Anne Pirrie and George Head (2007a) ‘Martians in the Playground: Researching Special Educational Needs’, Oxford Review of Education, 33(1), pp. 19–31. Available at: 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), pp. 19–31. Available at: 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), pp. 19–31. Available at: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694.
Ashton, R. and Roberts, E. (2006) ‘What is Valuable and Unique about the Educational Psychologist?’, Educational Psychology in Practice, 22(2), pp. 111–123. Available at: 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). Available at: 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). Available at: 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). Available at: 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. Thousand Oaks, Calif: SAGE.
Brown, E.L., Powell, E. and Clark, A. (2012a) ‘Working on What Works: working with teachers to improve classroom behaviour and relationships’, Educational Psychology in Practice, 28(1), pp. 19–30. Available at: https://doi.org/10.1080/02667363.2011.639347.
Brown, E.L., Powell, E. and Clark, A. (2012b) ‘Working on What Works: working with teachers to improve classroom behaviour and relationships’, Educational Psychology in Practice, 28(1), pp. 19–30. Available at: https://doi.org/10.1080/02667363.2011.639347.
Cameron, R.J. (2006a) ‘Educational Psychology: The distinctive contribution’, Educational Psychology in Practice, 22(4), pp. 289–304. Available at: https://doi.org/10.1080/02667360600999393.
Cameron, R.J. (2006b) ‘Educational Psychology: The distinctive contribution’, Educational Psychology in Practice, 22(4), pp. 289–304. Available at: 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), pp. 10–16. Available at: https://www.uel.ac.uk/research/educational-psychology-research-and-practice/volume-1-no-1-2015.
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). Available at: https://repository.uel.ac.uk/item/8856x.
Colwell, J. and 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), pp. 119–124. Available at: https://doi.org/10.1111/1467-8527.00296.
Colwell, J. and 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), pp. 119–124. Available at: https://doi.org/10.1111/1467-8527.00296.
Critchley, Hannah and Gibbs, S. (2012) ‘The effects of positive psychology on the efficacy beliefs of school staff.’, Educational & Child Psychology, 29(4), pp. 64–76. Available at: 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), pp. 64–76. Available at: 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. and 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, pp. 12–25. Available at: https://doi.org/10.1016/j.tate.2013.03.001.
Fives, H. and Gill, M.G. (eds) (2015a) International handbook of research on teachers’ beliefs. New York, NY: Routledge.
Fives, H. and Gill, M.G. (eds) (2015b) International handbook of research on teachers’ beliefs. New York, NY: Routledge.
Fredrickson, B. (2010) Positivity: groundbreaking research to release your inner optimist and thrive. Oxford: Oneworld Publications. Available at: 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), pp. 124–136. Available at: 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), pp. 124–136. Available at: 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), pp. 353–371. Available at: 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), pp. 353–371. Available at: 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), pp. 353–371. Available at: https://doi.org/10.1080/13632752.2010.523257.
Hayes, B., Hindle, S. and Withington, P. (2007a) ‘Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process’, Educational Psychology in Practice, 23(2), pp. 161–175. Available at: https://doi.org/10.1080/02667360701320861.
Hayes, B., Hindle, S. and Withington, P. (2007b) ‘Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process’, Educational Psychology in Practice, 23(2), pp. 161–175. Available at: https://doi.org/10.1080/02667360701320861.
Hoy, A.W. et al. (2013a) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Hoy, A.W. et al. (2013b) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Hoy, A.W. et al. (2013c) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Hoy, A.W. et al. (2013d) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Hoy, A.W. et al. (2013e) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Hoy, A.W. et al. (2013f) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Hoy, A.W. et al. (2013g) Psychology in education. Second edition. Harlow, Essex: Pearson Education. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517.
Husén, T. and Postlethwaite, T.N. (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), pp. 4–14. Available at: 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), pp. 4–14. Available at: 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), pp. 1–24. Available at: 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), pp. 1–24. Available at: 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), pp. 1–24. Available at: https://doi.org/10.1348/000709906X156881.
Love, P. (2009) ‘Educational psychologists: the early search for an identity’, Educational Psychology in Practice, 25(1), pp. 3–8. Available at: 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), pp. 21–27. Available at: 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 [Preprint]. Available at: 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 [Preprint]. Available at: https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d.
Mueller, C.M. and Dweck, C.S. (1998a) ‘Praise for intelligence can undermine children’s motivation and performance.’, Journal of Personality and Social Psychology, 75(1), pp. 33–52. Available at: 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. and Dweck, C.S. (1998b) ‘Praise for intelligence can undermine children’s motivation and performance.’, Journal of Personality and Social Psychology, 75(1), pp. 33–52. Available at: 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. and Dweck, C.S. (1998c) ‘Praise for intelligence can undermine children’s motivation and performance.’, Journal of Personality and Social Psychology, 75(1), pp. 33–52. Available at: 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. and 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), pp. 314–326. Available at: https://doi.org/10.1080/02667363.2015.1060587.
