RESEARCH DEPARTMENT OF CLINICAL, EDUCATIONAL & HEALTH PSYCHOLOGY
EDUCATIONAL PSYCHOLOGY GROUP

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Dr Tony Cline

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Publications 2006-2016

Books: Authored books

Frederickson, N. and Cline, T. (2015). Special Educational Needs, Inclusion and Diversity: A Textbook. Third edition. Buckingham: Open University Press.

Cline, T, Gulliford A. and Birch, S. (2015). Educational Psychology. Second edition. London: Hodder Arnold.

Braun, A. and Cline, T (2014). Language Strategies for Trilingual Families: Parents' Perspectives. Multilingual Matters.

Cline, T. and Baldwin, S. (2004). Selective Mutism in Childhood. Second edition. pp. 253. In "Disorders of Communication" Series. Editors: D. Crystal, R. Lesser and M. Snowling. London: Whurr.

Cline, T., Abreu, G. de, Fihosy, C., Gray, H., Lambert, H. and Neale, J. (2002). Minority Ethnic Pupils in Mainly White Schools. London: Department for Education and Skills.


Books: Edited books

Cline, T. (Ed) (2005). Assessing children's knowledge and use of community languages for educational purposes : Report of a workshop held at the University of Luton. Luton : National Association for Language Development in the Curriculum.

Abreu, G. de, Cline, T. and Lambert, H. (Eds.) (2003). The Education of Portuguese Children in Britain: Insights from research and practice in England and overseas. Luton: Department of Psychology, University of Luton


Edited works: Contributions (from 2006)

Cline, T. (2014). Selective mutism in children: Changing perspectives over half a centry. In Smith, B.R. and Sluckin, A. (Ed.) Tackling Selective Mutism: A Guide for Professionals and Parents. (pp. 34-40). London: Jessica Kingsley.

Cline, T. & Frederickson, N. (2014). Models of Service Delivery and Forms of Provision. In Florian, L. (Ed.) The SAGE Handbook of Special Education. (pp. 39-54). London: Sage.

Prokopiou, E. and Cline, T. (2010). Constructing cultural and academic identities in community schools: a socio-cultural and dialogical approach. In Lytra, V. and Martin, p. (Ed.) Sites of Multilingualism: Complementary Schools in Britain Today (pp. 71-84). Stoke on Trent: Trentham Books.

Abreu, G. de and Cline, T. (2008). Schooled mathematics and cultural knowledge. In P. Murphy and R. McCormick (Eds). Knowledge and Practice: Representations and Identifies. (pp. 189 - 204). London : Sage/The Open University. (Reproduced from earlier article in Pedagogy, Culture and Society

Abreu, G. de and Cline, T. (2007). Social valorisation of mathematical practice: the implications for learners in multicultural schools. In Nasir, N.S. and Cobb, P. (Eds.) Improving Access to Mathematics: Diversity and Equity in Mathematics. (pp. 118 - 131). New York : Teachers College Press.

Cline, T. and Hermeling, S. (2006). Introduction: moving teacher education beyond monolingual borders. In Hancock, A., Hermeling, S., Landon, J. and Young, A. (Eds). Building on Language Diversity with Young Children . (pp. 1 - 14). Zurich : Lit Verlag.


Journal papers (from 2006)

Hughes, C. and Cline, T. (2015). An evaluation of the preschool PATHS curriculum on the development of preschool children. Educational Psychology in Practice, 3, (1), 73-85.

Carden, J. and Cline, T. (2015). Problem solving in mathematics: the significance of visualisation and related working memory. Educational Psychology in Practice. 31, (3), 235-246.

Crafter, S., de Abreu, G., Cline, T., & O'Dell, L. (2015) Using vignette methodology as a tool for exploring cultural identity positions of language brokers. Journal of Constructivist Psychology, 28, (1), 83-96.

O'Dell, L., Crafter, S., de Abreu, G., & Cline, T. (2014). Children, money and work: transitions to adulthood. The Australian Community Psychologist, 26, (1), 28-36.

Cline, T., Crafter, S. and Prokopiou, E. (2014). Child language brokering in schools: a discussion of selected findings from a survey of teachers and ex-students. Educational and Child Psychology, 31, (2), 33-44.

Maliphant, R., Cline, T. and Frederickson, N. (2013). Educational Psychology Practice and Training: the legacy of Burt's appointment with the London County Council? Educational and Child Psychology, 30, (3), 46-59.

Prokopiou, E., Cline, T. and Crafter, S. (2013). Child language brokering: why does it matter? Race Equality Teaching, 31, (3), 33-36.

Sancho, M. & Cline, T. (2012). Fostering a sense of belonging and community as children start a new school. Educational & Child Psychology, 29, (1), 61-71.

O'Dell, L., Crafter, S., de Abreu, G. and Cline, T. (2012). The problem of interpretation in vignette methodology in research with young people. Qualitative Research, 12, (6), 702-714.

Prokopiou, E., Cline, T, and de Abreu, G. (2012). “Silent” monologues, “loud” dialogues and the emergence of hibernated I-positions in the negotiation of multivoiced cultural identities, Culture and Psychology, 18, (4), 52-67.

Matson, G. and and Cline, T. (2012). The impact of specific language impairment on performance in science and suggested implications for pedagogy. Child Language Teaching and Therapy, 28, (1), 25-38

Tahan, S., Cline, T. and Messaoud-Galusi, S. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt. Reading and Writing, 24, (9), 1061-1087.

Liepins, M. and Cline, T. (2011). The development of concepts of loneliness during the early years in school. School Psychology International, 32, (4), 397-411.

