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 North Cloisters 

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Research

Research grants

  • 2021 European Commission
    The "INSIDE" is an innovative project which focuses on social inclusion of Special Education Needs(SEN) students, strengthening the profile of the teaching profession and innovative practices for the target group of SEN teachers, parents and students in a digital era. The project is coordinated by Antalya Provincial Directory of National Education(AMONE) within the partnership of Akdeniz University(AU), The University of Exeter(UNEXE), The University of the Basque Country (UPV/EHU), The University College Dublin and AIJU Research Institute. Our main objectives are; *to strengthen the strategic and structured cooperation between higher education institutions, *to enable SEN teachers to embrace an innovative Digi-holistic teaching Module in classes, *to develop high-quality early childhood education systems (in line with the ECEC Council Recommendation) with regards to teaching-learning materials, *to enable SEN students with Mild Intellectual Disabilities(MID) to acquire 'Social adaptation skills' through innovative digital content, *to create free digital-educational resources with a creative commons license, *to adapt to digital changes in education at the organizational level, *to increase SEN teachers' and SEN parents' pro-European minded digital literacy skills and increase awareness for digital inclusion of the disabled in the society, *to support the development of recommendation policy on digital inclusion in SEN
  • 2020 British Educational Research Association (BERA)
    Education Research in the UK: A literature review to understand the structures and processes that influence research activities in the UK
  • 2019 European Commission
    The main purpose of the SPISEY project is to contribute to the implementation of the European strategy about early school leaving, the Inclusion and Diversity Strategy and the Pillar of Social Rights, especially focusing on school opportunities to a) offer high quality and inclusive education for all from early age, b) improve the transition process between lower and upper secondary / qualifying youth education, especially for those young students with learning difficulties and / or risk of social exclusion and c) improve employment prospects for young citizens with learning difficulties. Special attention will be given to youngsters in the transition between lower and upper secondary education / qualifying youth education, as many youngsters with learning difficulties and a higher risk of social exclusion drop out of school system at that moment in life.
  • 2018 Education Endowment Foundation
    EEF - Review of Evidence on Behaviour

Publications

Key publications | Publications by category | Publications by year

Key publications


Mathews F, Newlove-Delgado T, Finning K, Boyle C, Hayes R, Johnston P, Ford T (2020). Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health, TBC(TBC). Abstract.
Anderson J, Boyle C (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810. Abstract.
Miles O, Boyle C, Richards A (2019). The social experiences and sense of belonging in adolescent females with Autism in mainstream school. Educational and Child Psychology, 36(4), 8-21. Abstract.
Boyle C, McKay K (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
Hoskin J, Boyle C, Anderson J (2015). Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia. Teachers and Teaching: Theory and Practice, 21(8), 974-989. Abstract.

Publications by category


Books

Boyle C, Anderson J, Page A, Mavropoulou S (eds)(2020). Inclusive education: Global Issues & Controversies. Rotterdam, Brill. Abstract.
Allen KA, Boyle C, Roffey S (2019). Editorial.
Boyle C (eds)(2018). Pathways to Belonging: Contemporary Perspectives of School Belonging. Abstract.
Boyle C, Chodkiewicz AR (2015). Believing you can is the first step to achieving. A CBT and Attribution Retraining Program to improve self-belief in students aged 8-12. London, Jessica Kingsley. Abstract.
Zhang H, Chan PWK, Boyle C (2014). Equality in education: Fairness and inclusion. Abstract.
Boyle C, Gamble N (2014). Ethical Practice in Applied Psychology. Abstract.
Boyle C (2013). Introduction: Improving learning and participation in the 21<sup>st</sup> century educational environment.
Boyle C (2013). Student learning: Improving practice. Abstract.
Boyle C, Topping K (2012). What Works in Inclusion?., McGraw-Hill Education (UK). Abstract.

