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.
Professor of Inclusive Education and Psychology
Associate Head of School (Research)
- My Research
- Career
- Publications
- Grants and Funding
- Teaching
- Supervision
- Professional Activities
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PROFILE
Professor Christopher Boyle, PhD is a Professor of Inclusion and Educational Psychology, the Associate Head (Research) in the School Education, and the Chair of the University Human Research Ethics Committee. He is an elected member of the university's Academic Board, a Fellow of the British Psychological Society, and a Senior Fellow of the Higher Education Academy.
Overview
Professor Boyle has over 25 years experience in education and psychology. He is a former high school teacher and an educational psychologist in the UK and Australia. He was previously Editor in Chief of The Educational and Developmental Psychologist (2012-2017). 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.
Professor Boyle's research is generally in the domain of psychology, wellbeing, and inclusive education. Professor Boyle has had over 150 articles, books, chapters, and reports published as well as significant grant successes in Australia, the EU, and the UK.
In his spare time, Professor Boyle is a Volunteer Firefighter with the South Australia Country Fire Service (CFS).
Professor Boyle is available to discuss doctoral supervision with prospective students.
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Awards and Achievements
Date Type Title Institution Name Country Amount 2023 Research Award Faculty Research Excellence Award University of Adelaide Australia - 2023 Research Award School of Education Research Excellence Award University of Adelaide Australia - -
Education
Date Institution name Country Title 2009 University of Dundee Scotland PhD 2003 University of Strathclyde Scotland MSc Educational Psychology 2001 Open University United Kingdom BA Politics and Government 1998 University of Strathclyde Scotland MSc Business Info Tech Systems 1998 University of Glasgow Scotland PGCE Secondary Teaching 1996 University of Glamorgan Wales BSc (Hons.) Behavioural Sciences -
Certifications
Date Title Institution name Country 2020 Senior Fellow Higher Education Academy United Kingdom 2020 Fellow British Psychological Society United Kingdom -
Research Interests
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Journals
Year Citation 2024 Fernandes, R., Willison, J., & Boyle, C. (2024). Characteristics of facilitated critical thinking when students listen to and speak English as an additional language in Indonesia. Thinking Skills and Creativity, 52, 101513-1-101513-17.
Scopus22024 Fernandes, R., Willison, J., & Boyle, C. (2024). Characteristics, prevalence and tensions of critical thinking in Indonesian high school English language classes resulting from policy-driven teaching. Thinking Skills and Creativity, 53, 101605.
2024 Faruk, M. O., Boyle, C., Allen, K. A., Chowdhury, K. U. A., Bari, N., Alam, M. R., . . . Adams, B. (2024). 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, 15 pages.
2024 Salazar Rivera, J., Alsaadi, N., Parra-Esquivel, E. I., Morris, C., & Boyle, C. (2024). A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings. Journal of Occupational Therapy, Schools, & Early Intervention, 17(3), 510-534.
Scopus52024 Boyle, C., Costello, S., Anderson, J., Collett, K., Page, A., & Allen, K. -A. (2024). Further Development of the Teacher Attitudes Towards Inclusion Scale: Principal Components and Rasch Analysis. International Journal of Inclusive Education, 28(10), 2122-2137.
Scopus2 WoS12023 Tanhan, A., Boyle, C., Taş, B., Söğüt, Y., Cashwell, C. C., Genc, E., & Karatepe, H. T. (2023). Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19. Distance Education, 44(1), 40-65.
Scopus3 WoS22023 Boyle, C., Sanders, M., Ma, T., Hodges, J., Allen, K. -A., Cobham, V. E., . . . Trompf, M. (2023). The thriving kids and parents schools project: protocol of an incomplete stepped wedged cluster randomised trial evaluating the effectiveness of a Triple P seminar series. BMC Public Health, 23(1), 2021-1-2021-12.
Scopus22023 Boyle, C., Barrell, C., Allen, K. A., & She, L. (2023). Primary and secondary pre-service teachers’ attitudes towards inclusive education. Heliyon, 9(11), 13 pages.
Scopus22023 Boyle, C., & Allen, K. A. (2023). Preface. Sustainable Development Goals Series, Part F2700, xi. 2023 White, M. A., McCallum, F., & Boyle, C. (2023). Preface. New Research and Possibilities in Wellbeing Education, vii. 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.
Scopus9 WoS7 Europe PMC72022 Subasi, Y., Adalar, H., Tanhan, A., Arslan, G., Allen, K. -A., Boyle, C., . . . Lauchlan, F. (2022). Investigating students, experience of online/distance education with photovoice during COVID-19. Distance Education, 44(3), 563-587.
Scopus5 WoS32022 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.
Scopus12022 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.
Scopus82022 Boyle, C., Allen, K. -A., Barrell, C., & Pahlevansharif, S. (2022). Primary and Secondary Pre-Service Teachers’ Attitudes towards Inclusive Education.
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, 38(5), 870-889.
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.
Scopus9 WoS6 Europe PMC42021 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.
Scopus5 WoS22021 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.
Scopus10 WoS9 Europe PMC42021 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.
Scopus2 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.
Europe PMC12021 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.
Scopus54 WoS292020 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.
Scopus7 WoS4 Europe PMC42020 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.
Scopus9 WoS6 Europe PMC102020 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.
Scopus6 WoS5 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.
Scopus7 WoS62020 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.
Scopus2 WoS2 Europe PMC22020 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.
Scopus6 WoS5 Europe PMC32020 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), 5 pages.
Scopus6 WoS6 Europe PMC52020 Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
Scopus322019 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.
Scopus142019 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.
Scopus18 WoS11 Europe PMC92019 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.
Scopus20 WoS142019 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.
Scopus38 WoS242019 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.
Scopus22 WoS132019 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.
Scopus192019 Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7.
Scopus92018 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.
Scopus1 WoS12018 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.
Scopus22 WoS11 Europe PMC132018 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.
Scopus3 WoS2 Europe PMC12018 Heravi-Karimooi, M., Bandpey, B. E., Rejeh, N., Nia, H. S., Boyle, C., & Torkmandi, H. (2018). The Use of Text Messaging for the Improvement of Occupational Health among Nurses in an Intensive Care Unit: a Clinical Trial. Journal of Technology in Behavioral Science, 3(2), 63-68.
Scopus22018 Boyle, C. (2018). Denying to the Grave: Why We Ignore the Facts That Will Save Us. PSYCHOLOGIST, 31, 79. 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.
Scopus29 WoS14 Europe PMC132017 Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
Scopus192017 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.
Scopus232017 Lauchlan, F., Boyle, C., Gibbs, S., & Resing, W. (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
Scopus22017 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.
Scopus946 WoS619 Europe PMC3292017 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.
Scopus10 WoS42017 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.
Scopus71 WoS402017 Ganshorn, H. (2017). Denying to the grave: why we ignore the facts that will save us. JOURNAL OF THE CANADIAN HEALTH LIBRARIES ASSOCIATION, 38(2), 51-52.
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.
Scopus3 WoS22016 Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
Scopus12016 Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
Scopus32016 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.
Scopus11 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.
Scopus511 WoS191 Europe PMC1682015 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.
Scopus15 WoS11 Europe PMC62015 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.
Scopus17 WoS152015 Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
Scopus14 WoS92015 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.
Scopus27 WoS162015 Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
Scopus70 WoS462015 Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
Scopus40 WoS292015 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.
Scopus60 WoS422014 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.
Scopus42 WoS342014 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.
Scopus78 WoS572014 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.
Scopus9 WoS62014 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.
WoS11 Europe PMC62013 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.
Scopus142 WoS882013 Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143.
Scopus62 WoS352013 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.
Scopus55 WoS342011 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.
Scopus49 WoS312011 Hardy, I., & Boyle, C. (2011). My school? critiquing the abstraction and quantification of education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222.
Scopus57 WoS382011 Boyle, C., & Kim, I. Y. (2011). Comparison of different hip prosthesis shapes considering micro-level bone remodeling and stress-shielding criteria using three-dimensional design space topology optimization. JOURNAL OF BIOMECHANICS, 44(9), 1722-1728.
2011 Boyle, C., & Kim, I. Y. (2011). Three-dimensional micro-level computational study of Wolff's law via trabecular bone remodeling in the human proximal femur using design space topology optimization. JOURNAL OF BIOMECHANICS, 44(5), 935-942.
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.
Scopus2 WoS22009 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.
Scopus35 WoS212009 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.
Scopus24 WoS18 Europe PMC52008 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.
Scopus37 WoS302008 Boyle, C. (2008). Montessori: the science behind the genius (rev. ed.). EDUCATIONAL PSYCHOLOGY IN PRACTICE, 24(2), 159-160. 2007 Boyle, C. (2007). Breaking the cycle of educational alienation: A multi-professional approach. EDUCATIONAL PSYCHOLOGY IN PRACTICE, 23(2), 196-197. 2007 Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
Scopus95 WoS642007 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.
Scopus25 WoS142007 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.
Scopus142007 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 Boyle, C. (2006). Good choices: Teaching young people aged 8 to 11 to make positive decisions about their own lives. EDUCATIONAL PSYCHOLOGY IN PRACTICE, 22(4), 390-391.