Poulou, M. (2005a) ‘Educational psychology within teacher education’, Teachers and Teaching: Theory and Practice, 11(6), pp. 555–574. Available at: https://doi.org/10.1080/13450600500293241.
Poulou, M. (2005b) ‘Educational psychology within teacher education’, Teachers and Teaching: Theory and Practice, 11(6), pp. 555–574. Available at: https://doi.org/10.1080/13450600500293241.
Pryor, J. and Crossouard, B. (2008) ‘A socio‐cultural theorisation of formative assessment’, Oxford Review of Education, 34(1), pp. 1–20. Available at: https://doi.org/10.1080/03054980701476386.
Rait, S., Monsen, J.J. and Squires, G. (2010) ‘Cognitive Behaviour Therapies and their implications for applied educational psychology practice’, Educational Psychology in Practice, 26(2), pp. 105–122. Available at: https://doi.org/10.1080/02667361003768443.
Reynolds, S., MacKay, T. and Kearney, M. (2009a) ‘Nurture groups: a large-scale, controlled study of effects on development and academic attainment’, British Journal of Special Education, 36(4), pp. 204–212. Available at: https://doi.org/10.1111/j.1467-8578.2009.00445.x.
Reynolds, S., MacKay, T. and Kearney, M. (2009b) ‘Nurture groups: a large-scale, controlled study of effects on development and academic attainment’, British Journal of Special Education, 36(4), pp. 204–212. Available at: https://doi.org/10.1111/j.1467-8578.2009.00445.x.
Richardson, P.W., Karabenick, S.A. and Watt, H.M.G. (eds) (2014a) Teacher motivation: theory and practice. New York, NY: Routledge. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273.
Richardson, P.W., Karabenick, S.A. and Watt, H.M.G. (eds) (2014b) Teacher motivation: theory and practice. New York, NY: Routledge. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273.
Scotland. Scottish Executive (2002a) Review of provision of educational psychology services in Scotland [electronic resource]. Electronic version. Edinburgh: Scottish Executive. Available at: https://www.aspep.org.uk/wp-content/uploads/2014/05/Currie-Report-2002.pdf.
Scotland. Scottish Executive (2002b) Review of provision of educational psychology services in Scotland [electronic resource]. Electronic version. Edinburgh: Scottish Executive. Available at: https://www.webarchive.org.uk/wayback/archive/20150219124716/http://www.gov.scot/Publications/2002/02/10701/File-1.
Seligman, M.E.P. et al. (2005) ‘Positive Psychology Progress: Empirical Validation of Interventions.’, American Psychologist, 60(5), pp. 410–421. Available at: 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.
Seligman, M.E.P. et al. (2009) ‘Positive education: positive psychology and classroom interventions’, Oxford Review of Education, 35(3), pp. 293–311. Available at: https://doi.org/10.1080/03054980902934563.
Seligman, M.E.P. (2011) Flourish: a new understanding of happiness and well-being - and how to achieve them. London: Nicholas Brealey.
Squires, G. (2001) ‘Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour’, Educational Psychology in Practice, 17(4), pp. 317–335. Available at: https://doi.org/10.1080/02667360120096679.
Squires, G. and Caddick, K. (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), pp. 25–45. Available at: https://doi.org/10.1080/13632752.2012.652423.
Stobie, I. (2002a) ‘Processes of “Change” and “Continuity” in Educational Psychology--Part I’, Educational Psychology in Practice, 18(3), pp. 203–212. Available at: https://doi.org/10.1080/0266736022000010249.
Stobie, I. (2002b) ‘Processes of “Change” and “Continuity” in Educational Psychology--Part II’, Educational Psychology in Practice, 18(3), pp. 213–237. Available at: https://doi.org/10.1080/0266736022000010258.
Wilding, L. and 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), pp. 43–55. Available at: https://doi.org/10.1080/02667363.2014.981631.
Woolfolk Hoy, A. (2000a) ‘Educational Psychology in Teacher Education’, Educational Psychologist, 35(4), pp. 257–270. Available at: https://doi.org/10.1207/S15326985EP3504_04.
Woolfolk Hoy, A. (2000b) ‘Educational Psychology in Teacher Education’, Educational Psychologist, 35(4), pp. 257–270. Available at: https://doi.org/10.1207/S15326985EP3504_04.
Woolfson, L.M. (2011a) Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211.
Woolfson, L.M. (2011b) Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211.
Woolfson, L.M. (2011c) Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211.
Woolfson, L.M. (2011d) Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited. Available at: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211.
Woolfson, L.M. (2011e) Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson.