Chris Boyle

Professor Chris Boyle

Professor of Inclusion and Educ. Psychology

School of Education

Faculty of Arts

Eligible to supervise Masters and PhD - email supervisor to discuss availability.


Christopher Boyle, PhD is a Professor of Inclusive Education and Psychology at the University of Adelaide . He is a Fellow of the British Psychological Society and a Senior Fellow of the Higher Education Academy. He was previously Editor in Chief of The Educational and Developmental Psychologist (2012-2017) and is currently the co-inaugural founding editor of Belonging and Human Connection (with Kelly Allen) of the new journal Belonging and Human Connection launched in 2022. He is an internationally recognised and respected academic and author on the subjects of inclusive education, and psychology. He is a registered psychologist in the UK and Australia. Chris is available to informally discuss HDR supervision with prospective students.

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  • Education

    Date Institution name Country Title
    2009 University of Dundee Scotland PhD
    2003 University of Strathclyde Scotland MSc Ed Psych
    2001 Open University United Kingdom BA
    1998 University of Strathclyde Scotland MSc
    1998 University of Glasgow Scotland PGCE
    1996 University of Glamorgan Wales BSc(Hons)
  • Certifications

    Date Title Institution name Country
    2020 Fellow of the British Psychological Society British Psychological Society United Kingdom
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  • Journals

