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, R., & Roberts, E. (2006). What is Valuable and Unique about the Educational Psychologist? Educational Psychology in Practice, 22(2), 111–123. https://doi.org/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, U. (2005). Making human beings human: bioecological perspectives on human development. SAGE.
Brown, E. L., Powell, E., & Clark, A. (2012a). Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice, 28(1), 19–30. https://doi.org/10.1080/02667363.2011.639347
Brown, E. L., Powell, E., & Clark, A. (2012b). Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice, 28(1), 19–30. https://doi.org/10.1080/02667363.2011.639347
Cameron, R. J. (2006a). Educational Psychology: The distinctive contribution. Educational Psychology in Practice, 22(4), 289–304. https://doi.org/10.1080/02667360600999393
Cameron, R. J. (2006b). Educational Psychology: The distinctive contribution. Educational Psychology in Practice, 22(4), 289–304. https://doi.org/10.1080/02667360600999393
Chatzinikolaou, R. (2015a). 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
Chatzinikolaou, R. (2015b). 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
Colwell, J., & O’Connor, T. (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), 119–124. https://doi.org/10.1111/1467-8527.00296
Colwell, J., & O’Connor, T. (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), 119–124. https://doi.org/10.1111/1467-8527.00296
Critchley, Hannah, & Gibbs, S. (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, F., Verschaffel, L., & Kelchtermans, G. (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. https://doi.org/10.1016/j.tate.2013.03.001
Fives, H., & Gill, M. G. (Eds.). (2015a). International handbook of research on teachers’ beliefs: Vol. Educational psychology handbook series. Routledge.
Fives, H., & Gill, M. G. (Eds.). (2015b). International handbook of research on teachers’ beliefs: Vol. Educational psychology handbook series. Routledge.
Fredrickson, B. (2010). Positivity: groundbreaking research to release your inner optimist and thrive. Oneworld Publications. https://ezproxy.lib.gla.ac.uk/login?url=https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1824380
Griffiths, RhianStenner, RosannaHicks, Una. (2014a). Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology, 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
Griffiths, RhianStenner, RosannaHicks, Una. (2014b). Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology, 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
Hart, R. (2010a). Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties, 15(4), 353–371. https://doi.org/10.1080/13632752.2010.523257
Hart, R. (2010b). Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties, 15(4), 353–371. https://doi.org/10.1080/13632752.2010.523257
Hart, R. (2010c). Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties, 15(4), 353–371. https://doi.org/10.1080/13632752.2010.523257
Hayes, B., Hindle, S., & Withington, P. (2007a). Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process. Educational Psychology in Practice, 23(2), 161–175. https://doi.org/10.1080/02667360701320861
Hayes, B., Hindle, S., & Withington, P. (2007b). Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process. Educational Psychology in Practice, 23(2), 161–175. https://doi.org/10.1080/02667360701320861
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013a). Psychology in education (Second edition). Pearson Education. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013b). Psychology in education (Second edition). Pearson Education. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013c). Psychology in education (Second edition). Pearson Education. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013d). Psychology in education (Second edition). Pearson Education. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013e). Psychology in education (Second edition). Pearson Education. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013f). Psychology in education (Second edition). Pearson Education. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. (2013g). Psychology in education (Second edition). Pearson Education. http://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
Husén, T., & Postlethwaite, T. N. (1994). The International encyclopedia of education (2nd ed). 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, G. (2007a). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906X156881
Lindsay, G. (2007b). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906X156881
Lindsay, G. (2007c). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906X156881
Love, P. (2009). Educational psychologists: the early search for an identity. Educational Psychology in Practice, 25(1), 3–8. https://doi.org/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, C. M., & Dweck, C. S. (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, C. M., & Dweck, C. S. (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, C. M., & Dweck, C. S. (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, P., & Cunningham, E. (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), 314–326. https://doi.org/10.1080/02667363.2015.1060587
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Poulou, M. (2005b). Educational psychology within teacher education. Teachers and Teaching: Theory and Practice, 11(6), 555–574. https://doi.org/10.1080/13450600500293241
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Reynolds, S., MacKay, T., & Kearney, M. (2009b). Nurture groups: a large-scale, controlled study of effects on development and academic attainment. British Journal of Special Education, 36(4), 204–212. https://doi.org/10.1111/j.1467-8578.2009.00445.x
Richardson, P. W., Karabenick, S. A., & Watt, H. M. G. (Eds.). (2014a). Teacher motivation: theory and practice. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
Richardson, P. W., Karabenick, S. A., & Watt, H. M. G. (Eds.). (2014b). Teacher motivation: theory and practice. Routledge. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
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Scotland. Scottish Executive. (2002b). Review of provision of educational psychology services in Scotland (Electronic version) [Electronic resource]. Scottish Executive. https://www.webarchive.org.uk/wayback/archive/20150219124716/http://www.gov.scot/Publications/2002/02/10701/File-1
Seligman, M. E. P. (2011). Flourish: a new understanding of happiness and well-being - and how to achieve them. Nicholas Brealey.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist, 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
Squires, G. (2001). Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour. Educational Psychology in Practice, 17(4), 317–335. https://doi.org/10.1080/02667360120096679
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Stobie, I. (2002b). Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part II. Educational Psychology in Practice, 18(3), 213–237. https://doi.org/10.1080/0266736022000010258
Wilding, L., & Griffey, S. (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. https://doi.org/10.1080/02667363.2014.981631
Woolfolk Hoy, A. (2000a). Educational Psychology in Teacher Education. Educational Psychologist, 35(4), 257–270. https://doi.org/10.1207/S15326985EP3504_04
Woolfolk Hoy, A. (2000b). Educational Psychology in Teacher Education. Educational Psychologist, 35(4), 257–270. https://doi.org/10.1207/S15326985EP3504_04
Woolfson, L. M. (2011a). Educational psychology: the impact of psychological research on education. Pearson Education Limited. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
Woolfson, L. M. (2011b). Educational psychology: the impact of psychological research on education. Pearson Education Limited. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
Woolfson, L. M. (2011c). Educational psychology: the impact of psychological research on education. Pearson Education Limited. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
Woolfson, L. M. (2011d). Educational psychology: the impact of psychological research on education. Pearson Education Limited. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
Woolfson, L. M. (2011e). Educational psychology: the impact of psychological research on education. Pearson.