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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
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Mecoli, Storey. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education. Journal of Education 2013;193:21–7.http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=95731157&site=ehost-live
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Poulou M. Educational psychology within teacher education. Teachers and Teaching: Theory and Practice 2005;11:555–74. doi:10.1080/13450600500293241
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Lee S. Shulman. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 1986;15:4–14.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860
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Woolfolk Hoy A. Educational Psychology in Teacher Education. Educational Psychologist 2000;35:257–70. doi:10.1207/S15326985EP3504_04
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Woolfson LM. Educational psychology: the impact of psychological research on education. Harlow, Essex: : Pearson Education Limited 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
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Lee S. Shulman. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 1986;15:4–14.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860
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Fives H, Gill MG, editors. International handbook of research on teachers’ beliefs. New York, NY: : Routledge 2015.
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Poulou M. Educational psychology within teacher education. Teachers and Teaching: Theory and Practice 2005;11:555–74. doi:10.1080/13450600500293241
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Richardson PW, Karabenick SA, Watt HMG, editors. Teacher motivation: theory and practice. New York, NY: : Routledge 2014. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
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Woolfolk Hoy A. Educational Psychology in Teacher Education. Educational Psychologist 2000;35:257–70. doi:10.1207/S15326985EP3504_04
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Woolfson LM. Educational psychology: the impact of psychological research on education. Harlow, Essex: : Pearson Education Limited 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
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Cameron RJ. Educational Psychology: The distinctive contribution. Educational Psychology in Practice 2006;22:289–304. doi:10.1080/02667360600999393
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Ashton R, Roberts E. What is Valuable and Unique about the Educational Psychologist? Educational Psychology in Practice 2006;22:111–23. doi:10.1080/02667360600668204
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Cameron RJ. Educational Psychology: The distinctive contribution. Educational Psychology in Practice 2006;22:289–304. doi:10.1080/02667360600999393
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Chatzinikolaou R. How can strength-based interventions be useful for educational psychologists working with children and young people? Educational Psychology Research and Practice 2015;1:10–6.https://www.uel.ac.uk/research/educational-psychology-research-and-practice/volume-1-no-1-2015
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Scotland. Scottish Executive. Review of provision of educational psychology services in Scotland. Electronic version. Edinburgh: : Scottish Executive 2002. https://www.aspep.org.uk/wp-content/uploads/2014/05/Currie-Report-2002.pdf
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Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 2007;77:1–24. doi:10.1348/000709906X156881
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Love P. Educational psychologists: the early search for an identity. Educational Psychology in Practice 2009;25:3–8. doi:10.1080/02667360802697548
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Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education 2007;33:19–31.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
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Stobie I. Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part I. Educational Psychology in Practice 2002;18:203–12. doi:10.1080/0266736022000010249
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Stobie I. Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part II. Educational Psychology in Practice 2002;18:213–37. doi:10.1080/0266736022000010258
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Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 2007;77:1–24. doi:10.1348/000709906X156881
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Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education 2007;33:19–31.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
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Husén T, Postlethwaite TN. The International encyclopedia of education. 2nd ed. [Oxford, England]: : Pergamon 1994.
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Bronfenbrenner U. Making human beings human: bioecological perspectives on human development. Thousand Oaks, Calif: : SAGE 2005.