    Year Citation
    2021 Boyle, C., Morris, C., Salazar Rivera, J., & Alsaadi, N. (2021). Protocol for a scoping review of school-based occupational therapy interventions. University of Exeter, College of Social Sciences and International Studies.
    2021 Allen, K. -A., Boyle, C., & Roffey, S. (2021). Creating a culture of belonging in a school context. Educational and Child Psychology, 36(4), 5-7.
    2021 Boyle, C. (2021). Shuggie Bain. PSYCHOLOGIST, 34, 80-81.
    2021 Boyle, C. (2021). 'The presents were there - but no dead Santa'. PSYCHOLOGIST, 34, 4.
    2021 Allen, K. A., McInerney-Leo, A. M., Gamble, N., Wurf, G., & Boyle, C. (2021). The ethical protection of genetic information: procedure analysis for psychologists. Clinical Psychologist, 10 pages.
    DOI
    2021 Abdollahi, A., Azadfar, Z., Boyle, C., & Allen, K. A. (2021). Correction to: Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran (Journal of Religion and Health, (2021), 60, 5, (3606-3619), 10.1007/s10943-021-01362-y). Journal of Religion and Health, 60(5), 3620.
    DOI
    2021 Abdollahi, A., Azadfar, Z., Boyle, C., & Allen, K. A. (2021). Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran. Journal of Religion and Health, 60(5), 3606-3619.
    DOI WoS1
    2021 Boyle, C. (2021). The hope and tragedy of poverty. Psychologist, 34(7), 80-83.
    2021 Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Fostering school connectedness online for students with diverse learning needs: inclusive education in Australia during the COVID-19 pandemic. European Journal of Special Needs Education, 36(1), 142-156.
    DOI Scopus8 WoS6
    2021 Mathews, F., Newlove-Delgado, T., Finning, K., Boyle, C., Hayes, R., Johnston, P., & Ford, T. (2021). Teachers' concerns about pupils' mental health in a cross-sectional survey of a population sample of British schoolchildren. Child and Adolescent Mental Health, 26(2), 99-105.
    DOI Scopus3 WoS2 Europe PMC1
    2021 Sharif Nia, H., Mohammadinezhad, M., Allen, K. A., Boyle, C., Pahlevan Sharif, S., & Rahmatpour, P. (2021). Psychometric evaluation of the Persian version of the spiritual well-being scale (SWBS) in Iranian patients with cancer. Palliative and Supportive Care, 1-9.
    DOI Scopus1 Europe PMC1
    2021 Stentiford, L., Koutsouris, G., Boyle, C., Jindal-Snape, D., Salazar Rivera, J., & Benham-Clarke, S. (2021). The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review. Review of Education, 9(3).
    DOI
    2020 Nia, H. S., Goudarzian, A. H., Shahrokhi, A., Boyle, C., Wilson, M. S. J., & Hosseinigolafshani, S. Z. (2020). Psychometric properties of End-of-Life Caregiving Experience Appraisal Scale: Iranian critical care nurses. Nursing in Critical Care, 25(5), 269-276.
    DOI Scopus1 WoS1 Europe PMC1
    2020 Ali-Abadi, T., Talepasand, S., Boyle, C., & Nia, H. S. (2020). Psychometric properties of the Baruth Protective Factors Inventory among nursing students. PLoS ONE, 15(6), e0233760.
    DOI Scopus2 WoS2 Europe PMC1
    2020 Wilson, M. S. J., Knight, S., Vaughan‐Shaw, P., Blakemore, A. I., O'Kane, M., Boyle, C., . . . Mahawar, K. (2020). A modified AUGIS Delphi process to establish research priorities in bariatric and metabolic surgery. Clinical Obesity, 10(1), e12344.
    DOI Europe PMC3
    2020 Salazar Rivera, J., & Boyle, C. (2020). The Differing Tiers of School-Based Occupational Therapy Support: A Pilot Study of Schools in England. Journal of Occupational Therapy, Schools, and Early Intervention, 13(3), 264-282.
    DOI Scopus3
    2020 Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
    DOI Scopus4
    2020 Nazari, R., Boyle, C., Panjoo, M., Salehpour-Omran, M., Nia, H., & Yaghoobzadeh, A. (2020). The changes of endotracheal tube cuff pressure during manual and intermittent controlling in intensive care units. Iranian Journal of Nursing and Midwifery Research, 25(1), 71-75.