Journal articles

Boyle C (In Press). Attitudes towards inclusion scale adjusted (TAISA). PsycTests
Boyle C, Bishop DVM, Snowling, MJ, Thompson PA (In Press). CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. Journal of Child Psychology and Psychiatry
Abdollahi A, Azadfar Z, Boyle C, Allen KA (2021). Correction to: Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran (Journal of Religion and Health, (2021), 60, 5, (3606-3619), 10.1007/s10943-021-01362-y). Journal of Religion and Health, 60(5). Abstract.
Page A, Charteris J, Anderson J, Boyle C (2021). Fostering school connectedness online for students with special educational needs: Inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education Abstract.
Sharif Nia H, Mohammadinezhad M, Allen KA, Boyle C, Pahlevan Sharif S, Rahmatpour P (2021). Psychometric evaluation of the Persian version of the spiritual well-being scale (SWBS) in Iranian patients with cancer. Palliat Support Care, 1-9. Abstract.  Author URL.
Abdollahi A, Azadfar Z, Boyle C, Allen KA (2021). Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran. Journal of Religion and Health, 60(5), 3606-3619. Abstract.
Page A, Charteris J, Anderson J, Boyle C (2021). Seven great ways to connect with students during snap lockdowns. EduResearch Matters Abstract.
Laszlo J (2021). Shuggie Bain. British Dental Journal, 231(4), 207-207.
Boyle C (2021). Shuggie Bain. PSYCHOLOGIST, 34, 80-81. Author URL.
Boyle C (2021). The hope and tragedy of poverty. Psychologist, 34(7), 80-83.
Boyle C (2021). The hope and tragedy of poverty: Review of Shuggie Bain by Douglas Stuart. The Psychologist, 34(8), 80-81. Abstract.
Stentiford L, Koutsouris G, Boyle C, Jindal-Snape D, Salazar Rivera J, Benham-Clarke S (2021). The structures and processes governing education research in the UK from 1990-2020: a systematic scoping review. Review of Education, 9(3).
Wilson MSJ, Vaughan-Shaw P, Boyle C, Yong GL, Oglesby S, Skipworth R, Lamb P, Griffiths EAT, Attwood SEA (2020). A Modified AUGIS Delphi Process to Establish Future Research Priorities in Benign Upper Gastrointestinal Surgery. World Journal of Surgery, 44(4), 1216-1222. Abstract.
Wilson MS, Blencowe NS, Boyle C, Knight SR, Petty R, Vohra RS, Underwood TJ (2020). A modified Delphi process to establish future research priorities in malignant oesophagogastric surgery. Surgeon, 18(6), 321-326. Abstract.
(2020). Eclecticism, Diversity and the Practice of Educational and Developmental Psychology. The Australian Educational and Developmental Psychologist, 30(2), iii-iv.
Gamble N, Boyle C, Morris ZA (2020). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
Nia HS, Goudarzian AH, Shahrokhi A, Boyle C, Wilson MSJ, Hosseinigolafshani SZ (2020). Psychometric properties of End-of-Life Caregiving Experience Appraisal Scale: Iranian critical care nurses. Nursing in Critical Care, 25(5), 269-276. Abstract.
Ali-Abadi T, Talepasand S, Boyle C, Sharif Nia H (2020). Psychometric properties of the Baruth Protective Factors Inventory among nursing students. PLOS ONE, 15(6), e0233760-e0233760.
Mathews F, Newlove-Delgado T, Finning K, Boyle C, Hayes R, Johnston P, Ford T (2020). Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health, TBC(TBC). Abstract.
Salazar Rivera J, Boyle C (2020). The Differing Tiers of School-Based Occupational Therapy Support: a Pilot Study of Schools in England. Journal of Occupational Therapy, Schools, and Early Intervention, 13(3), 264-282. Abstract.
Xiao Z, Henley W, Boyle C, Gao Y, Dillon J (2020). The Face Mask and the Embodiment of Stigma.  Abstract.  Author URL.
Boyle C (2020). The Future is Bright: the Future is Educational and Developmental Psychology. The Australian Educational and Developmental Psychologist, 30(1), ii-iii.
Boyle C, Anderson J (2020). The Justification for Inclusive Education in Australia. Prospects, 49(3-4), 203-217. Abstract.
Nazari R, Boyle C, Panjoo M, Salehpour-Omran M, Nia H, Yaghoobzadeh A (2020). The changes of endotracheal tube cuff pressure during manual and intermittent controlling in intensive care units. Iranian Journal of Nursing and Midwifery Research, 25(1), 71-75. Abstract.
Boyle C, Koutsouris G, Salla Mateu A, Anderson J (2020). The matter of ‘evidence’ in the inclusive education debate. The Oxford Research Encyclopedia of Education Abstract.
Boyle C (2020). ‘The presents were there – but no dead Santa’. The Psychologist Abstract.
Wilson M, Knight S, Boyle C (2019). A modified AUGIS/BOMSS Delphi process to establish research priorities in bariatric and metabolic surgery. Clinical Obesity, 10(1), 1216-1222. Abstract.
Allen K-A, Boyle C, Roffey S (2019). Creating a culture of belonging in a school context. Educational and Child Psychology, 36, 5-7.
Almazan JU, Albougami AS, Alamri MS, Colet PC, Adolfo CS, Allen K, Gravoso R, Boyle C (2019). Disaster-related resiliency theory among older adults who survived Typhoon Haiyan. International Journal of Disaster Risk Reduction, 35 Abstract.
Anderson J, Boyle C (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810. Abstract.
Roffey S, Boyle C, Allen K-A (2019). School Belonging – Why are our students longing to belong to school?. Educational and Child Psychology, 36, 6-8.
Goudarzian AH, Boyle C, Beik S, Jafari A, Bagheri Nesami M, Taebi M, Zamani F (2019). Self-Care in Iranian Cancer Patients: the Role of Religious Coping. Journal of Religion and Health, 58(1), 259-270. Abstract.
Boyle C (2019). The myth of Santa and learning from others. npj Science of Learning Abstract.
Miles O, Boyle C, Richards A (2019). The social experiences and sense of belonging in adolescent females with Autism in mainstream school. Educational and Child Psychology, 36(4), 8-21. Abstract.
Boyle C (2018). Denying to the Grave: Why We Ignore the Facts That Will Save Us. PSYCHOLOGIST, 31, 79-79. Author URL.
Boyle C, shield W (2018). How to deliver the mental health services that young people desperately need. The Conversation Abstract.
Boyle C, Shield W (2018). Providing mental health support in schools. Psychologist, 31(8).
Nia HS, Sharif SP, Froelicher ES, Boyle C, Goudarzian AH, Yaghoobzadeh A, Oskouie F (2018). Psychometric Evaluation of a Persian Version of the Cardiac Depression Scale in Iranian Patients with Acute Myocardial Infarction. Journal of Nursing Measurement, 26, 1-15.
Page A, Boyle C, McKay K, Mavropoulou S (2018). Teacher perceptions of inclusive education in the Cook Islands. Asia-Pacific Journal of Teacher Education, 47, 81-94.
Hatef M, Nia HS, Boyle C, Shafipour V (2018). The validity and reliability of the Exercise Self-Efficacy Scale in a sample of hemodialysis patients. Journal of Nursing Measurement, 26, 566-578.
Bosnjak A, Boyle C, Chodkiewicz AR (2017). An Intervention to Retrain Attributions Using CBT: a Pilot Study. Educational and Developmental Psychologist, 34(1), 19-30. Abstract.
Ganshorn H (2017). Denying to the Grave: Why We Ignore the Facts that Will Save Us. Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada, 38(2), 51-52.
Nia HS, Sharif SP, Lehto RH, Boyle C, Yaghoobzadeh A, Kaveh H, Goudarzian AH (2017). Development and Psychometric Evaluation of a Persian Version of the Death Depression Scale- Revised: a Cross-Cultural Adaptation in Patients with End-Stage Cancer. Japanese Journal of Clinical Oncology, 47, 713-719.
