Professor Chris Boyle
Professor
School of Education
Faculty of Arts, Business, Law and Economics
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 the new journal Belonging and Human Connection (with Kelly Allen) 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 discuss doctoral 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 Senior Fellow Higher Education Academy United Kingdom 2020 Fellow British Psychological Society United Kingdom
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Journals
Year Citation 2022 Nia, H. S., She, L., Kaur, H., Boyle, C., Fomani, F. K., Kohestani, D., & Rahmatpour, P. (2022). A predictive study between anxiety and fear of COVID-19 with psychological behavior response: The mediation role of perceived stress. Frontiers in Psychiatry, 13, 851212-1-851212-11.
Scopus2 WoS2 Europe PMC22022 Subasi, Y., Adalar, H., Tanhan, A., Arslan, G., Allen, K. -A., Boyle, C., . . . Lauchlan, F. (2022). University students’ experiences of distance education in the context of COVID-19 through online PhotoVoice (OPV). Distance Education. 2022 Faruk, O. F., Boyle, C., Allen, K. -A., Chowdhury, K. U. A. C., Bari, N., Alam, M. R., . . . Adams, B. (2022). Persons with disabilities living in rural areas of Bangladesh: An exploration of their mental health and experiences in accessing support during the COVID-19 pandemic. International Journal of Disability Development and Education. 2022 Lissack, K., & Boyle, C. (2022). Parent/carer views on support for children's school non‐attendance: 'How can they support you when they are the ones who report you?'. Review of Education, 10(3), e3372-1-e3372-33.
2022 Page, A., Vira, A., Ledger, S., Mosen, J., Anderson, J., Charteris, J., & Boyle, C. (2022). Pacific inclusive education model: addressing dichotomies to ensure positive outcomes. Journal of Education Policy, 2080275-1-2080275-21.
2022 Boyle, C., Costello, S., Anderson, J., Collett, K., Page, A., & Allen, K. -A. (2022). Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis. International Journal of Inclusive Education, 16 pages.
Scopus1 WoS12022 Baumfield, V., Bethel, A., Boyle, C., Katine, W., Knowler, H., Koutsouris, G., & Norwich, B. (2022). How lesson study is used in initial teacher education: An international review of literature. Teacher Development, 26(3), 356-372.
2022 Sharif Nia, H., Mohammadinezhad, M., Allen, K. A., Boyle, C., Pahlevan Sharif, S., & Rahmatpour, P. (2022). Psychometric evaluation of the Persian version of the spiritual well-being scale (SWBS) in Iranian patients with cancer. Palliative and Supportive Care, 20(1), 113-121.
Scopus2 WoS2 Europe PMC12021 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), e3298-1-e3298-43.
Scopus12021 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.
Scopus8 WoS7 Europe PMC22021 Allen, K. -A., Boyle, C., & Roffey, S. (2021). Creating a culture of belonging in a school context: Editorial. Educational and Child Psychology, 36(4), 5-7. 2021 Page, A., Charteris, J., Anderson, J., & Boyle, C. (2021). Seven great ways to connect with students during snap lockdowns. Education Research Matters, August 19, 1-7. 2021 Boyle, C., Stentiford, L., Koutsouris, G., Jindal-Snape, D., Benham-Clarke, S., & Salazar Rivera, J. (2021). Generational change: A review of the structures & processes that have
influenced educational research since 1990. Research Intelligence, (149), 14-15.2021 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, 26(1), 1-10.
Scopus1 WoS12021 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.
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.
WoS12021 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.
Scopus30 WoS222020 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.
Scopus3 Europe PMC22020 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.
Scopus4 WoS5 Europe PMC52020 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.
WoS4 Europe PMC32020 Boyle, C., Morris, C., Salazar Rivera, J., & Alsaadi, N. (2020). Protocol for a scoping review of school-based occupational therapy interventions. University of Exeter, College of Social Sciences and International Studies, 28 February, 1-21. 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.
Scopus32020 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.
Scopus1 WoS1 Europe PMC12020 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.
Scopus4 WoS4 Europe PMC12020 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.
Europe PMC42020 Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
Scopus112019 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.
Scopus62019 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.
Scopus11 WoS11 Europe PMC42019 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.
Scopus13 WoS112019 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.
Scopus20 WoS172019 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.
Scopus12 WoS112019 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.
Scopus52019 Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7.
Scopus32018 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.
Scopus12018 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.
Scopus10 WoS8 Europe PMC62018 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.
Scopus32017 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.
Scopus21 WoS14 Europe PMC92017 Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
Scopus62017 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.
Scopus132017 Lauchlan, F., Boyle, C., Gibbs, S., & Resing, W. (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
Scopus12017 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.
Scopus620 WoS480 Europe PMC2232017 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.
Scopus92017 Boyle, C. (2017). Progressive Educational and Developmental Psychology. Educational and Developmental Psychologist, 34(1), i-ii.
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.
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.
2016 Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
2016 Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
Scopus22016 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.
Scopus9 WoS62016 McKay, K., & Boyle, C. (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713.
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.
Scopus364 WoS165 Europe PMC962015 Boyle, C. (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1), iii.
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.
Scopus10 WoS10 Europe PMC52015 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.