    DOI Scopus3 Europe PMC2
    2020 Wilson, M. S., Blencowe, N. S., Boyle, C., Knight, S. R., Petty, R., Vohra, R. S., & Underwood, T. J. (2020). A modified Delphi process to establish future research priorities in malignant oesophagogastric surgery. Surgeon, 18(6), 321-326.
    DOI Scopus4 WoS4 Europe PMC4
    2020 Wilson, M. S. J., Vaughan-Shaw, P., Boyle, C., Yong, G. L., Oglesby, S., Skipworth, R., . . . Attwood, S. E. A. (2020). A Modified AUGIS Delphi Process to Establish Future Research Priorities in Benign Upper Gastrointestinal Surgery. World Journal of Surgery, 44(4), 1216-1222.
    DOI Scopus4 WoS4 Europe PMC3
    2019 Myles, O., Boyle, C., & Richards, A. (2019). The social experiences and sense of belonging in adolescent females with autism in mainstream school. Educational and Child Psychology, 36(4), 8-21.
    Scopus1
    2019 Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7.
    Scopus3
    2019 Goudarzian, A. H., Boyle, C., Beik, S., Jafari, A., Bagheri Nesami, M., Taebi, M., & Zamani, F. (2019). Self-Care in Iranian Cancer Patients: The Role of Religious Coping. Journal of Religion and Health, 58(1), 259-270.
    DOI Scopus7 WoS7 Europe PMC4
    2019 Almazan, J. U., Albougami, A. S., Alamri, M. S., Colet, P. C., Adolfo, C. S., Allen, K., . . . Boyle, C. (2019). Disaster-related resiliency theory among older adults who survived Typhoon Haiyan. International Journal of Disaster Risk Reduction, 35, 101070.
    DOI Scopus7 WoS7
    2019 Page, A., Boyle, C., McKay, K., & Mavropoulou, S. (2019). Teacher perceptions of inclusive education in the Cook Islands. Asia-Pacific Journal of Teacher Education, 47(1), 81-94.
    DOI Scopus9 WoS8
    2019 Anderson, J., & Boyle, C. (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23(7-8), 796-810.
    DOI Scopus10 WoS10
    2019 Roffey, S., Boyle, C., & Allen, K. A. (2019). School belonging – Why are our students longing to belong to school?. Educational and Child Psychology, 36(2), 6-8.
    Scopus4
    2018 Boyle, C., & Shield, W. (2018). Providing mental health support in schools. Psychologist, 31(8), 5.
    2018 Nia, H. S., Sharif, S. P., Froelicher, E. S., Boyle, C., Goudarzian, A. H., Yaghoobzadeh, A., & Oskouie, F. (2018). Psychometric evaluation of a Persian version of the cardiac depression scale in Iranian patients with acute myocardial infarction. Journal of Nursing Measurement, 26(1), 1-15.
    DOI Scopus2
    2018 Hatef, M., Nia, H. S., Boyle, C., & Shafipour, V. (2018). The validity and reliability of the exercise self-efficacy scale in a sample of hemodialysis patients. Journal of Nursing Measurement, 26(3), 566-578.
    DOI Scopus1
    2018 Sharif Nia, H., Pahlevan Sharif, S., Boyle, C., Yaghoobzadeh, A., Tahmasbi, B., Rassool, G. H., . . . Soleimani, M. A. (2018). The Factor Structure of the Spiritual Well-Being Scale in Veterans Experienced Chemical Weapon Exposure. Journal of Religion and Health, 57(2), 596-608.
    DOI Scopus9 WoS6 Europe PMC5
    2017 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., . . . Whitehouse, A. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1068-1080.
    DOI Scopus445 WoS408 Europe PMC160
    2017 Bosnjak, A., Boyle, C., & Chodkiewicz, A. R. (2017). An Intervention to Retrain Attributions Using CBT: A Pilot Study. Educational and Developmental Psychologist, 34(1), 19-30.
    DOI Scopus6
    2017 Boyle, C. (2017). Progressive Educational and Developmental Psychology. Educational and Developmental Psychologist, 34(1), i-ii.
    DOI
    2017 Nia, H. S., Sharif, S. P., Lehto, R. H., Boyle, C., Yaghoobzadeh, A., Kaveh, O., & Goudarzian, A. H. (2017). Development and psychometric evaluation of a Persian version of the Death Depression Scale-Revised: A cross-cultural adaptation for patients with advanced cancer. Japanese Journal of Clinical Oncology, 47(8), 713-719.
    DOI Scopus17 WoS11 Europe PMC9