Arishi A, Boyle C (2017). Inclusive Education and the Politics of Difference: Considering the Effectiveness of Labelling in Special Education. Educational and Child Psychology, 34, 9-19.
Lauchlan F, Boyle C, Gibbs S, Resing W (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T, Adams C, Archibald L, Baird G, Bauer A, Bellair J, Boyle C, et al (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080.
Boyle C (2017). Progressive Educational and Developmental Psychology. The Educational and Developmental Psychologist, 34, i-ii.
Algraigray H, Boyle C (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
Nia HS, Sharif SP, Boyle C, Yaghoobzadeh A, Tahmasbi B, Rassool GH, Taebei M, Soleimani MA (2017). The factor structure of the spiritual well-being scale in veterans experiencing chemical weapon exposure. Journal of Religion and Health, 57, 596-608.
Heravi-Karimooi M, Bandpey BE, Rejeh N, Nia HS, Boyle C, Torkmandi H (2017). The use of text messaging for the improvement of occupational health among nurses in an intensive care unit: a clinical trial. Journal of Technology in Behavioral Science, 18, 6-68.
Boyle C, McKay K (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
Bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T (2016). CATALISE: a Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE, 11(7), e0158753-e0158753.
Chodkiewicz AR, Boyle C (2016). Context and Implications Document for: Positive psychology school-based interventions: a reflection on current success and future directions. Review of Education, 5(1), 87-90.
Allen K, Boyle C (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
Chodkiewicz AR, Boyle C (2016). Positive psychology school-based interventions: a reflection on current success and future directions. Review of Education, 5(1), 60-86.
Chodkiewicz AR, Boyle C (2016). Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioral therapy: a pilot study. School Psychology International, 37(5), 519-535. Abstract.
McKay K, Boyle C (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713.
Mowbray T, Boyle C, Jacobs K (2015). Impact of Item Orientation on the Structural Validity of Self-Report Measures: an Investigation Using the TAI-G in an Australian Sample. Journal of Psychoeducational Assessment, 33(3), 278-290. Abstract.
Boyle C, Sharma U (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
Anderson J, Boyle C (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. Abstract.
Hoskin J, Boyle C, Anderson J (2015). Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia. Teachers and Teaching: Theory and Practice, 21(8), 974-989. Abstract.
Boyle C (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii. Abstract.
Boyle C (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1).
Beasley E, Brooker J, Warren N, Fletcher J, Boyle C, Ventura A, Burney S (2015). The lived experience of volunteering in a palliative care biography service. Palliative and Supportive Care, 13(5), 1417-1425. Abstract.
Mowbray T, Jacobs K, Boyle C (2015). Validity of the German Test Anxiety Inventory (TAI-G) in an Australian sample. Australian Journal of Psychology, 67(2), 121-129. Abstract.
Kraska J, Boyle C (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education, 42(3), 228-246. Abstract.
Boyle C (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2).
Chodkiewicz AR, Boyle C (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process. Educational Psychology in Practice, 30(1), 78-87. Abstract.
Gunasekera S, Houghton S, Glasgow K, Boyle C (2014). From stability to mobility: African secondary school aged adolescents' transition to mainstream schooling. Australian Educational and Developmental Psychologist, 31(1), 1-17. Abstract.
Zhang H (2014). New results on the positive pseudo almost periodic solutions for a generalized model of hematopoiesis. ELECTRONIC JOURNAL OF QUALITATIVE THEORY OF DIFFERENTIAL EQUATIONS(24), 1-10. Author URL.
Varcoe L, Boyle C (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337. Abstract.
Boyle C (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1).
Boyle C (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv.
Lauchlan F, Boyle C (2014). To label or not to label: is this the question? Commentary on Bishop, D.V.M. Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381-415.
Costello S, Boyle C (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143. Abstract.
Boyle C, Topping K, Jindal-Snape D (2013). Teachers attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527-542. Abstract.
Boyle C (2012). Australian Educational Psychology with an International Focus. The Australian Educational and Developmental Psychologist, 29(1), ii-ii. Abstract.
Boyle C, Jindal-Snape D (2012). Visual-perceptual difficulties and the impact on children's learning: are teachers missing the page?. Support for Learning, 27(4), 166-171.
Boyle C (2012). Vygotsky’s legacy: a foundation for research and practise. Educational Psychology, 32(5), 679-680.
BOYLE C, SCRIVEN B, DURNING S, DOWNES C (2011). Facilitating the learning of all students: the ‘professional positive’ of inclusive practice in Australian primary schools. Support for Learning, 26(2), 72-78.
Hardy I, Boyle C (2011). My School? Critiquing the abstraction and quantification of Education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222.
Boyle C, Topping K, Jindal-Snape D, Norwich B (2011). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International (in press)
BOYLE C, LAUCHLAN F (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73.
Boyle C (2009). A Lifetime of Intelligence. Follow-Up Studies of the Scottish Mental Surveys of 1932 and 1947. PSYCHOLOGIST, 22(10), 857-857. Author URL.
Boyle C, Lauchlan F (2009). Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71-84.
Toland J, Boyle C (2008). Applying Cognitive Behavioural Methods to Retrain Children's Attributions for Success and Failure in Learning. School Psychology International, 29(3), 286-302. Abstract.
Davidson AL, Boyle C, Lauchlan F (2008). Errata. Journal of Clinical Psychology, 64(6), 789-789.
Boyle C (2008). Marvelous Minds: the Discovery of What Children Know. PSYCHOLOGIST, 21(10), 861-861. Author URL.
Boyle CM (2007). An analysis of the efficacy of a motor skills training programme for young people with Moderate Learning Difficulties. International Journal of Special Education, 22(1), 11-24. Abstract.
Boyle C (2007). Book Review: Breaking the Cycle of Educational Alienation. A Multi-professional Approach. Educational Psychology in Practice, 23, 196-197.
Boyle C (2007). Educational testing: a competence based approach. PSYCHOLOGIST, 20(12), 750-750. Author URL.
Boyle C (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law(OCT.), 1423-1434. Abstract.
LAUCHLAN F, BOYLE C (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
Davidson AL, Boyle C, Lauchlan F (2007). Scared to lose control? General and health locus of control in females with a phobia of vomiting. Journal of Clinical Psychology, 64(1), 30-39.
Boyle C (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44. Abstract.
Rae T (2006). Good Choices: Teaching Young People Aged 8 to 11 to Make Positive Decisions about Their Own Lives.

Chapters

Boyle C (In Press). A Comparative Overview of Educational Psychology Across Continents. In  (Ed) The Routledge International Companion to Educational Psychology, Routledge.
Gamble N, Boyle C (2021). Appropriate staff and student relationships policy. In  (Ed) Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders, 88-94.
Anderson J, Boyle C (2020). Including into what? Reigniting the ‘good education’ debate in an age of diversity. In  (Ed) Inclusive education: Global Issues & Controversies, Leiden: Brill, 15-34.  Abstract.
Anderson J, Boyle C (2020). Including into what? Reigniting the ‘good education’ debate in an age of diversity’. In  (Ed) Inclusive education: Global Issues & Controversies, Leiden: Brill, 15-34.  Abstract.
Boyle C, Anderson J (2020). Inclusive Education and. the Progressive Inclusionists. In  (Ed) The Oxford Research Encyclopedia of Education, New York: Oxford University Press. Abstract.
Anderson J, Boyle C, Page A, Mavropoulou S (2020). Inclusive education: an enigma of ‘wicked proportions’. In  (Ed) Inclusive Education: Issues and Controversies, Rotterdam: Brill. Abstract.
Lauchlan F, Boyle C (2020). Labeling and Inclusive Education. In  (Ed) Oxford Research Encyclopedia of Education, New York: Oxford University Press. Abstract.
Boyle C, Anderson J, Allen K-A (2020). The importance of teacher attitudes to inclusive education. In  (Ed) Inclusive education: Global issues & controversies127, Leiden: Brill, 127-146.  Abstract.
Boyle C, Anderson J, Page A, Mavropoulou S (2020). The perpetual dilemma of inclusive education. In  (Ed) Inclusive education: Global Issues & Controversies.  Abstract.
Jindal-Snape D, Mays D, Boyle C (2020). Transitions of Children with Additional Support Needs across Stages. In  (Ed) Inclusive Education: Global Issues & Controversies, Rotterdam: Brill, 163-178.  Abstract.
Gaintza Z, Darretxe L, Boyle C (2020). Understanding Inclusive Education in the Basque Country. In  (Ed) Inclusive education: Global issues & controversies, Brill, 234-249.  Abstract.
Allen K-A, Boyle C, Lauchlan F (2020). Using social skills training to enhance inclusion for students with ASD in mainstream schools. In  (Ed) Inclusive education: Global issues & controversies, Leiden: Brill, 202-215.  Abstract.
Mays D, Jindal-Snape D, Wichmann M, Boyle C (2019). Educational transitions and inclusion [Published in German: Schulische Übergänge und Inklusion]. In Stein R, Link P-C, Hascher P (Eds.) Early educational inclusion and transitions [Published in German: frühpädagogische inklusion und übergänge], Berlin: Franke & Timme, 369-387.  Abstract.
Boyle C, Roffey S (2018). BELIEF, BELONGING AND THE ROLE OF SCHOOLS IN REDUCING THE RISK OF HOME-GROWN EXTREMISM. In  (Ed) Pathways to school belonging. Contemporary research in school belonging, Leiden: Brill. Abstract.
Mays D, Franke S, Metzner F, Boyle C, Jindal-Snape D, Schneider L, Zielemanss H, Pawils S, Wichmann M (2018). SCHOOL BELONGING AND SUCCESSFUL TRANSITION PRACTICE. Academic Self-Concept, Belonging and Achievement Motivation in Primary School Students. In  (Ed) Pathways to school belonging. Contemporary research in school belonging, Leiden: Brill. Abstract.
Parkins W, Boyle C, Anderson J (2018). Social and interpersonal development in schools. In  (Ed) Education for Inclusion and Diversity, Pearson, 97-133.  Abstract.
Allen K-A, Boyle C (2018). The Varied pathways to belonging. In  (Ed) Pathways to school belonging, Boston: Brill, 1-1.  Abstract.
Boyle C, Allen K-A (2018). The path least followed: moving into the future of school belonging research and towards clearer interventions. In  (Ed) Pathways to school belonging, Boston: Brill, 219-224.  Abstract.
Boyle C, Lauchlan F (2017). A comparative overview of Educational Psychology across continents. In  (Ed) The Routledge International Companion to Educational Psychology, London: Routledge, 31-40.  Abstract.
Boyle C (2015). Social and interpersonal development in schools. In  (Ed) Education for inclusion and diversity, Pearson.
Boyle C, Zhang H, Chan PWK (2014). Closing the gap: the move to equality in education. In  (Ed) Equality in Education: Fairness and Inclusion, 217-222.  Abstract.
Boyle C (2014). Ethical considerations for practising psychologists in Australia. In  (Ed) Exploring the dynamics of ethics in practice: Personal, professional and interprofessional dilemmas, Bristol: Policy Press, 167-179.  Abstract.
Boyle C (2014). Labelling in special education: Where do the benefits lie?. In  (Ed) The Routledge International Companion to Educational Psychology, London: Routledge, 213-221.  Abstract.
Zhang H, Chan PWK, Boyle C (2014). Opening Pandora's box: Exploring inequalities in education. In  (Ed) Equality in Education: Fairness and Inclusion, 1-6.  Abstract.
Boyle C (2014). Professional and interprofessional ethical considerations for practising psychologists in Australia. In  (Ed) Exploring the Dynamics of Personal, Professional and Interprofessional Ethics, 167-184.
Boyle C, Heimans S (2014). Take action or do nothing: the educational dilemma of the teacher. In  (Ed) Equality in Education: Fairness and Inclusion, 51-57.  Abstract.
Anderson J, Boyle C, Deppeler J (2014). The ecology of inclusive education: Reconceptualising bronfenbrenner. In  (Ed) Equality in Education: Fairness and Inclusion, 23-34.  Abstract.
boyle C (2014). ‘What’s the score’ with school psychology: Do we carry on regardless or is there any added value?. In  (Ed) Psychology in Education: Critical theory and practice, Rotterdam: Sense Publishers, 83-94.  Abstract.
Koles JE, Boyle C (2013). Future direction of attribution retraining for students with learning difficults: a review. In  (Ed) Student Learning: Improving Practice, 13-29.  Abstract.
Boyle C, Anderson J (2013). Leadership for inclusion: Education policy to school practice. In  (Ed) Teaching innovations supporting student outcomes in the 21st Century, 124-137.  Abstract.
Boyle C (2011). Digital Interaction: Learning and Social Communication in the Information Age. In  (Ed) Education for a Digital World 2.0: Innovations in Education, v. 1, 71-88.  Abstract.

Reports

Boyle C, Stentiford L, Koutsouris G, Jindal-Snape D, Benham-Clarke S, Salazar Rivera J (2021). A systematic scoping review of the literature on the structures and processes that influence research activities in the UK. British Educational Research Association (BERA),  https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Evidence Review. Education Endowment Foundation.  Author URL.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Guidance Report. Abstract.
Boyle C (2016). Access and Inclusion of Children and their Families in Moree, NSW. Ageing Disability and Home Care (ADHC), New South Wales, Australia,  Sydney, NSW, Northcott Disability. 69 pages.  Abstract.

Publications by year


In Press

Boyle C (In Press). A Comparative Overview of Educational Psychology Across Continents. In  (Ed) The Routledge International Companion to Educational Psychology, Routledge.
Boyle C (In Press). Attitudes towards inclusion scale adjusted (TAISA). PsycTests
Boyle C, Bishop DVM, Snowling, MJ, Thompson PA (In Press). CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. Journal of Child Psychology and Psychiatry

2021

Hatcher S (2021). A mixed-methods exploration of the mental health related help-seeking of young people attending post-16 settings in the South West of England.  Abstract.
Hatcher S (2021). A mixed-methods exploration of the mental health related help-seeking of young people attending post-16 settings in the South West of England.  Abstract.
Boyle C, Stentiford L, Koutsouris G, Jindal-Snape D, Benham-Clarke S, Salazar Rivera J (2021). A systematic scoping review of the literature on the structures and processes that influence research activities in the UK. British Educational Research Association (BERA),  https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review.
Gamble N, Boyle C (2021). Appropriate staff and student relationships policy. In  (Ed) Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders, 88-94.
Abdollahi A, Azadfar Z, Boyle C, Allen KA (2021). Correction to: Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran (Journal of Religion and Health, (2021), 60, 5, (3606-3619), 10.1007/s10943-021-01362-y). Journal of Religion and Health, 60(5). Abstract.
Page A, Charteris J, Anderson J, Boyle C (2021). Fostering school connectedness online for students with special educational needs: Inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education Abstract.
Alshehri M (2021). Lower-level Processes of L2 Reading Comprehension: Linguistic Knowledge and Processing Skills in Arabic-Speaking Readers of English as a Foreign Language.  Abstract.
Warren T (2021). Parents’ perspectives on the policy and practice of inclusive education in Dubai private schools.  Abstract.
Sharif Nia H, Mohammadinezhad M, Allen KA, Boyle C, Pahlevan Sharif S, Rahmatpour P (2021). Psychometric evaluation of the Persian version of the spiritual well-being scale (SWBS) in Iranian patients with cancer. Palliat Support Care, 1-9. Abstract.  Author URL.
Abdollahi A, Azadfar Z, Boyle C, Allen KA (2021). Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran. Journal of Religion and Health, 60(5), 3606-3619. Abstract.
Lissack K (2021). School attendance difficulties: an exploration of perceived barriers to attendance and the support offered for non-attendance from the perspectives of parents and school staff.  Abstract.
Lissack K (2021). School attendance difficulties: an exploration of perceived barriers to attendance and the support offered for non-attendance from the perspectives of parents and school staff.  Abstract.
Page A, Charteris J, Anderson J, Boyle C (2021). Seven great ways to connect with students during snap lockdowns. EduResearch Matters Abstract.
Laszlo J (2021). Shuggie Bain. British Dental Journal, 231(4), 207-207.
Boyle C (2021). Shuggie Bain. PSYCHOLOGIST, 34, 80-81. Author URL.
Boyle C (2021). The hope and tragedy of poverty. Psychologist, 34(7), 80-83.
Boyle C (2021). The hope and tragedy of poverty: Review of Shuggie Bain by Douglas Stuart. The Psychologist, 34(8), 80-81. Abstract.
Stentiford L, Koutsouris G, Boyle C, Jindal-Snape D, Salazar Rivera J, Benham-Clarke S (2021). The structures and processes governing education research in the UK from 1990-2020: a systematic scoping review. Review of Education, 9(3).

