Dr Christopher Boyle - Researcher Profile

Biography

Dr Chris Boyle is a Senior Lecturer in Psychology and Inclusive Education in the Faculty of Education. His main research interests are in the area of teacher perceptions of inclusion and students attributions for success and failure in learning. Previously Chris has worked as a secondary school teacher and as an educational psychologist in Scotland. He is currently editor of the Australian Educational and Developmental Psychologist and he has published widely in psychology and education.

Chris is happy to discuss PhD and Masters supervision with potential candidates.

For more information on publications in draft, in press, or accepted please visit: http://monash.academia.edu/ChrisBoyle

ORCID ID: http://orcid.org/0000-0001-6196-7619

Related Links:

• Accepted and In Press papers are available here: Chris Boyle's Academic Work

Research & Supervision Interests

Inclusion in schools; Teacher perceptions of inclusion; Labelling young people and its effectiveness; Attributions in young people and the effect on learning; Educational Psychologist Interventions in Schools - Who does what?; Teacher Aides - Level of Training and Effectiveness (State-by-State in Australia)

Keywords

educational psychology, school psychology, inclusive education, special education, teaching

Qualifications

PHD- EDUCATIONAL PSYCHOLOGY

Institution: University of Dundee, Scotland

Year awarded: 2009

MSC IN EDUCATIONAL PSYCHOLOGY

Institution: University of Strathclyde, Scotland

Year awarded: 2003

B.A. GOVERNMENT AND POLITICS

Institution: Open University,England

Year awarded: 2002

MSC IN BUSINESS INFORMATION TECHNOLOGY SYSTEMS

Institution: University of Strathclyde, Scotland

Year awarded: 1998

PGCE TEACHER EDUCATION (SECONDARY)

Institution: University of Glasgow, Scotland

Year awarded: 1998

BSC.(HONS.) BEHAVIOURAL SCIENCES

Institution: University of Glamorgan, Wales

Year awarded: 1996

Publications

Books

Boyle, C., Topping, K. (eds), 2012, What works in Inclusion?, Open University Press, UK.

Book Chapters

Boyle, C., Topping, K., 2012, Conclusion: Inclusion comes together piece by piece, in What Works in Inclusion?, eds Christopher Boyle and Keith Topping, Open University Press, UK, pp. 200-207.

Boyle, C., Topping, K., 2012, Introduction: Setting a scene for positive inclusion, in What Works in Inclusion?, eds Chris Boyle and Keith Topping, Open University Press, UK, pp. 1-5.

Boyle, C., Jenkins, H., 2012, Social and interpersonal development, in Education for Inclusion and Diversity, eds Adrian Ashman and John Elkins, Pearson Education, Australia, pp. 363-392.

Boyle, C., 2012, Teachers make inclusion successful: positive perspectives on inclusion, in What Works in Inclusion?, eds Christopher Boyle and Keith Topping, Open University Press, UK, pp. 98-109.

Boyle, C., Wurf, G., 2011, Digital interaction: Learning and social communication in the information age, in Education for a Digital World 2.0: Innovations in Education Volume 1, eds Sandy Hirtz & Kevin Kelly, Open School BC, Victoria, BC, Canada, pp. 71-88.

Journal Articles

Boyle, C., 2012, Book review of Vygotsky's legacy: a foundation for research and practise, by Margaret E. Gredler and Carolyn Claytor Shields, Educational Psychology [E], vol 32, issue 5, Routledge, UK, pp. 679-680.

Boyle, C., 2012, Editorial. Australian educational psychology with an international focus, The Australian Educational and Developmental Psychologist [E], vol 29, issue 1, Cambridge University Press, UK, p. ii.

Boyle, C., 2012, Editorial: International recognition for Australian research, The Australian Educational and Developmental Psychologist [E], vol 29, issue 2, Cambridge University Press, Cambridge United Kingdom, p. iii.

Boyle, C., Topping, K., Jindal-Snape, D., Norwich, B., 2012, The importance of peer-support for teaching staff when including children with special educational needs, School Psychology International [E], vol 33, issue 2, Sage Publications Ltd., UK, pp. 167-184.

