Anne Pirrie and George Head. 2007a. ‘Martians in the Playground: Researching Special Educational Needs’. Oxford Review of Education 33(1):19–31. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694.
Anne Pirrie and George Head. 2007b. ‘Martians in the Playground: Researching Special Educational Needs’. Oxford Review of Education 33(1):19–31. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694.
Anne Pirrie and George Head. 2007c. ‘Martians in the Playground: Researching Special Educational Needs’. Oxford Review of Education 33(1):19–31. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694.
Ashton, Rebecca, and Elizabeth Roberts. 2006. ‘What Is Valuable and Unique about the Educational Psychologist?’ Educational Psychology in Practice 22(2):111–23. doi:10.1080/02667360600668204.
Barbara L. Fredrickson. 2003. ‘The Value of Positive Emotions: The Emerging Science of Positive Psychology Is Coming to Understand Why It’s Good to Feel Good’. American Scientist 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.
Bensley, D. A. 2010a. ‘A Brief Guide for Teaching and Assessing Critical Thinking in Psychology’. Observer 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.
Bensley, D. A. 2010b. ‘A Brief Guide for Teaching and Assessing Critical Thinking in Psychology’. Observer 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.
Bronfenbrenner, Urie. 2005. Making Human Beings Human: Bioecological Perspectives on Human Development. Thousand Oaks, Calif: SAGE.
Brown, Emma L., Emma Powell, and Adele Clark. 2012a. ‘Working on What Works: Working with Teachers to Improve Classroom Behaviour and Relationships’. Educational Psychology in Practice 28(1):19–30. doi:10.1080/02667363.2011.639347.
Brown, Emma L., Emma Powell, and Adele Clark. 2012b. ‘Working on What Works: Working with Teachers to Improve Classroom Behaviour and Relationships’. Educational Psychology in Practice 28(1):19–30. doi:10.1080/02667363.2011.639347.
Cameron, R. J. 2006a. ‘Educational Psychology: The Distinctive Contribution’. Educational Psychology in Practice 22(4):289–304. doi:10.1080/02667360600999393.
Cameron, R. J. 2006b. ‘Educational Psychology: The Distinctive Contribution’. Educational Psychology in Practice 22(4):289–304. doi:10.1080/02667360600999393.
Chatzinikolaou, Rodanthi. 2015a. ‘How Can Strength-Based Interventions Be Useful for Educational Psychologists Working with Children and Young People?’ Educational Psychology Research and Practice 1(1):10–16. https://www.uel.ac.uk/research/educational-psychology-research-and-practice/volume-1-no-1-2015.
Chatzinikolaou, Rodanthi. 2015b. ‘How Can Strength-Based Interventions Be Useful for Educational Psychologists Working with Children and Young People?’ Educational Psychology Research and Practice 1(1). https://repository.uel.ac.uk/item/8856x.
Colwell, John, and Tina O’Connor. 2003a. ‘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 30(3):119–24. doi:10.1111/1467-8527.00296.
Colwell, John, and Tina O’Connor. 2003b. ‘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 30(3):119–24. doi:10.1111/1467-8527.00296.
Critchley, Hannah, and Simon Gibbs. 2012. ‘The Effects of Positive Psychology on the Efficacy Beliefs of School Staff.’ Educational & Child Psychology 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.
Critchley, HannahGibbs, Simon. 2012. ‘The Effects of Positive Psychology on the Efficacy Beliefs of School Staff.’ Educational & Child Psychology 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.
Depaepe, Fien, Lieven Verschaffel, and Geert Kelchtermans. 2013. ‘Pedagogical Content Knowledge: A Systematic Review of the Way in Which the Concept Has Pervaded Mathematics Educational Research’. Teaching and Teacher Education 34:12–25. doi:10.1016/j.tate.2013.03.001.
Fives, Helenrose, and Michele Gregoire Gill, eds. 2015a. International Handbook of Research on Teachers’ Beliefs. Vol. Educational psychology handbook series. New York, NY: Routledge.
Fives, Helenrose, and Michele Gregoire Gill, eds. 2015b. International Handbook of Research on Teachers’ Beliefs. Vol. Educational psychology handbook series. New York, NY: Routledge.
Fredrickson, Barbara. 2010. Positivity: Groundbreaking Research to Release Your Inner Optimist and Thrive. Oxford: Oneworld Publications.
Griffiths, RhianStenner, RosannaHicks, Una. 2014a. ‘Hearing the Unheard: Children’s Constructions of Their Nurture Group Experiences.’ Educational & Child Psychology 31(1):124–36. http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=94136218&site=ehost-live.
