1.
Depaepe F, Verschaffel L, Kelchtermans G. Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education. 2013;34:12-25. doi:10.1016/j.tate.2013.03.001
2.
Mecoli, Storey. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education. Journal of Education. 2013;193(3):21-27. http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=95731157&site=ehost-live
3.
Poulou M. Educational psychology within teacher education. Teachers and Teaching: Theory and Practice. 2005;11(6):555-574. doi:10.1080/13450600500293241
4.
Lee S. Shulman. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher. 1986;15(2):4-14. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860
5.
Woolfolk Hoy A. Educational Psychology in Teacher Education. Educational Psychologist. 2000;35(4):257-270. doi:10.1207/S15326985EP3504_04
6.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
7.
Woolfson LM. Educational Psychology: The Impact of Psychological Research on Education. Pearson Education Limited; 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
8.
Lee S. Shulman. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher. 1986;15(2):4-14. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860
9.
Fives H, Gill MG, eds. International Handbook of Research on Teachers’ Beliefs. Vol Educational psychology handbook series. Routledge; 2015.
10.
Poulou M. Educational psychology within teacher education. Teachers and Teaching: Theory and Practice. 2005;11(6):555-574. doi:10.1080/13450600500293241
11.
Richardson PW, Karabenick SA, Watt HMG, eds. Teacher Motivation: Theory and Practice. Routledge; 2014. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
12.
Woolfolk Hoy A. Educational Psychology in Teacher Education. Educational Psychologist. 2000;35(4):257-270. doi:10.1207/S15326985EP3504_04
13.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
14.
Woolfson LM. Educational Psychology: The Impact of Psychological Research on Education. Pearson Education Limited; 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
15.
Cameron RJ. Educational Psychology: The distinctive contribution. Educational Psychology in Practice. 2006;22(4):289-304. doi:10.1080/02667360600999393
16.
Ashton R, Roberts E. What is Valuable and Unique about the Educational Psychologist? Educational Psychology in Practice. 2006;22(2):111-123. doi:10.1080/02667360600668204
17.
Cameron RJ. Educational Psychology: The distinctive contribution. Educational Psychology in Practice. 2006;22(4):289-304. doi:10.1080/02667360600999393
18.
Chatzinikolaou R. How can strength-based interventions be useful for educational psychologists working with children and young people? Educational Psychology Research and Practice. 2015;1(1):10-16. https://www.uel.ac.uk/research/educational-psychology-research-and-practice/volume-1-no-1-2015
19.
Scotland. Scottish Executive. Review of Provision of Educational Psychology Services in Scotland. Electronic version. Scottish Executive; 2002. https://www.aspep.org.uk/wp-content/uploads/2014/05/Currie-Report-2002.pdf
20.
Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology. 2007;77(1):1-24. doi:10.1348/000709906X156881
21.
Love P. Educational psychologists: the early search for an identity. Educational Psychology in Practice. 2009;25(1):3-8. doi:10.1080/02667360802697548
22.
Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education. 2007;33(1):19-31. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
23.
Stobie I. Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part I. Educational Psychology in Practice. 2002;18(3):203-212. doi:10.1080/0266736022000010249
24.
Stobie I. Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part II. Educational Psychology in Practice. 2002;18(3):213-237. doi:10.1080/0266736022000010258
25.
Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology. 2007;77(1):1-24. doi:10.1348/000709906X156881
26.
Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education. 2007;33(1):19-31. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
27.
Husén T, Postlethwaite TN. The International Encyclopedia of Education. 2nd ed. Pergamon; 1994.
28.
Bronfenbrenner U. Making Human Beings Human: Bioecological Perspectives on Human Development. SAGE; 2005.
29.
Chatzinikolaou R. How can strength-based interventions be useful for educational psychologists working with children and young people? Educational Psychology Research and Practice. 2015;1(1). https://repository.uel.ac.uk/item/8856x
30.
Scotland. Scottish Executive. Review of Provision of Educational Psychology Services in Scotland. Electronic version. Scottish Executive; 2002. https://www.webarchive.org.uk/wayback/archive/20150219124716/http://www.gov.scot/Publications/2002/02/10701/File-1
31.
Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology. 2007;77(1):1-24. doi:10.1348/000709906X156881
32.
Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education. 2007;33(1):19-31. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
33.
Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology. 1998;75(1):33-52. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-04530-003&site=ehost-live
34.
Brown EL, Powell E, Clark A. Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice. 2012;28(1):19-30. doi:10.1080/02667363.2011.639347
35.
Colwell J, O’Connor T. Understanding nurturing practices - a comparison of the use of strategies likely to enhance self-esteem in nurture groups and normal classrooms. British Journal of Special Education. 2003;30(3):119-124. doi:10.1111/1467-8527.00296
36.
Griffiths, RhianStenner, RosannaHicks, Una. Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology. 2014;31(1):124-136. http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=94136218&site=ehost-live
37.
Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties. 2010;15(4):353-371. doi:10.1080/13632752.2010.523257
38.
Hayes B, Hindle S, Withington P. Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process. Educational Psychology in Practice. 2007;23(2):161-175. doi:10.1080/02667360701320861
39.
Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology. 1998;75(1):33-52. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-04530-003&site=ehost-live
40.
Reynolds S, MacKay T, Kearney M. Nurture groups: a large-scale, controlled study of effects on development and academic attainment. British Journal of Special Education. 2009;36(4):204-212. doi:10.1111/j.1467-8578.2009.00445.x
41.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
42.
Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties. 2010;15(4):353-371. doi:10.1080/13632752.2010.523257
43.
Brown EL, Powell E, Clark A. Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice. 2012;28(1):19-30. doi:10.1080/02667363.2011.639347
44.
Colwell J, O’Connor T. Understanding nurturing practices - a comparison of the use of strategies likely to enhance self-esteem in nurture groups and normal classrooms. British Journal of Special Education. 2003;30(3):119-124. doi:10.1111/1467-8527.00296
45.
Griffiths, RhianStenner, RosannaHicks, Una. Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology. 2014;31(1):124-136. http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=94136218&site=ehost-live
46.
Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties. 2010;15(4):353-371. doi:10.1080/13632752.2010.523257
47.
Hayes B, Hindle S, Withington P. Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process. Educational Psychology in Practice. 2007;23(2):161-175. doi:10.1080/02667360701320861
48.
Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology. 1998;75(1):33-52. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1998-04530-003&site=ehost-live
49.
Reynolds S, MacKay T, Kearney M. Nurture groups: a large-scale, controlled study of effects on development and academic attainment. British Journal of Special Education. 2009;36(4):204-212. doi:10.1111/j.1467-8578.2009.00445.x
50.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
51.
Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? Journal of Cognitive Psychotherapy. Published online 2009. https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d
52.
O’Callaghan P, Cunningham E. Can a targeted, group-based CBT intervention reduce depression and anxiety and improve self-concept in primary-age children? Educational Psychology in Practice. 2015;31(3):314-326. doi:10.1080/02667363.2015.1060587
53.
Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? Journal of Cognitive Psychotherapy. Published online 2009. https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d
54.
Rait S, Monsen JJ, Squires G. Cognitive Behaviour Therapies and their implications for applied educational psychology practice. Educational Psychology in Practice. 2010;26(2):105-122. doi:10.1080/02667361003768443
55.
Squires G. Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour. Educational Psychology in Practice. 2001;17(4):317-335. doi:10.1080/02667360120096679
56.
Squires G, Caddick K. Using group cognitive behavioural therapy intervention in school settings with pupils who have externalizing behavioural difficulties: an unexpected result. Emotional and Behavioural Difficulties. 2012;17(1):25-45. doi:10.1080/13632752.2012.652423
57.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
58.
Woolfson LM. Educational Psychology: The Impact of Psychological Research on Education. Pearson Education Limited; 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
59.
Bensley DA. A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. Observer. 2010;23(10). https://www.psychologicalscience.org/index.php/publications/observer/2010/december-10/a-brief-guide-for-teaching-and-assessing-critical-thinking-in-psychology.html
60.
Bensley DA. A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. Observer. 2010;23(10). https://www.psychologicalscience.org/index.php/publications/observer/2010/december-10/a-brief-guide-for-teaching-and-assessing-critical-thinking-in-psychology.html
61.
Fives H, Gill MG, eds. International Handbook of Research on Teachers’ Beliefs. Vol Educational psychology handbook series. Routledge; 2015.
62.
Richardson PW, Karabenick SA, Watt HMG, eds. Teacher Motivation: Theory and Practice. Routledge; 2014. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
63.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
64.
Woolfson LM. Educational Psychology: The Impact of Psychological Research on Education. Pearson Education Limited; 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
65.
Critchley, HannahGibbs, Simon. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology. 2012;29(4):64-76. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=82756047&site=ehost-live
66.
Critchley, Hannah, Gibbs S. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology. 2012;29(4):64-76. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=82756047&site=ehost-live
67.
Barbara L. Fredrickson. The value of positive emotions: the emerging science of positive psychology is coming to understand why it’s good to feel good. American Scientist. 2003;91(4). https://ezproxy.lib.gla.ac.uk/login?url=https://go.galegroup.com/ps/i.do?p=AONE&u=glasuni&id=GALE|A104519853&v=2.1&it=r&sid=summon&userGroup=glasuni
68.
Fredrickson B. Positivity: Groundbreaking Research to Release Your Inner Optimist and Thrive. Oneworld Publications; 2010. https://ezproxy.lib.gla.ac.uk/login?url=https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1824380
69.
Seligman MEP. Flourish: A New Understanding of Happiness and Well-Being - and How to Achieve Them. Nicholas Brealey; 2011.
70.
Seligman MEP, Steen TA, Park N, Peterson C. Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist. 2005;60(5):410-421. https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2005-08033-003&site=ehost-live
71.
Seligman MEP, Ernst RM, Gillham J, Reivich K, Linkins M. Positive education: positive psychology and classroom interventions. Oxford Review of Education. 2009;35(3):293-311. doi:10.1080/03054980902934563
72.
Wilding L, Griffey S. The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives. Educational Psychology in Practice. 2015;31(1):43-55. doi:10.1080/02667363.2014.981631
73.
Pryor J, Crossouard B. A socio‐cultural theorisation of formative assessment. Oxford Review of Education. 2008;34(1):1-20. doi:10.1080/03054980701476386
74.
Hoy AW, Hughes M, Walkup V, Dawson Books. Psychology in Education. Second edition. Pearson Education; 2013. http://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
75.
Woolfson LM. Educational Psychology: The Impact of Psychological Research on Education. Pearson; 2011.
