Christopher Boyle

Professor of Inclusion and Educational Psychology

University of Adelaide

Australia

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About

Christopher Boyle is a Professor of Inclusion and Educational Psychology at the University of Adelaide, Australia. His research areas include home-school partnerships, critical thinking in education, and the mental health of persons with disabilities. Recent publications focus on developing measures for parent-teacher engagement and exploring educational practices that align with local cultural contexts.

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Collaborators (15)

Christopher Morris

Professor of Child Health Research

University of Exeter

UNITED KINGDOM

Christopher Boyle

Research Interests

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About

Articles (23)

Engaging in twenty-first century practices locally: aligning pacific ways of teaching and learning with innovative learning environments

Creating a positive home-school partnership through professional learning for teachers – A scoping review of the international literature

Partners in Education Survey: validation of a brief, parent-report home-school partnership measure in Australia

Teachers’ Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School

Characteristics, prevalence and tensions of critical thinking in Indonesian high school English language classes resulting from policy-driven teaching

Characteristics of facilitated critical thinking when students listen to and speak English as an additional language in Indonesia

The integral role of parents in fostering a sense of belonging for school-aged children

Extended Child Adjustment and Parent Efficacy Scale (CAPES): inclusion of the peer relationship problems subscale and updated psychometric properties

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

Investigating students’ experience of online/distance education with photovoice during COVID-19

Pacific inclusive education model: addressing dichotomies to ensure positive outcomes

A Scoping Review of Interventions Delivered by Occupational Therapists in School Settings

Primary and secondary pre-service teachers’ attitudes towards inclusive education

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

Enhancing Positive Wellbeing in Schools: The Relationship Between Inclusion and Belonging

Using online photovoice and community-based participatory research to understand facilitators and barriers to online distance education during COVID-19

The ethical protection of genetic information: procedure analysis for psychologists

Further development of the Teacher Attitudes to Inclusion Scale: principal components and Rasch analysis

Parent/carer views on support for children's school non‐attendance: ‘How can they support you when they are the ones who report you?’

Psychometric evaluation of the Persian version of the spiritual well-being scale (SWBS) in Iranian patients with cancer

A Predictive Study Between Anxiety and Fear of COVID-19 With Psychological Behavior Response: The Mediation Role of Perceived Stress

Correction to: Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran.

Religious Perfectionism Scale: Assessment of Validity and Reliability Among Undergraduate Students in Iran (July, 10.1007/s10943-021-01362-y, 2021)

Collaborators (15)

Christopher Morris

Kelly-Ann Allen

Alina Morawska

Joanne Mosen

Kim Collett

Joanna Anderson

Fraser Lauchlan

Gerald Charles Wurf

Jennifer Charteris

zahra azadfar

Angela Page

Susan Ledger

Ricky Fernandes

Stevie-Jae Hepburn

Matthew Sanders

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