Christopher Boyle

Associate Professor in Inclusive Education and Psychology, University of Exeter

Chris Boyle is an Associate Professor in Inclusive Education and Psychology in the Graduate School of Education at the University of Exeter, UK. His main research interests are in the area of teacher perceptions of inclusion and students’ attributions for success and failure in learning. Previously Chris has worked as a secondary school teacher and as an educational psychologist in Scotland. He was also a professional football referee in the Scottish Premier League before immigrating to Australia. He is currently Editor of The Educational and Developmental Psychologist and he has published widely in psychology, inclusive education, and special education. He teaches and supervises postgraduate modules in inclusive and special education, and as well as teaching on the professional Educational Psychology doctoral course at Exeter.

Experience

  • 2012–2014
    Senior Lecturer in Psychology, Monash University
  • 2010–2012
    Lecturer in Psychology and Inclusive Education, Monash University
  • 2009–2010
    Lecturer in Inclusive Education, Charles Sturt University, Australia

Education

  • 2009 
    University of Dundee, UK, PhD
  • 2003 
    University of Strathclyde, UK, MSc Ed Psych
  • 2001 
    Open University, UK, BA
  • 1998 
    University of Glasgow, UK, PGCE
  • 1998 
    University of Strathclyde, UK, MSc Bus Info Tech Systems
  • 1996 
    University of Glamorgan, UK, BSc (Hons)

Publications

  • 2014
    Ethical Practice in Applied Psychology, Oxford University Press
  • 2012
    The importance of peer-support for teaching staff when including children with special needs, School Psychology International
  • 2012
    What works in inclusion? , McGraw-Hill Press. (http://www.mcgraw-hill.com.au/html/9780335244683.html)
  • 2011
    My School? Critiquing the abstraction and quantification of education, Asia-Pacific Journal of Teacher Education
  • 2011
    Facilitating the learning of all students: 'The professional positive' of inclusive practice in Aust, British Journal of Support for Learning

Research Areas

  • Specialist Studies In Education (1303)
  • Educational Psychology (170103)