Griffiths, RhianStenner, RosannaHicks, Una. 2014b. ‘Hearing the Unheard: Children’s Constructions of Their Nurture Group Experiences.’ Educational & Child Psychology 31(1):124–36. http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=94136218&site=ehost-live.
Hart, Robert. 2010a. ‘Classroom Behaviour Management: Educational Psychologists’ Views on Effective Practice’. Emotional and Behavioural Difficulties 15(4):353–71. doi:10.1080/13632752.2010.523257.
Hart, Robert. 2010b. ‘Classroom Behaviour Management: Educational Psychologists’ Views on Effective Practice’. Emotional and Behavioural Difficulties 15(4):353–71. doi:10.1080/13632752.2010.523257.
Hart, Robert. 2010c. ‘Classroom Behaviour Management: Educational Psychologists’ Views on Effective Practice’. Emotional and Behavioural Difficulties 15(4):353–71. doi:10.1080/13632752.2010.523257.
Hayes, Ben, Sarah Hindle, and Paul Withington. 2007a. ‘Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process’. Educational Psychology in Practice 23(2):161–75. doi:10.1080/02667360701320861.
Hayes, Ben, Sarah Hindle, and Paul Withington. 2007b. ‘Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process’. Educational Psychology in Practice 23(2):161–75. doi:10.1080/02667360701320861.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013a. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013b. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013c. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013d. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013e. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013f. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Hoy, Anita Woolfolk, Malcolm Hughes, Vivienne Walkup, and Dawson Books. 2013g. Psychology in Education. Second edition. Harlow, Essex: Pearson Education.
Husén, Torsten, and T. Neville Postlethwaite. 1994. The International Encyclopedia of Education. 2nd ed. [Oxford, England]: Pergamon.
Lee S. Shulman. 1986a. ‘Those Who Understand: Knowledge Growth in Teaching’. Educational Researcher 15(2):4–14. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860.
Lee S. Shulman. 1986b. ‘Those Who Understand: Knowledge Growth in Teaching’. Educational Researcher 15(2):4–14. https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860.
Lindsay, Geoff. 2007a. ‘Educational Psychology and the Effectiveness of Inclusive Education/Mainstreaming’. British Journal of Educational Psychology 77(1):1–24. doi:10.1348/000709906X156881.
Lindsay, Geoff. 2007b. ‘Educational Psychology and the Effectiveness of Inclusive Education/Mainstreaming’. British Journal of Educational Psychology 77(1):1–24. doi:10.1348/000709906X156881.
Lindsay, Geoff. 2007c. ‘Educational Psychology and the Effectiveness of Inclusive Education/Mainstreaming’. British Journal of Educational Psychology 77(1):1–24. doi:10.1348/000709906X156881.
Love, Peter. 2009. ‘Educational Psychologists: The Early Search for an Identity’. Educational Psychology in Practice 25(1):3–8. doi:10.1080/02667360802697548.
Mecoli, Storey. 2013. ‘The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education.’ Journal of Education 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.
Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? 2009a. Journal of Cognitive Psychotherapy. https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d.
Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? 2009b. Journal of Cognitive Psychotherapy. https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d.
Mueller, Claudia M., and Carol S. Dweck. 1998a. ‘Praise for Intelligence Can Undermine Children’s Motivation and Performance.’ Journal of Personality and Social Psychology 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.
Mueller, Claudia M., and Carol S. Dweck. 1998b. ‘Praise for Intelligence Can Undermine Children’s Motivation and Performance.’ Journal of Personality and Social Psychology 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.
Mueller, Claudia M., and Carol S. Dweck. 1998c. ‘Praise for Intelligence Can Undermine Children’s Motivation and Performance.’ Journal of Personality and Social Psychology 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.
O’Callaghan, Paul, and Enda Cunningham. 2015. ‘Can a Targeted, Group-Based CBT Intervention Reduce Depression and Anxiety and Improve Self-Concept in Primary-Age Children?’ Educational Psychology in Practice 31(3):314–26. doi:10.1080/02667363.2015.1060587.
Poulou, Maria. 2005a. ‘Educational Psychology within Teacher Education’. Teachers and Teaching: Theory and Practice 11(6):555–74. doi:10.1080/13450600500293241.
Poulou, Maria. 2005b. ‘Educational Psychology within Teacher Education’. Teachers and Teaching: Theory and Practice 11(6):555–74. doi:10.1080/13450600500293241.