2020

Wilson MSJ, Vaughan-Shaw P, Boyle C, Yong GL, Oglesby S, Skipworth R, Lamb P, Griffiths EAT, Attwood SEA (2020). A Modified AUGIS Delphi Process to Establish Future Research Priorities in Benign Upper Gastrointestinal Surgery. World Journal of Surgery, 44(4), 1216-1222. Abstract.
Wilson MS, Blencowe NS, Boyle C, Knight SR, Petty R, Vohra RS, Underwood TJ (2020). A modified Delphi process to establish future research priorities in malignant oesophagogastric surgery. Surgeon, 18(6), 321-326. Abstract.
(2020). Eclecticism, Diversity and the Practice of Educational and Developmental Psychology. The Australian Educational and Developmental Psychologist, 30(2), iii-iv.
Gamble N, Boyle C, Morris ZA (2020). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
Baynton H (2020). Exploring School Motives, Parent Experiences, and the Consequences of ‘Off-Rolling’.  Abstract.
Anderson J, Boyle C (2020). Including into what? Reigniting the ‘good education’ debate in an age of diversity. In  (Ed) Inclusive education: Global Issues & Controversies, Leiden: Brill, 15-34.  Abstract.
Anderson J, Boyle C (2020). Including into what? Reigniting the ‘good education’ debate in an age of diversity’. In  (Ed) Inclusive education: Global Issues & Controversies, Leiden: Brill, 15-34.  Abstract.
Boyle C, Anderson J (2020). Inclusive Education and. the Progressive Inclusionists. In  (Ed) The Oxford Research Encyclopedia of Education, New York: Oxford University Press. Abstract.
Anderson J, Boyle C, Page A, Mavropoulou S (2020). Inclusive education: an enigma of ‘wicked proportions’. In  (Ed) Inclusive Education: Issues and Controversies, Rotterdam: Brill. Abstract.
Boyle C, Anderson J, Page A, Mavropoulou S (eds)(2020). Inclusive education: Global Issues & Controversies. Rotterdam, Brill. Abstract.
Lauchlan F, Boyle C (2020). Labeling and Inclusive Education. In  (Ed) Oxford Research Encyclopedia of Education, New York: Oxford University Press. Abstract.
Marshall V (2020). Primary School Teachers’ Constructions of Mathematics Attainment Differences: a Critical and Bioecological Exploration.  Abstract.
Salazar Rivera J, Boyle C, Morris C, Alsaadi N (2020). Protocol for a scoping review of school-based occupational therapy interventions.  Abstract.
Nia HS, Goudarzian AH, Shahrokhi A, Boyle C, Wilson MSJ, Hosseinigolafshani SZ (2020). Psychometric properties of End-of-Life Caregiving Experience Appraisal Scale: Iranian critical care nurses. Nursing in Critical Care, 25(5), 269-276. Abstract.
Ali-Abadi T, Talepasand S, Boyle C, Sharif Nia H (2020). Psychometric properties of the Baruth Protective Factors Inventory among nursing students. PLOS ONE, 15(6), e0233760-e0233760.
Mathews F, Newlove-Delgado T, Finning K, Boyle C, Hayes R, Johnston P, Ford T (2020). Teachers' concerns about pupil's mental health in a cross-sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health, TBC(TBC). Abstract.
Salazar Rivera J, Boyle C (2020). The Differing Tiers of School-Based Occupational Therapy Support: a Pilot Study of Schools in England. Journal of Occupational Therapy, Schools, and Early Intervention, 13(3), 264-282. Abstract.
Xiao Z, Henley W, Boyle C, Gao Y, Dillon J (2020). The Face Mask and the Embodiment of Stigma.  Abstract.  Author URL.
Boyle C (2020). The Future is Bright: the Future is Educational and Developmental Psychology. The Australian Educational and Developmental Psychologist, 30(1), ii-iii.
Boyle C, Anderson J (2020). The Justification for Inclusive Education in Australia. Prospects, 49(3-4), 203-217. Abstract.
Nazari R, Boyle C, Panjoo M, Salehpour-Omran M, Nia H, Yaghoobzadeh A (2020). The changes of endotracheal tube cuff pressure during manual and intermittent controlling in intensive care units. Iranian Journal of Nursing and Midwifery Research, 25(1), 71-75. Abstract.
Boyle C, Anderson J, Allen K-A (2020). The importance of teacher attitudes to inclusive education. In  (Ed) Inclusive education: Global issues & controversies127, Leiden: Brill, 127-146.  Abstract.
Boyle C, Koutsouris G, Salla Mateu A, Anderson J (2020). The matter of ‘evidence’ in the inclusive education debate. The Oxford Research Encyclopedia of Education Abstract.
Boyle C, Anderson J, Page A, Mavropoulou S (2020). The perpetual dilemma of inclusive education. In  (Ed) Inclusive education: Global Issues & Controversies.  Abstract.
Jindal-Snape D, Mays D, Boyle C (2020). Transitions of Children with Additional Support Needs across Stages. In  (Ed) Inclusive Education: Global Issues & Controversies, Rotterdam: Brill, 163-178.  Abstract.
Gaintza Z, Darretxe L, Boyle C (2020). Understanding Inclusive Education in the Basque Country. In  (Ed) Inclusive education: Global issues & controversies, Brill, 234-249.  Abstract.
Allen K-A, Boyle C, Lauchlan F (2020). Using social skills training to enhance inclusion for students with ASD in mainstream schools. In  (Ed) Inclusive education: Global issues & controversies, Leiden: Brill, 202-215.  Abstract.
Morrow S (2020). Working with Refugee and Asylum-Seeking Children in a Less Culturally Diverse Area of the UK: Does a School Staff Continuing Professional Development (CPD) Initiative Promote Self-Efficacy and is it Useful in Practice?.  Abstract.
Lopez P (2020). Youth Homelessness and the Role of the Educational Psychologist.  Abstract.
Boyle C (2020). ‘The presents were there – but no dead Santa’. The Psychologist Abstract.

2019

Wilson M, Knight S, Boyle C (2019). A modified AUGIS/BOMSS Delphi process to establish research priorities in bariatric and metabolic surgery. Clinical Obesity, 10(1), 1216-1222. Abstract.
Lewis-Cole A (2019). Adoptive Parents’ Home-School Partnerships: an Exploration of the Partnership Experiences of Parents and School Staff with a Focus on Barriers, Facilitators and Developing Partnership Practices.  Abstract.
Allen K-A, Boyle C, Roffey S (2019). Creating a culture of belonging in a school context. Educational and Child Psychology, 36, 5-7.
Almazan JU, Albougami AS, Alamri MS, Colet PC, Adolfo CS, Allen K, Gravoso R, Boyle C (2019). Disaster-related resiliency theory among older adults who survived Typhoon Haiyan. International Journal of Disaster Risk Reduction, 35 Abstract.
Allen KA, Boyle C, Roffey S (2019). Editorial.
Mays D, Jindal-Snape D, Wichmann M, Boyle C (2019). Educational transitions and inclusion [Published in German: Schulische Übergänge und Inklusion]. In Stein R, Link P-C, Hascher P (Eds.) Early educational inclusion and transitions [Published in German: frühpädagogische inklusion und übergänge], Berlin: Franke & Timme, 369-387.  Abstract.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Evidence Review. Education Endowment Foundation.  Author URL.
Moore D, Benham-Clarke S, Kenchington R, Boyle C, Ford T, Hayes R, Rogers M (2019). Improving Behaviour in Schools: Guidance Report. Abstract.
Anderson J, Boyle C (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810. Abstract.
Roffey S, Boyle C, Allen K-A (2019). School Belonging – Why are our students longing to belong to school?. Educational and Child Psychology, 36, 6-8.
Goudarzian AH, Boyle C, Beik S, Jafari A, Bagheri Nesami M, Taebi M, Zamani F (2019). Self-Care in Iranian Cancer Patients: the Role of Religious Coping. Journal of Religion and Health, 58(1), 259-270. Abstract.
Boyle C (2019). The myth of Santa and learning from others. npj Science of Learning Abstract.
Miles O, Boyle C, Richards A (2019). The social experiences and sense of belonging in adolescent females with Autism in mainstream school. Educational and Child Psychology, 36(4), 8-21. Abstract.
Algraigray H (2019). What are in Learning Disability (LD) and Attention Deficit Hyperactivity Disorder (ADHD) names? an exploration of LD and ADHD labels in primary mainstream schools in Jeddah, Saudi Arabia.  Abstract.
Morse H (2019). Young people’s use of video games as entertainment: Motivations and perceived implications, with a focus on the social aspects of video gaming.  Abstract.