    2017 Chodkiewicz, A. R., & Boyle, C. (2017). Positive psychology school-based interventions: A reflection on current success and future directions. Review of Education, 5(1), 60-86.
    DOI
    2017 Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
    Scopus4
    2017 Arishi, L., Boyle, C., & Lauchlan, F. (2017). Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education. Educational and Child Psychology, 34(4), 9-19.
    Scopus8
    2017 Lauchlan, F., Boyle, C., Gibbs, S., & Resing, W. (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
    Scopus1
    2017 Chodkiewicz, A. R., & Boyle, C. (2017). Context and Implications Document for: Positive psychology school-based interventions: a reflection on current success and future directions. Review of Education, 5(1), 87-90.
    DOI
    2016 Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
    DOI
    2016 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., Adams, C., Archibald, L., . . . Whitehouse, A. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS ONE, 11(7), e0158753.
    DOI Scopus278 WoS168 Europe PMC83
    2016 Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
    DOI Scopus1
    2016 Chodkiewicz, A. R., & Boyle, C. (2016). Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioral therapy: A pilot study. School Psychology International, 37(5), 519-535.
    DOI Scopus5 WoS4
    2016 McKay, K., & Boyle, C. (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713.
    DOI
    2015 Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
    DOI Scopus10
    2015 Hoskin, J., Boyle, C., & Anderson, J. (2015). Inclusive education in pre-schools: Predictors of pre-service teacher attitudes in Australia. Teachers and Teaching: Theory and Practice, 21(8), 974-989.
    DOI Scopus9 WoS11
    2015 Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
    DOI Scopus39
    2015 Boyle, C. (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1), iii.
    DOI
    2015 Mowbray, T., Boyle, C., & Jacobs, K. (2015). Impact of Item Orientation on the Structural Validity of Self-Report Measures: An Investigation Using the TAI-G in an Australian Sample. Journal of Psychoeducational Assessment, 33(3), 278-290.
    DOI Scopus2 WoS1
    2015 Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
    DOI Scopus25 WoS22
    2015 Boyle, C. (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii.
    DOI
    2015 Beasley, E., Brooker, J., Warren, N., Fletcher, J., Boyle, C., Ventura, A., & Burney, S. (2015). The lived experience of volunteering in a palliative care biography service. Palliative and Supportive Care, 13(5), 1417-1425.
    DOI Scopus8 WoS9 Europe PMC4
    2015 Mowbray, T., Jacobs, K., & Boyle, C. (2015). Validity of the German Test Anxiety Inventory (TAI-G) in an Australian sample. Australian Journal of Psychology, 67(2), 121-129.
    DOI Scopus12 WoS12
    2014 Boyle, C. (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv.
    DOI Scopus1
    2014 Gunasekera, S., Houghton, S., Glasgow, K., & Boyle, C. (2014). From stability to mobility: African secondary school aged adolescents' transition to mainstream schooling. Australian Educational and Developmental Psychologist, 31(1), 1-17.
    DOI Scopus6
    2014 Varcoe, L., & Boyle, C. (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337.
    DOI Scopus53 WoS50
    2014 Kraska, J., & Boyle, C. (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education, 42(3), 228-246.
    DOI Scopus38 WoS34
    2014 Boyle, C. (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1), iii.
    DOI
    2014 Boyle, C. (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2), 158.
    DOI
    2014 Chodkiewicz, A. R., & Boyle, C. (2014). Exploring the contribution of attribution retraining to student perceptions and the learning process. Educational Psychology in Practice, 30(1), 78-87.