Pryor, John, and Barbara Crossouard. 2008. ‘A Socio‐cultural Theorisation of Formative Assessment’. Oxford Review of Education 34(1):1–20. doi:10.1080/03054980701476386.
Rait, Shami, Jeremy J. Monsen, and Garry Squires. 2010. ‘Cognitive Behaviour Therapies and Their Implications for Applied Educational Psychology Practice’. Educational Psychology in Practice 26(2):105–22. doi:10.1080/02667361003768443.
Reynolds, Sue, Tommy MacKay, and Maura Kearney. 2009a. ‘Nurture Groups: A Large-Scale, Controlled Study of Effects on Development and Academic Attainment’. British Journal of Special Education 36(4):204–12. doi:10.1111/j.1467-8578.2009.00445.x.
Reynolds, Sue, Tommy MacKay, and Maura Kearney. 2009b. ‘Nurture Groups: A Large-Scale, Controlled Study of Effects on Development and Academic Attainment’. British Journal of Special Education 36(4):204–12. doi:10.1111/j.1467-8578.2009.00445.x.
Richardson, Paul W., Stuart A. Karabenick, and Helen M. G. Watt, eds. 2014a. Teacher Motivation: Theory and Practice. New York, NY: Routledge.
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Scotland. Scottish Executive. 2002a. Review of Provision of Educational Psychology Services in Scotland. Electronic version. Edinburgh: Scottish Executive.
Scotland. Scottish Executive. 2002b. Review of Provision of Educational Psychology Services in Scotland. Electronic version. Edinburgh: Scottish Executive.
Seligman, Martin E. P. 2011. Flourish: A New Understanding of Happiness and Well-Being - and How to Achieve Them. London: Nicholas Brealey.
Seligman, Martin E. P., Randal M. Ernst, Jane Gillham, Karen Reivich, and Mark Linkins. 2009. ‘Positive Education: Positive Psychology and Classroom Interventions’. Oxford Review of Education 35(3):293–311. doi:10.1080/03054980902934563.
Seligman, Martin E. P., Tracy A. Steen, Nansook Park, and Christopher Peterson. 2005. ‘Positive Psychology Progress: Empirical Validation of Interventions.’ American Psychologist 60(5):410–21. 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.
Squires, Garry. 2001. ‘Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour’. Educational Psychology in Practice 17(4):317–35. doi:10.1080/02667360120096679.
Squires, Garry, and Katie Caddick. 2012. ‘Using Group Cognitive Behavioural Therapy Intervention in School Settings with Pupils Who Have Externalizing Behavioural Difficulties: An Unexpected Result’. Emotional and Behavioural Difficulties 17(1):25–45. doi:10.1080/13632752.2012.652423.
Stobie, Ingeborg. 2002a. ‘Processes of “Change” and “Continuity” in Educational Psychology--Part I’. Educational Psychology in Practice 18(3):203–12. doi:10.1080/0266736022000010249.
Stobie, Ingeborg. 2002b. ‘Processes of “Change” and “Continuity” in Educational Psychology--Part II’. Educational Psychology in Practice 18(3):213–37. doi:10.1080/0266736022000010258.
Wilding, Lucy, and Simon Griffey. 2015. ‘The Strength-Based Approach to Educational Psychology Practice: A Critique from Social Constructionist and Systemic Perspectives’. Educational Psychology in Practice 31(1):43–55. doi:10.1080/02667363.2014.981631.
Woolfolk Hoy, Anita. 2000a. ‘Educational Psychology in Teacher Education’. Educational Psychologist 35(4):257–70. doi:10.1207/S15326985EP3504_04.
Woolfolk Hoy, Anita. 2000b. ‘Educational Psychology in Teacher Education’. Educational Psychologist 35(4):257–70. doi:10.1207/S15326985EP3504_04.
Woolfson, Lisa Marks. 2011a. Educational Psychology: The Impact of Psychological Research on Education. Harlow, Essex: Pearson Education Limited.
Woolfson, Lisa Marks. 2011b. Educational Psychology: The Impact of Psychological Research on Education. Harlow, Essex: Pearson Education Limited.
Woolfson, Lisa Marks. 2011c. Educational Psychology: The Impact of Psychological Research on Education. Harlow, Essex: Pearson Education Limited.
Woolfson, Lisa Marks. 2011d. Educational Psychology: The Impact of Psychological Research on Education. Harlow, Essex: Pearson Education Limited.
Woolfson, Lisa Marks. 2011e. Educational Psychology: The Impact of Psychological Research on Education. Harlow, Essex: Pearson.