2018

Boyle C, Roffey S (2018). BELIEF, BELONGING AND THE ROLE OF SCHOOLS IN REDUCING THE RISK OF HOME-GROWN EXTREMISM. In  (Ed) Pathways to school belonging. Contemporary research in school belonging, Leiden: Brill. Abstract.
Boyle C (2018). Denying to the Grave: Why We Ignore the Facts That Will Save Us. PSYCHOLOGIST, 31, 79-79. Author URL.
Boyle C, Shield W (2018). How to Deliver the Mental Health Services that Young People Desperately Need. Web link.
Boyle C, shield W (2018). How to deliver the mental health services that young people desperately need. The Conversation Abstract.
Boyle C (eds)(2018). Pathways to Belonging: Contemporary Perspectives of School Belonging. Abstract.
Boyle C, Shield W (2018). Providing Mental Health Support in Schools.  Abstract. Web link.
Boyle C, Shield W (2018). Providing mental health support in schools. Psychologist, 31(8).
Nia HS, Sharif SP, Froelicher ES, Boyle C, Goudarzian AH, Yaghoobzadeh A, Oskouie F (2018). Psychometric Evaluation of a Persian Version of the Cardiac Depression Scale in Iranian Patients with Acute Myocardial Infarction. Journal of Nursing Measurement, 26, 1-15.
Mays D, Franke S, Metzner F, Boyle C, Jindal-Snape D, Schneider L, Zielemanss H, Pawils S, Wichmann M (2018). SCHOOL BELONGING AND SUCCESSFUL TRANSITION PRACTICE. Academic Self-Concept, Belonging and Achievement Motivation in Primary School Students. In  (Ed) Pathways to school belonging. Contemporary research in school belonging, Leiden: Brill. Abstract.
Parkins W, Boyle C, Anderson J (2018). Social and interpersonal development in schools. In  (Ed) Education for Inclusion and Diversity, Pearson, 97-133.  Abstract.
Page A, Boyle C, McKay K, Mavropoulou S (2018). Teacher perceptions of inclusive education in the Cook Islands. Asia-Pacific Journal of Teacher Education, 47, 81-94.
Allen K-A, Boyle C (2018). The Varied pathways to belonging. In  (Ed) Pathways to school belonging, Boston: Brill, 1-1.  Abstract.
Boyle C, Allen K-A (2018). The path least followed: moving into the future of school belonging research and towards clearer interventions. In  (Ed) Pathways to school belonging, Boston: Brill, 219-224.  Abstract.
Hatef M, Nia HS, Boyle C, Shafipour V (2018). The validity and reliability of the Exercise Self-Efficacy Scale in a sample of hemodialysis patients. Journal of Nursing Measurement, 26, 566-578.

2017

Boyle C, Lauchlan F (2017). A comparative overview of Educational Psychology across continents. In  (Ed) The Routledge International Companion to Educational Psychology, London: Routledge, 31-40.  Abstract.
Bosnjak A, Boyle C, Chodkiewicz AR (2017). An Intervention to Retrain Attributions Using CBT: a Pilot Study. Educational and Developmental Psychologist, 34(1), 19-30. Abstract.
Ganshorn H (2017). Denying to the Grave: Why We Ignore the Facts that Will Save Us. Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada, 38(2), 51-52.
Nia HS, Sharif SP, Lehto RH, Boyle C, Yaghoobzadeh A, Kaveh H, Goudarzian AH (2017). Development and Psychometric Evaluation of a Persian Version of the Death Depression Scale- Revised: a Cross-Cultural Adaptation in Patients with End-Stage Cancer. Japanese Journal of Clinical Oncology, 47, 713-719.
Arishi A, Boyle C (2017). Inclusive Education and the Politics of Difference: Considering the Effectiveness of Labelling in Special Education. Educational and Child Psychology, 34, 9-19.
Lauchlan F, Boyle C, Gibbs S, Resing W (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T, Adams C, Archibald L, Baird G, Bauer A, Bellair J, Boyle C, et al (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080.
Boyle C (2017). Progressive Educational and Developmental Psychology. The Educational and Developmental Psychologist, 34, i-ii.
Algraigray H, Boyle C (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
Nia HS, Sharif SP, Boyle C, Yaghoobzadeh A, Tahmasbi B, Rassool GH, Taebei M, Soleimani MA (2017). The factor structure of the spiritual well-being scale in veterans experiencing chemical weapon exposure. Journal of Religion and Health, 57, 596-608.
Heravi-Karimooi M, Bandpey BE, Rejeh N, Nia HS, Boyle C, Torkmandi H (2017). The use of text messaging for the improvement of occupational health among nurses in an intensive care unit: a clinical trial. Journal of Technology in Behavioral Science, 18, 6-68.

2016

Boyle C, McKay K (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
Boyle C (2016). Access and Inclusion of Children and their Families in Moree, NSW. Ageing Disability and Home Care (ADHC), New South Wales, Australia,  Sydney, NSW, Northcott Disability. 69 pages.  Abstract.
Bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T (2016). CATALISE: a Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLOS ONE, 11(7), e0158753-e0158753.
Chodkiewicz AR, Boyle C (2016). Context and Implications Document for: Positive psychology school-based interventions: a reflection on current success and future directions. Review of Education, 5(1), 87-90.
Allen K, Boyle C (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
Chodkiewicz AR, Boyle C (2016). Positive psychology school-based interventions: a reflection on current success and future directions. Review of Education, 5(1), 60-86.
Chodkiewicz AR, Boyle C (2016). Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioral therapy: a pilot study. School Psychology International, 37(5), 519-535. Abstract.
McKay K, Boyle C (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713.

2015

Boyle C, Chodkiewicz AR (2015). Believing you can is the first step to achieving. A CBT and Attribution Retraining Program to improve self-belief in students aged 8-12. London, Jessica Kingsley. Abstract.
Mowbray T, Boyle C, Jacobs K (2015). Impact of Item Orientation on the Structural Validity of Self-Report Measures: an Investigation Using the TAI-G in an Australian Sample. Journal of Psychoeducational Assessment, 33(3), 278-290. Abstract.
Boyle C, Sharma U (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
Anderson J, Boyle C (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22. Abstract.
Hoskin J, Boyle C, Anderson J (2015). Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia. Teachers and Teaching: Theory and Practice, 21(8), 974-989. Abstract.
Boyle C (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii. Abstract.
Boyle C (2015). Social and interpersonal development in schools. In  (Ed) Education for inclusion and diversity, Pearson.
Boyle C (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1).
Beasley E, Brooker J, Warren N, Fletcher J, Boyle C, Ventura A, Burney S (2015). The lived experience of volunteering in a palliative care biography service. Palliative and Supportive Care, 13(5), 1417-1425. Abstract.
Mowbray T, Jacobs K, Boyle C (2015). Validity of the German Test Anxiety Inventory (TAI-G) in an Australian sample. Australian Journal of Psychology, 67(2), 121-129. Abstract.

