Christopher (Chris) Boyle
Christopher (Chris) Boyle
Associate Professor of Inclusive Education and Psychology, University of Exeter
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Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
DVM Bishop, MJ Snowling, PA Thompson, T Greenhalgh, ...
Journal of Child Psychology and Psychiatry 58 (10), 1068-1080, 2017
Teachers’ attitudes towards inclusion in high schools
C Boyle, K Topping, D Jindal-Snape
Teachers and Teaching 19 (5), 527-542, 2013
Is the use of labels in special education helpful?
F Lauchlan, C Boyle
Support for learning 22 (1), 36-42, 2007
Positive psychology school‐based interventions: A reflection on current success and future directions
AR Chodkiewicz, C Boyle
Review of Education 5 (1), 60-86, 2017
Pre-service secondary teachers' attitudes towards inclusive education
S Costello, C Boyle
Australian Journal of Teacher Education (Online) 38 (4), 129-143, 2013
Three-dimensional micro-level computational study of Wolff's law via trabecular bone remodeling in the human proximal femur using design space topology optimization
C Boyle, IY Kim
Journal of biomechanics 44 (5), 935-942, 2011
Pre-service primary teachers’ attitudes towards inclusive education
L Varcoe, C Boyle
Educational Psychology 34 (3), 323-337, 2014
The importance of peer-support for teaching staff when including children with special educational needs
C Boyle, K Topping, D Jindal-Snape, B Norwich
School Psychology International 33 (2), 167-184, 2012
Inclusive education in A ustralia: rhetoric, reality and the road ahead
J Anderson, C Boyle
Support for Learning 30 (1), 4-22, 2015
Facilitating the learning of all students: The ‘professional positive’of inclusive practice in Australian primary schools
C Boyle, B Scriven, S Durning, C Downes
Support for learning 26 (2), 72-78, 2011
Attitudes of preschool and primary school pre-service teachers towards inclusive education
J Kraska, C Boyle
Asia-Pacific Journal of Teacher Education 42 (3), 228-246, 2014
My School? Critiquing the abstraction and quantification of education
I Hardy, C Boyle
Asia-Pacific Journal of Teacher Education 39 (3), 211-222, 2011
The ecology of inclusive education: Reconceptualising Bronfenbrenner
J Anderson, C Boyle, J Deppeler
Equality in education, 23-34, 2014
Comparison of different hip prosthesis shapes considering micro-level bone remodeling and stress-shielding criteria using three-dimensional design space topology optimization
C Boyle, IY Kim
Journal of biomechanics 44 (9), 1722-1728, 2011
Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist
C Boyle, F Lauchlan
Educational Psychology in Practice 25 (1), 71-84, 2009
Applying cognitive behavioural methods to retrain children's attributions for success and failure in learning
J Toland, C Boyle
School Psychology International 29 (3), 286-302, 2008
Exploring the contribution of attribution retraining to student perceptions and the learning process
AR Chodkiewicz, C Boyle
Educational Psychology in Practice 30 (1), 78-87, 2014
Scared to lose control? General and health locus of control in females with a phobia of vomiting
AL Davidson, C Boyle, F Lauchlan
Journal of clinical psychology 64 (1), 30-39, 2008
What works in inclusion?
C Boyle, K Topping
McGraw-Hill Education (UK), 2012
Ethical practice in telepsychology
N Gamble, C Boyle, ZA Morris
Australian Psychologist 50 (4), 292-298, 2015
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