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M. Poulou, ‘Educational psychology within teacher education’, Teachers and Teaching: Theory and Practice, vol. 11, no. 6, pp. 555–574, Dec. 2005, doi: 10.1080/13450600500293241.
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Lee S. Shulman, ‘Those Who Understand: Knowledge Growth in Teaching’, Educational Researcher, vol. 15, no. 2, pp. 4–14, 1986 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860
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A. Woolfolk Hoy, ‘Educational Psychology in Teacher Education’, Educational Psychologist, vol. 35, no. 4, pp. 257–270, Dec. 2000, doi: 10.1207/S15326985EP3504_04.
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A. W. Hoy, M. Hughes, V. Walkup, and Dawson Books, Psychology in education, Second edition. Harlow, Essex: Pearson Education, 2013 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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L. M. Woolfson, Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited, 2011 [Online]. Available: 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, vol. 15, no. 2, pp. 4–14, 1986 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/1175860
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H. Fives and M. G. Gill, Eds., International handbook of research on teachers’ beliefs, vol. Educational psychology handbook series. New York, NY: Routledge, 2015.
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M. Poulou, ‘Educational psychology within teacher education’, Teachers and Teaching: Theory and Practice, vol. 11, no. 6, pp. 555–574, Dec. 2005, doi: 10.1080/13450600500293241.
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P. W. Richardson, S. A. Karabenick, and H. M. G. Watt, Eds., Teacher motivation: theory and practice. New York, NY: Routledge, 2014 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
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A. Woolfolk Hoy, ‘Educational Psychology in Teacher Education’, Educational Psychologist, vol. 35, no. 4, pp. 257–270, Dec. 2000, doi: 10.1207/S15326985EP3504_04.
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A. W. Hoy, M. Hughes, V. Walkup, and Dawson Books, Psychology in education, Second edition. Harlow, Essex: Pearson Education, 2013 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
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L. M. Woolfson, Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited, 2011 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
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R. J. Cameron, ‘Educational Psychology: The distinctive contribution’, Educational Psychology in Practice, vol. 22, no. 4, pp. 289–304, Dec. 2006, doi: 10.1080/02667360600999393.
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R. Ashton and E. Roberts, ‘What is Valuable and Unique about the Educational Psychologist?’, Educational Psychology in Practice, vol. 22, no. 2, pp. 111–123, Jun. 2006, doi: 10.1080/02667360600668204.
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R. J. Cameron, ‘Educational Psychology: The distinctive contribution’, Educational Psychology in Practice, vol. 22, no. 4, pp. 289–304, Dec. 2006, doi: 10.1080/02667360600999393.
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R. Chatzinikolaou, ‘How can strength-based interventions be useful for educational psychologists working with children and young people?’, Educational Psychology Research and Practice, vol. 1, no. 1, pp. 10–16, Sep. 2015 [Online]. Available: 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 [Online]. Available: https://www.aspep.org.uk/wp-content/uploads/2014/05/Currie-Report-2002.pdf
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G. Lindsay, ‘Educational psychology and the effectiveness of inclusive education/mainstreaming’, British Journal of Educational Psychology, vol. 77, no. 1, pp. 1–24, Mar. 2007, doi: 10.1348/000709906X156881.
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P. Love, ‘Educational psychologists: the early search for an identity’, Educational Psychology in Practice, vol. 25, no. 1, pp. 3–8, Mar. 2009, 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, vol. 33, no. 1, pp. 19–31, 2007 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
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I. Stobie, ‘Processes of “Change” and “Continuity” in Educational Psychology--Part I’, Educational Psychology in Practice, vol. 18, no. 3, pp. 203–212, Sep. 2002, doi: 10.1080/0266736022000010249.
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I. Stobie, ‘Processes of “Change” and “Continuity” in Educational Psychology--Part II’, Educational Psychology in Practice, vol. 18, no. 3, pp. 213–237, Sep. 2002, doi: 10.1080/0266736022000010258.
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G. Lindsay, ‘Educational psychology and the effectiveness of inclusive education/mainstreaming’, British Journal of Educational Psychology, vol. 77, no. 1, pp. 1–24, Mar. 2007, 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, vol. 33, no. 1, pp. 19–31, 2007 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
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T. Husén and T. N. Postlethwaite, The International encyclopedia of education, 2nd ed. [Oxford, England]: Pergamon, 1994.
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Anne Pirrie and George Head, ‘Martians in the Playground: Researching Special Educational Needs’, Oxford Review of Education, vol. 33, no. 1, pp. 19–31, 2007 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://www.jstor.org/stable/4618694
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C. M. Mueller and C. S. Dweck, ‘Praise for intelligence can undermine children’s motivation and performance.’, Journal of Personality and Social Psychology, vol. 75, no. 1, pp. 33–52, 1998 [Online]. Available: 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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E. L. Brown, E. Powell, and A. Clark, ‘Working on What Works: working with teachers to improve classroom behaviour and relationships’, Educational Psychology in Practice, vol. 28, no. 1, pp. 19–30, Mar. 2012, doi: 10.1080/02667363.2011.639347.
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J. Colwell and T. O’Connor, ‘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, vol. 30, no. 3, pp. 119–124, Sep. 2003, doi: 10.1111/1467-8527.00296.
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R. Hart, ‘Classroom behaviour management: educational psychologists’ views on effective practice’, Emotional and Behavioural Difficulties, vol. 15, no. 4, pp. 353–371, Nov. 2010, doi: 10.1080/13632752.2010.523257.
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B. Hayes, S. Hindle, and P. Withington, ‘Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process’, Educational Psychology in Practice, vol. 23, no. 2, pp. 161–175, Jun. 2007, doi: 10.1080/02667360701320861.