    DOI Scopus33
    2014 Hebert, S., Bor, W., Swenson, C. C., & Boyle, C. (2014). Improving collaboration: a qualitative assessment of inter-agency collaboration between a pilot Multisystemic Therapy Child Abuse and Neglect (MST-CAN) program and a child protection team. AUSTRALASIAN PSYCHIATRY, 22(4), 370-373.
    DOI WoS8 Europe PMC4
    2013 Bor, W., Stallman, H., Collerson, E., Boyle, C., Swenson, C. C., McDermott, B., & Lee, E. (2013). Therapy implications of child abuse in multi-risk families. AUSTRALASIAN PSYCHIATRY, 21(4), 389-392.
    DOI WoS1 Europe PMC1
    2013 Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143.
    DOI Scopus42
    2013 Boyle, C., Topping, K., & Jindal-Snape, D. (2013). Teachers attitudes towards inclusion in high schools. Teachers and Teaching: Theory and Practice, 19(5), 527-542.
    DOI Scopus82 WoS68
    2013 Boyle, C. (2013). The future is bright: The future is educational and developmental psychology. Australian Educational and Developmental Psychologist, 30(1), ii-iii.
    DOI
    2012 Boyle, C. (2012). Australian Educational Psychology With an International Focus. Australian Educational and Developmental Psychologist, 29(1), ii.
    DOI
    2012 Boyle, C. (2012). Vygotsky's legacy: a foundation for research and practise. EDUCATIONAL PSYCHOLOGY, 32(5), 679-680.
    DOI
    2012 Boyle, C., & Jindal-Snape, D. (2012). Visual-perceptual difficulties and the impact on children's learning: Are teachers missing the page?. Support for Learning, 27(4), 166-171.
    DOI Scopus2
    2012 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, 33(2), 167-184.
    DOI Scopus36 WoS30
    2011 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, 26(2), 72-78.
    DOI Scopus38
    2011 Hardy, I., & Boyle, C. (2011). My school? critiquing the abstraction and quantification of education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222.
    DOI Scopus46 WoS36
    2010 Boyle, C., & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73.
    DOI Scopus2
    2009 Boyle, C., & Lauchlan, F. (2009). Applied psychology and the case for individual casework: Some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71-84.
    DOI Scopus30
    2009 Boyle, C. (2009). A Lifetime of Intelligence. Follow-Up Studies of the Scottish Mental Surveys of 1932 and 1947. PSYCHOLOGIST, 22(10), 857.
    2008 Boyle, C. (2008). Marvelous Minds: The Discovery of What Children Know. PSYCHOLOGIST, 21(10), 861.
    DOI
    2008 Toland, J., & Boyle, C. (2008). Applying cognitive behavioural methods to retrain children's attributions for success and failure in learning. School Psychology International, 29(3), 286-302.
    DOI Scopus32 WoS27
    2008 Davidson, A. L., 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, 64(1), 30-39.
    DOI Scopus19 WoS18 Europe PMC4
    2008 Davidson, A. L., 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 (64:1)). Journal of Clinical Psychology, 64(6), 789.
    DOI
    2007 Boyle, C. M. (2007). An analysis of the efficacy of a motor skills training programme for young people with Moderate Learning Difficulties. International Journal of Special Education, 22(1), 11-24.
    Scopus20
    2007 Boyle, C. (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law, (OCT.), 1423-1434.
    Scopus2
    2007 Boyle, C. (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44.
    Scopus11
    2007 Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
    DOI Scopus68
    2007 Boyle, C. (2007). Educational testing: A competence based approach. PSYCHOLOGIST, 20(12), 750.
    2006 Rae, T. (2006). Good Choices: Teaching Young People Aged 8 to 11 to Make Positive Decisions about Their Own Lives.
    DOI
    Ganshorn, H. (n.d.). Denying to the Grave: Why We Ignore the Facts that Will Save Us. Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada, 38(2), 51-52.
    DOI
  • Books

