Publications

Explore our extensive collection of publications that highlight the IERH's commitment to advancing equity in education through innovative research and impactful policy analysis.

  • 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.
  • 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.
  • 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. 
  • Faruk, O. F., Boyle, C., Allen, K. -A., Chowdhury, K. U. A. C., Bari, N., Alam, M. R., . . . Adams, B. (2023). 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.
  • Salazar Rivera, J., Alsaadi, N., Parra-Esquivel, E. I., Morris, C., & Boyle, C. (2023). A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings. Journal of Occupational Therapy, Schools, & Early Intervention, 1-25. 
  • 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. 
  • 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 behaviour response: The mediation role of perceived stress. Frontiers in Psychiatry, 13, 851212-1-851212-11. 
  • 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. 
  • 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. 
  • 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. 
  • 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, 13, 1-16.
  • 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. 
  • Boyle, C., Allen, K. -A., Barrell, C., & Pahlevansharif, S. (2022). Primary and Secondary Pre-Service Teachers’ Attitudes towards Inclusive Education.
  • 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.
  • 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. 
  • 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.
  • 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.
  • 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.
  • 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.
  • Boyle, C. (2021). Shuggie Bain. PSYCHOLOGIST, 34, 80-81.
  • Boyle, C. (2021). 'The presents were there - but no dead Santa'. PSYCHOLOGIST, 34, 4.
  •  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.
  • 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.
  • 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.
  • Boyle, C. (2021). The hope and tragedy of poverty. Psychologist, 34(7), 80-83.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Allen, K. A., Boyle, C., & Roffey, S. (2019). Editorial. Educational and Child Psychology, 36(4), 5-7.
  • 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.
  • 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.
  • Boyle, C., & Shield, W. (2018). Providing mental health support in schools. Psychologist, 31(8), 5.
  • 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.
  • 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 Behavioural Science, 3(2), 63-68.
  • Boyle, C. (2018). Denying to the Grave: Why We Ignore the Facts That Will Save Us. PSYCHOLOGIST, 31, 79.
  • 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.
  • Algraigray, H., & Boyle, C. (2017). The SEN label and its effect on special education. Educational and Child Psychology, 34(4), 70-79.
  • 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.
  • Lauchlan, F., Boyle, C., Gibbs, S., & Resing, W. (2017). Labelling and diagnosis. Educational and Child Psychology, 34(4), 5-8.
  • 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.
  • 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.
  • Boyle, C. (2017). Progressive Educational and Developmental Psychology. Educational and Developmental Psychologist, 34(1), i-ii.
  • 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.
  • 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.
  • 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.
  • Boyle, C., & McKay, K. (2016). A wonderful lie. The Lancet Psychiatry, 3(12), 1110-1111.
  • Allen, K., & Boyle, C. (2016). Pathways to school belonging. Educational and Developmental Psychologist, 33(1), ii-iv.
  • Chodkiewicz, A. R., & Boyle, C. (2016). Promoting positive learning in Australian students aged 10- to 12-years-old using attribution retraining and cognitive behavioural therapy: A pilot study. School Psychology International, 37(5), 519-535.
  • McKay, K., & Boyle, C. (2016). Ways of escape. The Lancet Psychiatry, 3(8), 712-713.
  • 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.
  • Boyle, C. (2015). The Diversity of Educational and Developmental Psychology. Australian Educational and Developmental Psychologist, 32(1), iii.
  • 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. 
  • 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.
  • Boyle, C., & Sharma, U. (2015). Inclusive education - worldly views?. Support for Learning, 30(1), 2-3.
  • 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.
  • Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
  • Gamble, N., Boyle, C., & Morris, Z. A. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298.
  • 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.
  • Boyle, C. (2015). New Horizons for the Educational and Developmental Psychologist. Australian Educational and Developmental Psychologist, 32(2), ii-iii.
  • 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.
  • 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.
  • Boyle, C. (2014). Psychology in the topics. Australian Educational and Developmental Psychologist, 31(1), III.
  • Boyle, C. (2014). Eclecticism, diversity and the practice of educational and developmental psychology - Erratum. Australian Educational and Developmental Psychologist, 31(2), 158.
  • Varcoe, L., & Boyle, C. (2014). Pre-service primary teachers' attitudes towards inclusive education. Educational Psychology, 34(3), 323-337.
  • 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.
  • Boyle, C. (2014). The death of difference: Psychology is psychology. Australian Educational and Developmental Psychologist, 31(2), iii-iv.
  • 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.
  • 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.
  • 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.
  • Costello, S., & Boyle, C. (2013). Pre-service secondary teachers' attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143.
  • Boyle, C. (2013). The future is bright: The future is educational and developmental psychology. Australian Educational and Developmental Psychologist, 30(1), II-III.
  • 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.
  • Boyle, C. (2012). Australian Educational Psychology With an International Focus. Australian Educational and Developmental Psychologist, 29(1), ii.
  • Boyle, C. (2012). Vygotsky's legacy: a foundation for research and practise. EDUCATIONAL PSYCHOLOGY, 32(5), 679-680.