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S. Reynolds, T. MacKay, and M. Kearney, ‘Nurture groups: a large-scale, controlled study of effects on development and academic attainment’, British Journal of Special Education, vol. 36, no. 4, pp. 204–212, Dec. 2009, doi: 10.1111/j.1467-8578.2009.00445.x.
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[46]
R. Hart, ‘Classroom behaviour management: educational psychologists’ views on effective practice’, Emotional and Behavioural Difficulties, vol. 15, no. 4, pp. 353–371, Nov. 2010, doi: 10.1080/13632752.2010.523257.
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B. Hayes, S. Hindle, and P. Withington, ‘Strategies for Developing Positive Behaviour Management. Teacher Behaviour Outcomes and Attitudes to the Change Process’, Educational Psychology in Practice, vol. 23, no. 2, pp. 161–175, Jun. 2007, doi: 10.1080/02667360701320861.
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C. M. Mueller and C. S. Dweck, ‘Praise for intelligence can undermine children’s motivation and performance.’, Journal of Personality and Social Psychology, vol. 75, no. 1, pp. 33–52, 1998 [Online]. Available: 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]
S. Reynolds, T. MacKay, and M. Kearney, ‘Nurture groups: a large-scale, controlled study of effects on development and academic attainment’, British Journal of Special Education, vol. 36, no. 4, pp. 204–212, Dec. 2009, doi: 10.1111/j.1467-8578.2009.00445.x.
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A. W. Hoy, M. Hughes, V. Walkup, and Dawson Books, Psychology in education, Second edition. Harlow, Essex: Pearson Education, 2013 [Online]. Available: 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, 2009 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d
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P. O’Callaghan and E. Cunningham, ‘Can a targeted, group-based CBT intervention reduce depression and anxiety and improve self-concept in primary-age children?’, Educational Psychology in Practice, vol. 31, no. 3, pp. 314–326, Jul. 2015, doi: 10.1080/02667363.2015.1060587.
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‘Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts?’, Journal of Cognitive Psychotherapy, 2009 [Online]. Available: https://contentstore.cla.co.uk/secure/link?id=7b11113c-a694-ec11-a507-a04a5e5d2f8d
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S. Rait, J. J. Monsen, and G. Squires, ‘Cognitive Behaviour Therapies and their implications for applied educational psychology practice’, Educational Psychology in Practice, vol. 26, no. 2, pp. 105–122, Jun. 2010, doi: 10.1080/02667361003768443.
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G. Squires and K. Caddick, ‘Using group cognitive behavioural therapy intervention in school settings with pupils who have externalizing behavioural difficulties: an unexpected result’, Emotional and Behavioural Difficulties, vol. 17, no. 1, pp. 25–45, Mar. 2012, doi: 10.1080/13632752.2012.652423.
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A. W. Hoy, M. Hughes, V. Walkup, and Dawson Books, Psychology in education, Second edition. Harlow, Essex: Pearson Education, 2013 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781408257517
[58]
L. M. Woolfson, Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson Education Limited, 2011 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780273729211
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D. A. Bensley, ‘A Brief Guide for Teaching and Assessing Critical Thinking in Psychology’, Observer, vol. 23, no. 10, 2010 [Online]. Available: 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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H. Fives and M. G. Gill, Eds., International handbook of research on teachers’ beliefs, vol. Educational psychology handbook series. New York, NY: Routledge, 2015.
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P. W. Richardson, S. A. Karabenick, and H. M. G. Watt, Eds., Teacher motivation: theory and practice. New York, NY: Routledge, 2014 [Online]. Available: https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203119273
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Critchley, HannahGibbs, Simon, ‘The effects of positive psychology on the efficacy beliefs of school staff.’, Educational & Child Psychology, vol. 29, no. 4, pp. 64–76, 2012 [Online]. Available: 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 and S. Gibbs, ‘The effects of positive psychology on the efficacy beliefs of school staff.’, Educational & Child Psychology, vol. 29, no. 4, pp. 64–76, 2012 [Online]. Available: 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, vol. 91, no. 4, 2003 [Online]. Available: 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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B. Fredrickson, Positivity: groundbreaking research to release your inner optimist and thrive. Oxford: Oneworld Publications, 2010 [Online]. Available: https://ezproxy.lib.gla.ac.uk/login?url=https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1824380
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M. E. P. Seligman, Flourish: a new understanding of happiness and well-being - and how to achieve them. London: Nicholas Brealey, 2011.
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M. E. P. Seligman, T. A. Steen, N. Park, and C. Peterson, ‘Positive Psychology Progress: Empirical Validation of Interventions.’, American Psychologist, vol. 60, no. 5, pp. 410–421, 2005 [Online]. Available: 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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M. E. P. Seligman, R. M. Ernst, J. Gillham, K. Reivich, and M. Linkins, ‘Positive education: positive psychology and classroom interventions’, Oxford Review of Education, vol. 35, no. 3, pp. 293–311, Jun. 2009, doi: 10.1080/03054980902934563.
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L. Wilding and S. Griffey, ‘The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives’, Educational Psychology in Practice, vol. 31, no. 1, pp. 43–55, Jan. 2015, doi: 10.1080/02667363.2014.981631.
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J. Pryor and B. Crossouard, ‘A socio‐cultural theorisation of formative assessment’, Oxford Review of Education, vol. 34, no. 1, pp. 1–20, Feb. 2008, doi: 10.1080/03054980701476386.
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L. M. Woolfson, Educational psychology: the impact of psychological research on education. Harlow, Essex: Pearson, 2011.