Scopus13 WoS122015 Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
Scopus112015 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.
Scopus16 WoS152015 Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
Scopus522015 Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
Scopus31 WoS272015 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.
Scopus2 WoS12015 Boyle, C. (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii.
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.
Scopus46 WoS402014 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.
Scopus372014 Boyle, C. (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1), iii.
2014 Boyle, C. (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2), 158.
2014 Varcoe, L., & Boyle, C. (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337.
Scopus66 WoS552014 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.
Scopus82014 Boyle, C. (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv.
Scopus12014 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.
WoS10 Europe PMC52013 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.
WoS1 Europe PMC12013 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.
Scopus103 WoS842013 Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143.
Scopus482013 Boyle, C. (2013). The future is bright: The future is educational and developmental psychology. Australian Educational and Developmental Psychologist, 30(1), ii-iii.
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.
Scopus22012 Boyle, C. (2012). Australian Educational Psychology With an International Focus. Australian Educational and Developmental Psychologist, 29(1), ii.
2012 Boyle, C. (2012). Vygotsky's legacy: a foundation for research and practise. EDUCATIONAL PSYCHOLOGY, 32(5), 679-680.
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.
Scopus41 WoS332011 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.
Scopus412011 Hardy, I., & Boyle, C. (2011). My school? critiquing the abstraction and quantification of education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222.
Scopus51 WoS382010 Boyle, C., & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73.
Scopus22009 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.
Scopus332009 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.
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.
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.
Scopus20 WoS18 Europe PMC42008 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.
Scopus35 WoS292007 Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
Scopus752007 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.
Scopus232007 Boyle, C. (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law, (OCT.), 1423-1434.
Scopus22007 Boyle, C. (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44.
Scopus122007 Boyle, C. (2007). Educational testing: A competence based approach. PSYCHOLOGIST, 20(12), 750. 2006 Boyle, C. (2006). Colour in the darkness: Helpful hints for people who are feeling down. PSYCHOLOGIST, 19(6), 367. 2006 Boyle, C. (2006). Handbook of resilience in children. PSYCHOLOGIST, 19(5), 294. 2006 Rae, T. (2006). Good Choices: Teaching Young People Aged 8 to 11 to Make Positive Decisions about Their Own Lives.
- 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.
- Tanhan, A., Boyle, C., Taş, B., Söğüt, Y., Cashwell, C. C., Genc, E., & Karatepe, H. T. (n.d.). Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19. Distance Education, 1-26.
- Boyle, C., Allen, K. -A., Barrell, C., & Pahlevansharif, S. (n.d.). Primary and Secondary Pre-Service Teachers’ Attitudes towards Inclusive Education.
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Books
Year Citation 2023 Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature. 2023 Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature. 2020 Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL.
2020 Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL.
2018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL.
Scopus42018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL.
Scopus42015 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.
Scopus32013 Boyle, C. (2013). Student learning: Improving practice. -
Book Chapters
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Conference Papers
Year Citation 2021 Boyle, C. (2021). The structures and processes governing education research in the UK from 1990-2020: A systematic scoping review.. In AARE: Reimagining Education Research. Online. 2021 Anderson, J., & Boyle, C. (2021). Leadership for inclusive education: The ‘dark side’ of school principal practice. In AARE 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.
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Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2022 Co-Supervisor An investigation of Chinese university students' wellbeing Doctor of Philosophy Doctorate Part Time Miss Jiachen Teng 2022 Co-Supervisor An investigation of facilitating critical thinking in English language classes when speaking and listening are practised in Indonesian senior high schools Doctor of Philosophy Doctorate Full Time Mr Ricky Fernandes 2022 Co-Supervisor A study of South Australian Independent Schools programs in values education and their perceived impacts on student wellbeing Doctor of Philosophy Doctorate Part Time Mr Shaun Malcolm Oakey
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Memberships
Date Role Membership Country 2022 - ongoing Member Pacific Research in Inclusive and Specialist Education (PRISE) Australia 2022 - ongoing Member Parent and Family Research Alliance (PAFRA) Australia 2021 - ongoing Member British Educational Research Association United Kingdom 2018 - ongoing Member Global Belonging Collaborative (Monash University) Australia -
Community Engagement
Date Title Engagement Type Institution Country 2022 - 2022 Keynote: Inclusion in Reality Public Community Engagement Pembroke School, Adelaide Australia -
Editorial Boards
Date Role Editorial Board Name Institution Country 2022 - ongoing Associate Editor Heliyon Elsiver United States 2021 - ongoing Editor-In-chief Journal of Belonging and Human Connection Brill Publishers Australia 2020 - ongoing Associate Editor Educational and Developmental Psychologist Australian Psychological Society Australia 2017 - ongoing Board Member The Journal of Research in Special Educational Needs National Association of Special Educational Needs United Kingdom 2012 - 2022 Board Member Educational and Child Psychology British Psychological Society United Kingdom 2012 - 2017 Editor-In-chief The Educational and Developmental Psychologist The Australian Psychological Society Australia -
Review, Assessment, Editorial and Advice
Date Title Type Institution Country 2022 - ongoing Assessor - ARC National Competitive Grants Programme Grant Assessment Australian Research Council Australia
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