  • 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.
  • 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.
  • Hardy, I., & Boyle, C. (2011). My school? critiquing the abstraction and quantification of education. Asia-Pacific Journal of Teacher Education, 39(3), 211-222.
  • Boyle, C., & Lauchlan, F. (2010). Can teacher instructions be improved to enhance task completion by primary schoolchildren?. Support for Learning, 25(2), 70-73.
  • 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.
  • Boyle, C. (2009). A Lifetime of Intelligence. Follow-Up Studies of the Scottish Mental Surveys of 1932 and 1947. PSYCHOLOGIST, 22(10), 857.
  • Boyle, C. (2008). Marvelous Minds: The Discovery of What Children Know. PSYCHOLOGIST, 21(10), 861.
  • 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.
  • 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.
  • 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.
  • Boyle, C. (2008). Montessori: the science behind the genius (rev. ed.). EDUCATIONAL PSYCHOLOGY IN PRACTICE, 24(2), 159-160.
  • Boyle, C. (2007). Breaking the cycle of educational alienation: A multi-professional approach. EDUCATIONAL PSYCHOLOGY IN PRACTICE, 23(2), 196-197.
  • Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful?. Support for Learning, 22(1), 36-42.
  • 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.
  • Boyle, C. (2007). Inspectors' changes to development plan documents - Exploding some myths. Journal of Planning and Environment Law, (OCT.), 1423-1434.
  • Boyle, C. (2007). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology?. Educational and Child Psychology, 24(1), 36-44.
  • Boyle, C. (2007). Educational testing: A competence based approach. PSYCHOLOGIST, 20(12), 750.
  • Boyle, C. (2006). Colour in the darkness: Helpful hints for people who are feeling down. PSYCHOLOGIST, 19(6), 367.
  • Boyle, C. (2006). Handbook of resilience in children. PSYCHOLOGIST, 19(5), 294.
  • 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.
  • Page, A., Daly, K., Anderson, J., & Thraves, G. (2024). Media representation and the Paralympics: a step too far or not far enough?. Media International Australia, 190(1), 133-145.
  • Page, A., Anderson, J., & Charteris, J. (2023). Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, 27(14), 1696-1711.
  • Trask, S., Charteris, J., Edwards, F., Cowie, B., & Anderson, J. (2023). Correction: Innovative learning environments and student orientation to learning: a kaleidoscopic framework (Learning Environments Research, (2023), 26, 3, (727-741), 10.1007/s10984-022-09449-3). Learning Environments Research, 26(3), 999.
  • Page, A., Anderson, J., & Charteris, J. (2023). Teachers working with students with high and very high needs and their perceptions of Innovative Learning Environments. Asia Pacific Journal of Education, 43(3), 895-911.
  • Trask, S., Charteris, J., Edwards, F., Cowie, B., & Anderson, J. (2023). Innovative learning environments and student orientation to learning: a kaleidoscopic framework. Learning Environments Research, 26(3), 727-741.
  • 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, 13, 1-16. 
  • 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. 
  • Page, A., Anderson, J., & Charteris, J. (2021). Innovative learning environments and spaces of belonging for special education teachers. International Journal of Inclusive Education, 16 pages.
  • Charteris, J., Anderson, J., & Page, A. (2021). Psychological safety in innovative learning environments: planning for inclusive spaces. International Journal of Inclusive Education, 17 pages.
  • 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.
  • Charteris, J., Wright, N., Trask, S., Khoo, E., Page, A., Anderson, J., & Cowie, B. (2021). Patchworks of professional practices: Teacher collaboration in innovative learning environments. Teachers and Teaching: Theory and Practice, 27(7), 625-641.
  • Boyle, C., & Anderson, J. (2020). The justification for inclusive education in Australia. Prospects, 49(3-4), 203-217.
  • 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.
  • 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.
  • Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1), 4-22.
  • Porta T. Title: The Dance of Differentiation: Choreographing Inclusive Learning in Schools. Description: N/A. Extent: 200.
  • Porta, T., Todd, N., & Gaunt, L. (2024). Australian senior-secondary teachers’ perceptions of leadership and policy for differentiated instruction. British Educational Research Journal, 21 pages.
  • Porta, T., & Todd, N. (2024). The impact of labelling students with learning difficulties on teacher self-efficacy in differentiated instruction. Journal of Research in Special Educational Needs, 24(1), 108-122.
  • Todd, N., Gaunt, L., & Porta, T. (2022). Terminology and Provision for Students with Learning Difficulties: An Examination of Australian State Government Education Department Websites. Australian Journal of Teacher Education, 47(7), 21-37.
  • Porta, T., Todd, N., & Gaunt, L. (2022). ‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self-efficacy and attitudes towards implementation of differentiated instruction. Journal of Research in Special Educational Needs, 22(3), 297-305.
  • Porta, T., & Todd, N. (2022). Differentiated instruction within senior secondary curriculum frameworks: A small-scale study of teacher views from an independent South Australian school. Curriculum Journal, 33(4), 570-586.