2005 Nicholson, P. J., Cullinan, P., Taylor, A. J. N., Burge, P. S., & Boyle, C. (2005). Evidence based guidelines for the prevention, identification, and management of occupational asthma. OCCUPATIONAL AND ENVIRONMENTAL MEDICINE, 62(5), 290-299.
2005 Taylor, A. J. N., Cullinan, P., Burge, P. S., Nicholson, P., & Boyle, C. (2005). BOHRF guidelines for occupational asthma. THORAX, 60(5), 364-366.
- Ma, T., Sanders, M. R., Hodges, J., Boyle, C., Healy, K. L., & Morawska, A. (n.d.). Extended Child Adjustment and Parent Efficacy Scale (CAPES): inclusion of the peer relationship problems subscale and updated psychometric properties. Australian Psychologist, 1-8.
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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.
DOI2023 Boyle, C., & Allen, K. -A. (Eds.) (2023). Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (1 ed.). Singapore: Springer Nature.
DOI2023 White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore.
DOI Scopus22023 White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore.
DOI Scopus22020 Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL.
DOI2020 Boyle, C., Anderson, J., Page, A., & Mavropoulou, S. (Eds.) (2020). Inclusive Education: Global Issues and Controversies (1 ed.). BRILL.
DOI2018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL.
DOI Scopus182018 Allen, K. -A., & Boyle, C. (2018). Pathways to Belonging Contemporary Perspectives of School Belonging. K. Allen, & C. Boyle (Eds.), BRILL.
DOI Scopus182015 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. H. Zhang, P. W. K. Chan, & C. Boyle (Eds.), SensePublishers.
DOI Scopus42013 Boyle, C. (2013). Student learning: Improving practice.
Scopus12012 Boyle, C., & Topping, K. (2012). What Works In Inclusion?. McGraw-Hill Education (UK). -
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. 2017 Chung, P., Boyle, C., Lurvey-Eifert, R., Kharasch, M., & Freedman, N. (2017). Interventions to Improve Early Pulmonary Outpatient Follow-Up for Acute Exacerbation of COPD Associated With Reduced 30-Day Readmission Rates. In CHEST Vol. 152 (pp. 800A). CANADA, Toronto: ELSEVIER SCIENCE BV.
DOI -
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.
2022 Chief Investigator. Preparing for Parenting in a Post-Pandemic world - School seminars to skill parents and teachers to support the wellbeing, behaviour and self-regulation of students. Cat. 1 Commonwealth Department of Education ($1.2million)
EDUC 7031 Education Major Project
EDUC 7555 Education for Inclusion
EDUC 7071 Contemporary Issues in Wellbeing Education
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Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2024 Co-Supervisor Enhancing Student Well-Being Through Effective Feedback in Oral Presentation in Higher Education Doctor of Philosophy Doctorate Full Time Ms Shu Pan 2024 Principal Supervisor The frustration of learners and teachers' basic psychological needs and its effect on students' engagement Doctor of Philosophy Doctorate Full Time Mr Ahmed Alharfi 2024 Co-Supervisor Education for All: A social intervention to engage the disengaged Master of Philosophy Master Part Time Mr Thomas Patrick Carlson 2023 Co-Supervisor An Investigation of Factors Predicting Students' Numeracy in Upper and Lower Primary in Indonesia Doctor of Philosophy Doctorate Full Time Ms Yulia Linguistika 2023 Co-Supervisor Formulation of Well-being Model and Instrument Based on Balinese Philosophy Doctor of Philosophy Doctorate Full Time Mr I Putu Abdi Bhuwana 2023 Co-Supervisor Preparing for Tomorrow's Remote Learning: Voices of Students, Parents, and Teachers on Their COVID-19 Experiences in Central China Doctor of Philosophy Doctorate Full Time Mengyuan He 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 an Indonesian senior high school 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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Committee Memberships
Date Role Committee Institution Country 2023 - ongoing Board Member Academic Board University of Adelaide Australia 2022 - ongoing Member Australian Association for Research in Education (AARE) Executive Australian Association for Research in Education (AARE) Australia -
Memberships
Date Role Membership Country 2023 - ongoing Advisory Board Member Life Courses Centre, University of Queensland Australia 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 -
Consulting/Advisories
Date Institution Department Organisation Type Country 2023 - ongoing Media Centre for Education Research Australia Educational Research Advisory Panel Scientific research Australia -
Editorial Boards
Date Role Editorial Board Name Institution Country 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 -
Offices Held
Date Office Name Institution Country 2023 - ongoing Associate Head of School (Research) University of Adelaide 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
Connect With Me
External Profiles