1.
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 34, 12–25 (2013).
2.
Mecoli, Storey. The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education. Journal of Education 193, 21–27 (2013).
3.
Poulou, M. Educational psychology within teacher education. Teachers and Teaching: Theory and Practice 11, 555–574 (2005).
4.
Lee S. Shulman. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 15, 4–14 (1986).
5.
Woolfolk Hoy, A. Educational Psychology in Teacher Education. Educational Psychologist 35, 257–270 (2000).
6.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
7.
Woolfson, L. M. Educational psychology: the impact of psychological research on education. (Pearson Education Limited, 2011).
8.
Lee S. Shulman. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher 15, 4–14 (1986).
9.
International handbook of research on teachers’ beliefs. vol. Educational psychology handbook series (Routledge, 2015).
10.
Poulou, M. Educational psychology within teacher education. Teachers and Teaching: Theory and Practice 11, 555–574 (2005).
11.
Teacher motivation: theory and practice. (Routledge, 2014).
12.
Woolfolk Hoy, A. Educational Psychology in Teacher Education. Educational Psychologist 35, 257–270 (2000).
13.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
14.
Woolfson, L. M. Educational psychology: the impact of psychological research on education. (Pearson Education Limited, 2011).
15.
Cameron, R. J. Educational Psychology: The distinctive contribution. Educational Psychology in Practice 22, 289–304 (2006).
16.
Ashton, R. & Roberts, E. What is Valuable and Unique about the Educational Psychologist? Educational Psychology in Practice 22, 111–123 (2006).
17.
Cameron, R. J. Educational Psychology: The distinctive contribution. Educational Psychology in Practice 22, 289–304 (2006).
18.
Chatzinikolaou, R. How can strength-based interventions be useful for educational psychologists working with children and young people? Educational Psychology Research and Practice 1, 10–16 (2015).
19.
Scotland. Scottish Executive. Review of provision of educational psychology services in Scotland. (Scottish Executive, 2002).
20.
Lindsay, G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77, 1–24 (2007).
21.
Love, P. Educational psychologists: the early search for an identity. Educational Psychology in Practice 25, 3–8 (2009).
22.
Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education 33, 19–31 (2007).
23.
Stobie, I. Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part I. Educational Psychology in Practice 18, 203–212 (2002).
24.
Stobie, I. Processes of ‘Change’ and ‘Continuity’ in Educational Psychology--Part II. Educational Psychology in Practice 18, 213–237 (2002).
25.
Lindsay, G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77, 1–24 (2007).
26.
Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education 33, 19–31 (2007).
27.
Husén, T. & Postlethwaite, T. N. The International encyclopedia of education. (Pergamon, 1994).
28.
Bronfenbrenner, U. Making human beings human: bioecological perspectives on human development. (SAGE, 2005).
29.
Chatzinikolaou, R. How can strength-based interventions be useful for educational psychologists working with children and young people? Educational Psychology Research and Practice 1, (2015).
30.
Scotland. Scottish Executive. Review of provision of educational psychology services in Scotland. (Scottish Executive, 2002).
31.
Lindsay, G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77, 1–24 (2007).
32.
Anne Pirrie and George Head. Martians in the Playground: Researching Special Educational Needs. Oxford Review of Education 33, 19–31 (2007).
33.
Mueller, C. M. & Dweck, C. S. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 75, 33–52 (1998).
34.
Brown, E. L., Powell, E. & Clark, A. Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice 28, 19–30 (2012).
35.
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 30, 119–124 (2003).
36.
Griffiths, RhianStenner, RosannaHicks, Una. Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology 31, 124–136 (2014).
37.
Hart, R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties 15, 353–371 (2010).
38.
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 23, 161–175 (2007).
39.
Mueller, C. M. & Dweck, C. S. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 75, 33–52 (1998).
40.
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 36, 204–212 (2009).
41.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
42.
Hart, R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties 15, 353–371 (2010).
43.
Brown, E. L., Powell, E. & Clark, A. Working on What Works: working with teachers to improve classroom behaviour and relationships. Educational Psychology in Practice 28, 19–30 (2012).
44.
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 30, 119–124 (2003).
45.
Griffiths, RhianStenner, RosannaHicks, Una. Hearing the unheard: Children’s constructions of their Nurture Group experiences. Educational & Child Psychology 31, 124–136 (2014).
46.
Hart, R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional and Behavioural Difficulties 15, 353–371 (2010).
47.
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 23, 161–175 (2007).
48.
Mueller, C. M. & Dweck, C. S. Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology 75, 33–52 (1998).
49.
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 36, 204–212 (2009).
50.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
51.
Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? Journal of Cognitive Psychotherapy (2009).
52.
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 31, 314–326 (2015).
53.
Mindfulness and Cognitive Behavioral Therapy: Are They Compatible Concepts? Journal of Cognitive Psychotherapy (2009).
54.
Rait, S., Monsen, J. J. & Squires, G. Cognitive Behaviour Therapies and their implications for applied educational psychology practice. Educational Psychology in Practice 26, 105–122 (2010).
55.
Squires, G. Using Cognitive Behavioural Psychology with Groups of Pupils to Improve Self-Control of Behaviour. Educational Psychology in Practice 17, 317–335 (2001).
56.
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 17, 25–45 (2012).
57.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
58.
Woolfson, L. M. Educational psychology: the impact of psychological research on education. (Pearson Education Limited, 2011).
59.
Bensley, D. A. A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. Observer 23, (2010).
60.
Bensley, D. A. A Brief Guide for Teaching and Assessing Critical Thinking in Psychology. Observer 23, (2010).
61.
International handbook of research on teachers’ beliefs. vol. Educational psychology handbook series (Routledge, 2015).
62.
Teacher motivation: theory and practice. (Routledge, 2014).
63.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
64.
Woolfson, L. M. Educational psychology: the impact of psychological research on education. (Pearson Education Limited, 2011).
65.
Critchley, HannahGibbs, Simon. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology 29, 64–76 (2012).
66.
Critchley, Hannah & Gibbs, S. The effects of positive psychology on the efficacy beliefs of school staff. Educational & Child Psychology 29, 64–76 (2012).
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 91, (2003).
68.
Fredrickson, B. Positivity: groundbreaking research to release your inner optimist and thrive. (Oneworld Publications, 2010).
69.
Seligman, M. E. P. Flourish: a new understanding of happiness and well-being - and how to achieve them. (Nicholas Brealey, 2011).
70.
Seligman, M. E. P., Steen, T. A., Park, N. & Peterson, C. Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist 60, 410–421 (2005).
71.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K. & Linkins, M. Positive education: positive psychology and classroom interventions. Oxford Review of Education 35, 293–311 (2009).
72.
Wilding, L. & Griffey, S. The strength-based approach to educational psychology practice: a critique from social constructionist and systemic perspectives. Educational Psychology in Practice 31, 43–55 (2015).
73.
Pryor, J. & Crossouard, B. A socio‐cultural theorisation of formative assessment. Oxford Review of Education 34, 1–20 (2008).
74.
Hoy, A. W., Hughes, M., Walkup, V., & Dawson Books. Psychology in education. (Pearson Education, 2013).
75.
Woolfson, L. M. Educational psychology: the impact of psychological research on education. (Pearson, 2011).
