| 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 | 1416 | 2017 |
| CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children DVM Bishop, MJ Snowling, PA Thompson, T Greenhalgh, ... PLOS one 11 (7), e0158753, 2016 | 979 | 2016 |
| Teachers’ attitudes towards inclusion in high schools C Boyle, K Topping, D Jindal-Snape Teachers and teaching 19 (5), 527-542, 2013 | 418 | 2013 |
| Is the use of labels in special education helpful? F Lauchlan, C Boyle Support for learning 22 (1), 36-42, 2007 | 302 | 2007 |
| The ecology of inclusive education: Reconceptualising Bronfenbrenner J Anderson, C Boyle, J Deppeler Equality in education: Fairness and inclusion, 23-34, 2014 | 221 | 2014 |
| Pre-service secondary teachers' attitudes towards inclusive education S Costello, C Boyle Australian Journal of Teacher Education (Online) 38 (4), 129-143, 2013 | 211 | 2013 |
| Pre-service primary teachers’ attitudes towards inclusive education L Varcoe, C Boyle Educational Psychology 34 (3), 323-337, 2014 | 205 | 2014 |
| Inclusive education in A ustralia: rhetoric, reality and the road ahead J Anderson, C Boyle Support for learning 30 (1), 4-22, 2015 | 196 | 2015 |
| 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 | 192 | 2012 |
| 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 | 189 | 2014 |
| 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 | 166 | 2017 |
| 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 | 161 | 2011 |
| Fostering school connectedness online for students with diverse learning needs: Inclusive education in Australia during the COVID-19 pandemic A Page, J Charteris, J Anderson, C Boyle European Journal of Special Needs Education 36 (1), 142-156, 2021 | 132 | 2021 |
| My School? Critiquing the abstraction and quantification of education I Hardy, C Boyle Asia-Pacific Journal of Teacher Education 39 (3), 211-222, 2011 | 124 | 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 | 113 | 2009 |
| 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 | 107 | 2014 |
| Ethical practice in telepsychology N Gamble, C Boyle, ZA Morris Australian Psychologist 50 (4), 292-298, 2015 | 101 | 2015 |
| 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 | 89 | 2008 |
| The importance of teacher attitudes to inclusive education C Boyle, J Anderson, KA Allen Inclusive education: Global issues and controversies, 127-146, 2020 | 87 | 2020 |
| Looking in the mirror: Reflecting on 25 years of inclusive education in Australia J Anderson, C Boyle International Journal of Inclusive Education 23 (7-8), 796-810, 2019 | 87 | 2019 |
Associate Professor Joanna AndersonAssociate Professor, University of Adelaide在 adelaide.edu.au 的电子邮件经过验证