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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.https://repository.uel.ac.uk/item/8856x
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Scotland. Scottish Executive. Review of provision of educational psychology services in Scotland. Electronic version. Edinburgh: : Scottish Executive 2002. https://www.webarchive.org.uk/wayback/archive/20150219124716/http://www.gov.scot/Publications/2002/02/10701/File-1
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Lindsay G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 2007;77:1–24. doi:10.1348/000709906X156881
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Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education 2007;33:19–31.https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
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Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 1998;75:33–52.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
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Brown EL, Powell E, Clark A. Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice 2012;28:19–30. doi:10.1080/02667363.2011.639347
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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;30:119–24. doi:10.1111/1467-8527.00296
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Griffiths, RhianStenner, RosannaHicks, Una. Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology 2014;31:124–36.http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=94136218&site=ehost-live
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Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties 2010;15:353–71. doi:10.1080/13632752.2010.523257
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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;23:161–75. doi:10.1080/02667360701320861
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Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 1998;75:33–52.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
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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;36:204–12. doi:10.1111/j.1467-8578.2009.00445.x
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties 2010;15:353–71. doi:10.1080/13632752.2010.523257
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Brown EL, Powell E, Clark A. Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice 2012;28:19–30. doi:10.1080/02667363.2011.639347
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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;30:119–24. doi:10.1111/1467-8527.00296
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Griffiths, RhianStenner, RosannaHicks, Una. Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology 2014;31:124–36.http://ezproxy.lib.gla.ac.uk/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=94136218&site=ehost-live
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Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties 2010;15:353–71. doi:10.1080/13632752.2010.523257
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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;23:161–75. doi:10.1080/02667360701320861
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Mueller CM, Dweck CS. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 1998;75:33–52.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
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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;36:204–12. doi:10.1111/j.1467-8578.2009.00445.x
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? Journal of Cognitive Psychotherapy Published Online First: 2009.https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d
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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;31:314–26. doi:10.1080/02667363.2015.1060587
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Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? Journal of Cognitive Psychotherapy Published Online First: 2009.https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d
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Rait S, Monsen JJ, Squires G. Cognitive Behaviour Therapies and their implications for applied educational psychology practice. Educational Psychology in Practice 2010;26:105–22. doi:10.1080/02667361003768443
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Squires G. Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour. Educational Psychology in Practice 2001;17:317–35. doi:10.1080/02667360120096679
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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;17:25–45. doi:10.1080/13632752.2012.652423
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Woolfson LM. Educational psychology: the impact of psychological research on education. Harlow, Essex: : Pearson Education Limited 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
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Bensley DA. A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. Observer 2010;23.https://www.psychologicalscience.org/index.php/publications/observer/2010/december-10/a-brief-guide-for-teaching-and-assessing-critical-thinking-in-psychology.html
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Bensley DA. A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. Observer 2010;23.https://www.psychologicalscience.org/index.php/publications/observer/2010/december-10/a-brief-guide-for-teaching-and-assessing-critical-thinking-in-psychology.html
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Fives H, Gill MG, editors. International handbook of research on teachers’ beliefs. New York, NY: : Routledge 2015.
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Richardson PW, Karabenick SA, Watt HMG, editors. Teacher motivation: theory and practice. New York, NY: : Routledge 2014. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Woolfson LM. Educational psychology: the impact of psychological research on education. Harlow, Essex: : Pearson Education Limited 2011. https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
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Critchley, HannahGibbs, Simon. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology 2012;29:64–76.https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=82756047&site=ehost-live
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Critchley, Hannah, Gibbs S. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology 2012;29:64–76.https://ezproxy.lib.gla.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=82756047&site=ehost-live
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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.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
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Fredrickson B. Positivity: groundbreaking research to release your inner optimist and thrive. Oxford: : Oneworld Publications 2010. https://ezproxy.lib.gla.ac.uk/login?url=https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1824380
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Seligman MEP. Flourish: a new understanding of happiness and well-being - and how to achieve them. London: : Nicholas Brealey 2011.
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Seligman MEP, Steen TA, Park N, et al. Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist 2005;60:410–21.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
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Seligman MEP, Ernst RM, Gillham J, et al. Positive education: positive psychology and classroom interventions. Oxford Review of Education 2009;35:293–311. doi:10.1080/03054980902934563
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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;31:43–55. doi:10.1080/02667363.2014.981631
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Pryor J, Crossouard B. A socio‐cultural theorisation of formative assessment. Oxford Review of Education 2008;34:1–20. doi:10.1080/03054980701476386
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Hoy AW, Hughes M, Walkup V, et al. Psychology in education. Second edition. Harlow, Essex: : Pearson Education 2013. http://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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Woolfson LM. Educational psychology: the impact of psychological research on education. Harlow, Essex: : Pearson 2011.