    Year Citation
    2022 Boyle, C., & Allen, K. -A. (2022). Research for Sustainable Quality Education: Inclusion, Belonging, and Equity (1 ed.). C. Boyle (Ed.), Singapore: Springer Nature.
    2022 Boyle, C., & Allen, K. -A. (2022). Research for Sustainable Quality Education: Inclusion, Belonging, and Equity (1 ed.). C. Boyle (Ed.), Singapore: Springer Nature.
    2020 Inclusive Education: Global Issues and Controversies (2020). . BRILL.
    2020 Inclusive Education: Global Issues and Controversies (2020). . BRILL.
    2018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. BRILL.
    2015 Boyle, C., & Chodkiewicz, A. (2015). Believing You Can Is the First Step to Achieving A CBT and Attribution Retraining Programme to Improve Self-Belief in Students Aged 8-12.
    2014 Boyle, C., & Gamble, N. (2014). Ethical practice in applied psychology. Melbourne: Oxford University Press.
    2014 Zhang, H., Chan, P. W. K., & Boyle, C. (2014). Equality in education: Fairness and inclusion. SensePublishers.
    DOI Scopus2
    2013 Boyle, C. (2013). Student learning: Improving practice.
  • Book Chapters

    Year Citation
    2021 Gamble, N., & Boyle, C. (2021). Appropriate staff and student relationships policy. In Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders (pp. 88-94).
    2020 Boyle, C., & Anderson, J. (2020). Inclusive education and the progressive inclusionists. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (1 ed., pp. 883-894). New York: Oxford University Press.
    2020 Boyle, C., Koutsouris, G., Salla Mateu, A., & Anderson, J. (2020). The matter of ‘evidence’ in the inclusive education debate. In U. Sharma, & S. Salend (Eds.), Oxford Encyclopedia of Inclusive and Special Education (pp. 1041-1054). New York: Oxford University Press.
    2020 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools (2020). In Inclusive Education: Global Issues and Controversies (pp. 202-215). BRILL.
    DOI
    2020 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools (2020). In Inclusive Education: Global Issues and Controversies (pp. 202-215). BRILL.
    DOI
    2020 Transitions of Children with Additional Support Needs across Stages (2020). In Inclusive Education: Global Issues and Controversies (pp. 163-178). BRILL.
    DOI
    2020 Transitions of Children with Additional Support Needs across Stages (2020). In Inclusive Education: Global Issues and Controversies (pp. 163-178). BRILL.
    DOI
    2020 The Importance of Teacher Attitudes to Inclusive Education (2020). In Inclusive Education: Global Issues and Controversies (pp. 127-146). BRILL.
    DOI
    2020 The Importance of Teacher Attitudes to Inclusive Education (2020). In Inclusive Education: Global Issues and Controversies (pp. 127-146). BRILL.
    DOI
    2014 Boyle, C. (2014). 'What's the score' with school psychology: Do we carry on regardless or is there any added value?. In Psychology in Education: Critical Theory~Practice (pp. 83-94). SensePublishers.
    DOI
    2014 Boyle, C. (2014). Professional and interprofessional ethical considerations for practising psychologists in Australia. In Exploring the Dynamics of Personal, Professional and Interprofessional Ethics (pp. 167-184). Policy Press.
    DOI
    2014 Anderson, J., Boyle, C., & Deppeler, J. (2014). The ecology of inclusive education: Reconceptualising bronfenbrenner. In Equality in Education: Fairness and Inclusion (pp. 23-34). SensePublishers.
    DOI Scopus34
    2014 Boyle, C., Zhang, H., & Chan, P. W. K. (2014). Closing the gap: The move to equality in education. In Equality in Education: Fairness and Inclusion (pp. 217-222). SensePublishers.
    DOI
    2014 Zhang, H., Chan, P. W. K., & Boyle, C. (2014). Opening Pandora's box: Exploring inequalities in education. In Equality in Education: Fairness and Inclusion (pp. 1-6). SensePublishers.
    DOI Scopus1
    2014 Boyle, C., & Heimans, S. (2014). Take action or do nothing: The educational dilemma of the teacher. In Equality in Education: Fairness and Inclusion (pp. 51-57). SensePublishers.
    DOI
    2013 Boyle, C. (2013). Introduction: Improving learning and participation in the 21<sup>st</sup> century educational environment.
    2013 Koles, J. E., & Boyle, C. (2013). Future direction of attribution retraining for students with learning difficults: A review. In Student Learning: Improving Practice (pp. 13-29).
    Scopus6
    2013 Boyle, C. (2013). Labelling in special education: Where do the benefits lie?. In The Routledge International Companion to Educational Psychology (pp. 213-221).
    DOI Scopus10
    2013 Boyle, C., & Lauchlan, F. (2013). A comparative overview of educational psychology across continents. In The Routledge International Companion to Educational Psychology (pp. 31-40).
    DOI Scopus5
    Boyle, C. (n.d.). A Comparative Overview of Educational Psychology Across Continents. In The Routledge International Companion to Educational Psychology. Routledge.
    DOI
  • Conference Papers

    Year Citation
    2021 Boyle, C. (2021). The structures and processes governing education research in the UK from 1990-2020: A systematic scoping reviewAustralian Association of Research in Education Conference. In Reimagining Education Research. Online.
    2021 Anderson, J., & Boyle, C. (2021). Leadership for inclusive education: The ‘dark side’ of school principal practice. In Reimagining Education. Online.
  • Report for External Bodies

    Year Citation
    2021 Boyle, C., Stentiford, L., Koutsouris, G., Jindal-Snape, D., Benham-Clarke, S., & Salazar Rivera, J. (2021). A systematic literature review to understand the structures and processes that influence research activities in the UK. London, UK: British Educational Research Association.
  • Position: Professor of Inclusion and Educ. Psychology
  • Phone: 83134397
  • Email: chris.boyle@adelaide.edu.au
  • Campus: North Terrace
  • Building: Nexus 10, floor 8
  • Room: 8.34
  • Org Unit: School of Education

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