Boyle, C., Jindal-Snape, D., 2012, Visual-perceptual difficulties and the impact on children's learning: are teachers missing the page?, Support for Learning: British journal for learning support [P], vol 27, issue 4, Wiley-Blackwell Publishing Ltd, UK, pp. 166-171.

Boyle, C., Scriven, B., Durning, S., Downes, C., 2011, Facilitating the learning of all students: The 'professional positive' of inclusive practice in Australian primary schools, Support for Learning: British journal for learning support [P], vol 26, issue 2, Wiley-Blackwell Publishing Ltd., UK, pp. 72-78.

Hardy, I., Boyle, C., 2011, My school? Critiquing the abstraction and quantification of Education, Asia - Pacific Journal of Teacher Education [P], vol 39, issue 3, Routledge, Australia, pp. 211-222.

Boyle, C., Lauchlan, F., 2010, Can teacher instructions be improved to enhance task completion by primary schoolchildren?, Support for Learning: British journal for learning support [P], vol 25, issue 2, Oxford, UK, pp. 70-73.

Boyle, C., 2009, Applied psychology and the case of individual casework: some reflections on the role of the educational psychologist, Educational Psychology in Practice [P], vol 25, issue 1, Routledge, UK, pp. 71-84.

Boyle, C., 2009, Book review of A Lifetime of intelligence. Follow-up Studies of the Scottish Mental Surveys of 1932 and 1947, by Ian J. Deary, Lawrence J. Walley & John M. Starr, Psychologist [P], vol 22, issue 10, The British Psychological Society, UK, p. 856.

Toland, J., Boyle, C., 2008, Applying cognitive behavioural methods to retrain children's attributions for success and failure in learning, School Psychology International [P], vol 29, issue 3, Sage Publications Ltd., UK, pp. 286-302.

Boyle, C., 2008, Book review of Apocalypse soon...maybe. What's Wrong with Us? The Anthropathology Thesis by Colin Feltham, Psychologist [P], vol 21, issue 4, The British Psychological Society, UK, pp. 318-319.

Boyle, C., 2008, Book review of Marvelous Minds: The discovery of what children know, by Michael Siegal, Psychologist [P], vol 21, issue 10, The British Psychological Society, UK, p. 860.

Boyle, C., 2008, Book review of Montessori: the science behind the genius, Educational Psychology in Practice [P], vol 24, issue 2, Routledge, UK, pp. 159-160.

Boyle, C., 2008, Book review of Psychology and the Teacher (8th ed), by Dennis Child, The Psychology of Education Review [P], vol 32, issue 2, The British Psychological Society, UK, p. 39.

Davidson, A., Boyle, C., Lauchlan, F., 2008, Scared to lose control? General and health locus of control in females with a phobia of vomiting, Journal Of Clinical Psychology [P], vol 64, issue 1, John Wiley & Sons, Inc., USA, pp. 30-39.

Boyle, C., 2007, An analysis of the efficacy of a motor skills training programme for young people with moderate learning difficulties, International Journal of Special Education [P], vol 22, issue 1, International Journal of Special Education, Canada, pp. 11-24.

Boyle, C., 2007, Book review of Breaking the cycle of educational alienation: A multi-professional approach, by Richard Williams and Colin Pritchard, Educational Psychology in Practice [P], vol 23, issue 2, Routledge, UK, pp. 196-197.

Boyle, C., 2007, Book review of Educational Testing: A Competence Based Approach, by James Boyle & Stephen Fisher, Psychologist [P], vol 20, issue 12, The British Psychological Society, UK, p. 750.

Boyle, C., 2007, Book review of Schools for Special Needs 2005-2006. A complete guide (11th ed.), The Psychology of Education Review [P], vol 31, issue 2, The British Psychological Society, UK, p. 37.

Boyle, C., 2007, Is the use of labels in special education helpful?, Support for Learning: British journal for learning support [P], vol 22, issue 1, Wiley-Blackwell Publishing Ltd., UK, pp. 36-42.

Boyle, C., 2007, The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?, Educational & Child Psychology [P], vol 24, issue 1, The British Psychological Society, UK, pp. 36-45.