2014

Kraska J, Boyle C (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education, 42(3), 228-246. Abstract.
Boyle C, Zhang H, Chan PWK (2014). Closing the gap: the move to equality in education. In  (Ed) Equality in Education: Fairness and Inclusion, 217-222.  Abstract.
Boyle C (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2).
Zhang H, Chan PWK, Boyle C (2014). Equality in education: Fairness and inclusion. Abstract.
Boyle C, Gamble N (2014). Ethical Practice in Applied Psychology. Abstract.
Boyle C (2014). Ethical considerations for practising psychologists in Australia. In  (Ed) Exploring the dynamics of ethics in practice: Personal, professional and interprofessional dilemmas, Bristol: Policy Press, 167-179.  Abstract.
Chodkiewicz AR, Boyle C (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process. Educational Psychology in Practice, 30(1), 78-87. Abstract.
Gunasekera S, Houghton S, Glasgow K, Boyle C (2014). From stability to mobility: African secondary school aged adolescents' transition to mainstream schooling. Australian Educational and Developmental Psychologist, 31(1), 1-17. Abstract.
Boyle C (2014). Labelling in special education: Where do the benefits lie?. In  (Ed) The Routledge International Companion to Educational Psychology, London: Routledge, 213-221.  Abstract.
Zhang H (2014). New results on the positive pseudo almost periodic solutions for a generalized model of hematopoiesis. ELECTRONIC JOURNAL OF QUALITATIVE THEORY OF DIFFERENTIAL EQUATIONS(24), 1-10. Author URL.
Zhang H, Chan PWK, Boyle C (2014). Opening Pandora's box: Exploring inequalities in education. In  (Ed) Equality in Education: Fairness and Inclusion, 1-6.  Abstract.
Varcoe L, Boyle C (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337. Abstract.
Boyle C (2014). Professional and interprofessional ethical considerations for practising psychologists in Australia. In  (Ed) Exploring the Dynamics of Personal, Professional and Interprofessional Ethics, 167-184.
Boyle C (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1).
Boyle C, Heimans S (2014). Take action or do nothing: the educational dilemma of the teacher. In  (Ed) Equality in Education: Fairness and Inclusion, 51-57.  Abstract.
Boyle C (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv.
Anderson J, Boyle C, Deppeler J (2014). The ecology of inclusive education: Reconceptualising bronfenbrenner. In  (Ed) Equality in Education: Fairness and Inclusion, 23-34.  Abstract.
Lauchlan F, Boyle C (2014). To label or not to label: is this the question? Commentary on Bishop, D.V.M. Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381-415.
boyle C (2014). ‘What’s the score’ with school psychology: Do we carry on regardless or is there any added value?. In  (Ed) Psychology in Education: Critical theory and practice, Rotterdam: Sense Publishers, 83-94.  Abstract.

2013

Koles JE, Boyle C (2013). Future direction of attribution retraining for students with learning difficults: a review. In  (Ed) Student Learning: Improving Practice, 13-29.  Abstract.
Boyle C (2013). Introduction: Improving learning and participation in the 21<sup>st</sup> century educational environment.
Boyle C, Anderson J (2013). Leadership for inclusion: Education policy to school practice. In  (Ed) Teaching innovations supporting student outcomes in the 21st Century, 124-137.  Abstract.
Costello S, Boyle C (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143. Abstract.
Boyle C (2013). Student learning: Improving practice. Abstract.
Boyle C, Topping K, Jindal-Snape D (2013). Teachers attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527-542. Abstract.

2012

Boyle C (2012). Australian Educational Psychology with an International Focus. The Australian Educational and Developmental Psychologist, 29(1), ii-ii. Abstract.
Boyle C, Jindal-Snape D (2012). Visual-perceptual difficulties and the impact on children's learning: are teachers missing the page?. Support for Learning, 27(4), 166-171.
Boyle C (2012). Vygotsky’s legacy: a foundation for research and practise. Educational Psychology, 32(5), 679-680.
Boyle C, Topping K (2012). What Works in Inclusion?., McGraw-Hill Education (UK). Abstract.

2011

Boyle C (2011). Digital Interaction: Learning and Social Communication in the Information Age. In  (Ed) Education for a Digital World 2.0: Innovations in Education, v. 1, 71-88.  Abstract.
BOYLE C, SCRIVEN B, DURNING S, DOWNES C (2011). Facilitating the learning of all students: the ‘professional positive’ of inclusive practice in Australian primary schools. Support for Learning, 26(2), 72-78.
Hardy I, Boyle C (2011). My School? Critiquing the abstraction and quantification of Education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222.
Boyle C, Topping K, Jindal-Snape D, Norwich B (2011). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International (in press)

2010

BOYLE C, LAUCHLAN F (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73.

2009

Boyle C (2009). A Lifetime of Intelligence. Follow-Up Studies of the Scottish Mental Surveys of 1932 and 1947. PSYCHOLOGIST, 22(10), 857-857. Author URL.
Boyle C, Lauchlan F (2009). Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71-84.

2008

Toland J, Boyle C (2008). Applying Cognitive Behavioural Methods to Retrain Children's Attributions for Success and Failure in Learning. School Psychology International, 29(3), 286-302. Abstract.
Davidson AL, Boyle C, Lauchlan F (2008). Errata. Journal of Clinical Psychology, 64(6), 789-789.
Boyle C (2008). Marvelous Minds: the Discovery of What Children Know. PSYCHOLOGIST, 21(10), 861-861. Author URL.

2007

Boyle CM (2007). An analysis of the efficacy of a motor skills training programme for young people with Moderate Learning Difficulties. International Journal of Special Education, 22(1), 11-24. Abstract.
Boyle C (2007). Book Review: Breaking the Cycle of Educational Alienation. A Multi-professional Approach. Educational Psychology in Practice, 23, 196-197.
Boyle C (2007). Educational testing: a competence based approach. PSYCHOLOGIST, 20(12), 750-750. Author URL.
Boyle C (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law(OCT.), 1423-1434. Abstract.
LAUCHLAN F, BOYLE C (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
Davidson AL, Boyle C, Lauchlan F (2007). Scared to lose control? General and health locus of control in females with a phobia of vomiting. Journal of Clinical Psychology, 64(1), 30-39.
Boyle C (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44. Abstract.

2006

Rae T (2006). Good Choices: Teaching Young People Aged 8 to 11 to Make Positive Decisions about Their Own Lives.

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