4b0b745f2d317f0/1422970658898/Melissa-Ling-Stretching-and-challenging-learners.pdf

Lynch, L. (2019, April 3). Challenge is a part of learning. Responsive Classroom. Retrieved August 30, 2020, from https://www.responsiveclassroom.org/challenge-is-a-part-of-learning/

Madsen, C. H., Becker, W. C., & Thomas, D. R. (1968). Rules, praise, and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis, 1(2), 139-150. https://doi.org/10.1901/jaba.1968.1-139

Marais, P. (2011). The significance of student teachers' involvement in co-curricular activities. International Journal for E-Learning Security (IJeLS), 1(2). https://infonomics-society.org/wp-content/uploads/ijels/published-papers/volume-1-2011/The-Significance-of-Student-Teachers-Involvement-in-Co-Curricular-Activities.pdf

Martínez, R. (2020, April 8). Supporting every teacher: How to teach primary-level learners online. Cambridge University Press. Retrieved October 1, 2020, from https://www.cambridge.org/elt/blog/2020/04/08/supporting-every-teacher-how-teach-primary-level-learners-online/

Mena-Marcos, J., García-Rodríguez, M.-U., & Tillema, H. (2013). Student teacher reflective writing:what does it reveal? European Journal of Teacher Education, 36(2). https://doi.org/10.1080/02619768.2012.713933

Ministry of Education. (n.d.). Ministry of Education strategic plan 2017-2021. Retrieved February 9, 2020, from https://www.moe.gov.ae/En/AboutTheMinistry/Pages/MinistryStrategy.aspx

Ministry of Education. (n.d.). United Arab Emirates: School inspection framework. Ministry of Education. https://www.moe.gov.ae/ar/importantlinks/inspection/publishingimages/frameworkbooken.pdf

Ministry of Education. (2020, March 22). Two-week distance learning initiative kicks off targeting all UAE students. United Arab Emirates Ministry of Education. Retrieved October 1, 2020, from https://www.moe.gov.ae/En/MediaCenter/News/Pages/elearning2.aspx

Ministry of Education. (2020, August 18). The domains of the forum. United Arab Emirates Ministry of Education. Retrieved October 28, 2020, from https://www.moe.gov.ae/En/ImportantLinks/AGEF/Pages/PositivityinEducation.aspx

Napper, V. S. (2012). Alignment of learning, teaching, and assessment. In N. M. Seel (Ed.), Encyclopedia of the Sciences of learning.

Nottingham, J. (2015). Challenging learning : theory, effective practice and lesson ideas to create optimal learning in the classroom.

Omomia, O. A., & Omomia, T. A. (2014). Relevance of Skinner's theory of reinforcement on effective school evaluaution and management [PDF]. European Journal of Psychological Studies, 4(4), 174-180. https://doi.org/10.13187/ejps.2014.4.174

Postholm, M. B. (2019). Dimensions and emerging themes in teaching practicum: A global perspective (M. Cakmak & M. Gunduz, Eds.). Routledge.

Ridge, N., Kippels, S., & Farah, S. (2017, April). Curriculum development in the United Arab Emirates.

Roffey, S. (2018). The secondary behaviour cookbook : strategies at your fingertips.

Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2012). Challenging high-ability students. Studies in Higher Education, 39(4), 659-679. https://doi.org/10.1080/03075079.2012.743117

Smardon, D., & Charteris, J. (2010, September 15). Dialogic and dialectic feedback collaborative dialogue for learning: What is the impact? Education-line. http://www.leeds.ac.uk/educol/documents/193530.pdf

Smith, R. S. (2008). Experiencing the process of knowledge creation: The nature and use of Inquiry-Based Learning in higher education.

Solomon-Rice, P., & Soto, G. (2009). Language modeling as an efficacious early language intervention approach with young children demonstrating complex communication needs. perspectives on augmentative and alternative communication, 18(1), 21-27. https://doi.org/10.1044/aac18.1.21

Sreena, S., & Ilankumaran, M. (2018). Developing productive skills through receptive skills – A cognitive approach. International Journal of Engineering and Technology(UAE), 7, 669-673. https://doi.org/10.14419/ijet.v7i4.36.24220

Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook for qualities of effective teachers. http://www.ascd.org/publications/books/104135/chapters/Classroom-Management-and-Organization.aspx

Tankersley, K. (2005). Literacy strategies for grades 4-12. ASCD. http://www.ascd.org/publications/books/104428/chapters/Higher-Order_Thinking.aspx

University of California. (2016). SMART goals: A how to guide. University of California. Retrieved April 29, 2020, from https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf

Vygotsky, L. S. (2017). Problema obuchenija i umstvennogo razvitija v shkol'nom vozraste [The problem of teaching and mental development at school age]. Changing English Studies in Culture and Education, 24(4), 359-371. https://doi.org/10.1080/1358684X.2017.1395165

Ward, J. R., & McCotter, S. S. (2004). Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243-257. https://doi.org/10.1016/j.tate.2004.02.004

Warwick, P. (2007). Reflective practice: Some notes on the development of the notion of professional reflection. In Reflective practice: Some notes on the development of the notion of professional reflection. University of Bristol. Retrieved August 30, 2020, from https://dera.ioe.ac.uk/13026/1/3573.pdf

Woodward, T. (2010). Planning lessons and courses. https://doi-org.ezproxy.hct.ac.ae/10.1017/CBO9780511732973

Yandell, J., & Miller, R. (2018). Differentiated instruction: Making learning relevant for every student (M. Arnold & B. Scola, Eds.) [PDF]. GoGuardian. https://cdw-prod.adobecqms.net/content/dam/cdw/on-domain-cdw/brands/goguardian/differentiated-instruction-e-book.pdf