Boyle, C., 2006, Book review of Colour in the Darkness: Helpful hints for people who are feeling down, by Pam Norman, Psychologist [P], vol 19, issue 6, The British Psychological Society, UK, p. 369.

Boyle, C., 2006, Book review of Good Choices: Teaching young people aged 8 to 11 to make positive decisions about their own lives, by Tina Rae, Educational Psychology in Practice [P], vol 22, issue 4, Routledge, UK, pp. 390-391.

Boyle, C., 2006, Book review of Handbook of Resilience in Children, by Sam Goldstein & Robert B. Brooks, Psychologist [P], vol 19, issue May 2006, The British Psychological Society, UK, p. 293.

Boyle, C., 2006, Improving children's attainment, motivation and self-esteem, Proceedings of the British Psychological Society, vol 14, issue 1, The British Psychological Society, UK, p. 59.

Boyle, C., 2004, Book review of The theory and practice of promoting emotional literacy in your school, by Gillian Shotton, Educational Psychology in Practice [P], vol 20, issue 3, Routledge, UK, pp. 275-276.

Boyle, C., 2004, Book review of Understanding Human Motivation: What Makes People Tick? by Donald Laming, The Psychology of Education Review [P], vol 28, issue 2, The British Psychological Society, UK, p. 38.

Boyle, C., 2003, Book review of Building on Social Skills, by David Boulger, Educational Psychology in Practice [P], vol 19, issue 4, Routledge, UK, p. 336.

Conference Proceedings

Boyle, C., 2012, Pre-service teacher attitudes to inclusive education, International Teacher Education Dialogue, 2-3 August 2012, Southern Cross University, Australia, p. 1.

Anderson, J., Boyle, C., 2011, From policy to practice: Resourcing inclusion in a Queensland primary school, AASE National Conference, 28-30 September 2011, Australian Association of Special Education Inc. (AASE), Australia, pp. 1-21.

Boyle, C., 2010, Just what do teachers think about inclusion in secondary schools?, ISEC2010, 2-5 August 2010, Inclusive and Supportive Education Congress, Ireland, p. 62.

Boyle, C., 2008, Just what do teachers think about inclusion in secondary schools? Teacher attitudes to inclusion in secondary schools, 2008 Annual Conference for Educational Psychologists in Scotland, 25 - 26 September 2008, The British Psychological Society, UK, p. 1.

Other

Boyle, C., 2012, Ending the education lottery: why the government must extend the NDIS to schools, Article in The Conversation, The Conversation, Australia.

Boyle, C., 2011, Barriers to inclusion in schools., Presentation to Oxford Round Table on school reform strategies, July 28, 2011, Oxford Round Table, Oxford.

Boyle, C., 2009, The Positive Aspects of Inclusion in Schools from the Perspective of Secondary School Teachers.

Boyle, C., 2008, A day in the life of an educational psychologist, Enquire within. The Scottish advice service for additional support for learning, Children in Scotland, UK.

Boyle, C., 2008, Inclusion loses its rosy tint, The Times Educational Supplement Scotland, TES Education Ltd, UK.

Boyle, C., 2007, Ask the Expert. How to spell obsession. Weekly tests run my boy's life, The Scotsman - Lifestyle Magazine, Johnston Press, UK.

Boyle, C., 2007, Interview with an expert..., Psych-Talk, Student Members Group, The British Psychological Society, UK.

Boyle, C., 2007, New modes of interacting, Counterpoint to Baroness Susan Greenfield's article in Connected, newsletter of Learning and Teaching Scotland, Learning and Teaching Scotland, Scotland.

Boyle, C., 2006, Book Review of Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis, by Kathy Charmaz, Book Review in Qualititative Methods in Psychology newsletter (QMiP Bulletin), The British Psychological Society, UK.

Boyle, C., Brennan, L., Brown, A., Gibb, C., Horn, J., McKinstery, J., Stockton, K., Stuart, J., 2005, Educational psychology practice in Scotland, Report to the Association of Scottish Principal Educational Psychologists (ASPEP), Association of Scottish Principal Educational Psychologists (ASPEP), UK.