Cline, T., Crafter, S., O'Dell, L. and de Abreu, G. (2011). Young people's representations of language brokering. Journal of Multilingual and Multicultural Development, 32, (3), 207-220

Braun, A. and Cline, T. (2010). Trilingual families in mainly monolingual societies: working towards a typology. International Journal of Multilingualism, 7, (2), 110-127

Blair, E., Cline, T. and Wallis, J. (2010). When do adults entering higher education begin to identify themselves as students? The Threshold-of-Induction model. Studies in Continuing Education, 32, (2),133-146

Cline, T. and Mahon, M. (2010). Deafness in a multilingual society: a review of research for practice. Educational and Child Psychology, 27, (2), 41-49

Cline, T., de Abreu, G., O'Dell, l. and Crafter, S. (2010) Recent research on child language brokering in the United Kingdom. MediAzioni, Online Journal of Interdisciplinary Studies in Languages and Cultures, Università di Bologna. Special issue on Child Language Brokering. 10, 105-124. (http://www.mediazioni.sitlec.unibo.it)

O'Dell, L., Crafter, S., de Abreu, G. and Cline, T. (2010). Constructing 'normal childhoods': young people talk about young carers. Disability & Society, 25, (6), 643-655.

Liepins, M. and Cline, T. (2010). Creating the Conditions for Effective Work by Locum Educational Psychologists. Educational Psychology in Practice, 26,(3), 261-268

Crafter, S., O'Dell, L., de Abreu, G. and Cline, T. (2009). Young peoples' representations of 'atypical' work in English society. Children and Society, 23, 176 - 188.

Cline, T., Crafter, S., de Abreu, G. and O'Dell, L. (2009). Changing families, changing childhoods: changing schools? Pastoral Care in Education, 27, (1), 29 - 39.


Research Consultancy reports (from 2006)

Cline, T., Crafter, S. and Prokopiou, E. (2014) Child Language Brokering in School: Report to the Nuffield Foundation.

O'Dell, L., Abreu, G. de, Cline, T. and Crafter, S. (2006). Young people's representations of conflicting roles in child development. End of Award Report, ESRC. Ref. RES-000-22-0549

Callard, A., Cline, T., Foulkes, P., Madejova, K. and Kitchener, L. (2006). The Evaluation of the Teaching Assistants and Support Staff Induction Materials. Final Report to Training and Development Agency for Project TTA33580P.


Conference presentations 2006 - 15

Cline, T. (2015). Principles of psychological assessment in a multicultural society. Conference: Burning Issues in Psychological Assessment. University of Masaryk, Czech Republic (October 22).

O' Dell, L, Abreu. G. and Cline, T. (2014) Child and young people's language brokering in health care settings: is it different from other settings? NPIT2 Conference, Germersheim. (31/5/14)

Cline, T, Prokopiou, E. and Crafter, S. (2014). Developing evidence-based guidance on child language brokering in schools. NPIT2 Conference, Germersheim. (31/5/14)

Cline, T. (2012). Language difference as a barrier to learning: bilingualism and special educational needs. Conference on Bilingual and Multilingual Interaction. Bangor University. (1st April).

Cline, T. (2012). A century of population change in London: the response of educational psychologists. Day Conference: Conversations about ‘race’ and culture: challenge and change. University of East London. (14th December)

Cline, T., Crafter, S., O'Dell, L. and de Abreu, G. (2012). Representations of child language brokering and parent-child relationships. First International Conference on Non-Professional Interpreting and Translation, Forlí, Italy. (17th May)

Crafter, S., O'Dell, L., de Abreu, G. and Cline, T. (2012). From dependence to independence: a sociocultural account of family money practices. European Association for Research in Learning and Instruction Special Interest Group Conference, Belgrade. (30th August)

Cline, T. (2011). Selective Mutism: changing perspectives since the 1960's. Annual Meeting of the Selective Mutism Information and Research Association, Leicester. (12 March).

Cline, T. (2011). Understanding how effective interventions work: psychologically enriched evaluation. Annual Conference of the BPS Division of Educational and Child Psychology, Newcastle. (14 January).

Cline, T. (2010). Developing a professional training module on EAL, SEN and Inclusion. Joint NALDIC/Comenius Project Conference, Kings College London. (13 November).

Crafter, S., Abreu, de.G., Cline, T. and O'Dell, L. (2010). Using vignette methodology as a tool for exploring cultural identity positions. EARLI Special Interest Group 21 Meeting, Utrecht. (2 September).

Cline, T. (2010). Mental health issues in schools: UK perspectives. Expert Meeting on Mental Illness, Disability and Work, OECD, Paris. (26 April).

Cline, T. (2010). Learning from our history. Annual Conference of the BPS Division of Educational and Child Psychology, Bournemouth. (15 January).

Abreu, G. de, Crafter, S., Cline, T. and O'Dell, L. (2009). Children's and young people's accounts of transitions between home and school. EARLI Conference, Amsterdam. (25 August)

Cline, T. (2009). Working towards a systematic account of the literacy learning experiences of struggling bilingual learners. ESRC Seminar on the Assessment and Management of Children with EAL who have a Communication Impairment 2. University of Newcastle. (25 June)

Cline, T., Prokopiou, E., Crafter, S., O'Dell, L. and de Abreu, G. (2007). Learning as the piloting of new identities in new contexts: representations of the learning process in a multicultural society. EARLI Conference, Budapest. (1 September)

Cline, T. (2007). Important issues in classroom assessment of the language and communication skills of children learning EAL. ESRC Seminar on the Assessment and Management of Children with EAL who have a Communication Impairment, University of Newcastle. (5 March)

Cline, T. (2006). Teacher Education for the Support of Second Language Acquisition: Its cross-national relevance in Europe. Conference on Language Diversity and Young Children. University of Tartu, Estonia. (28 September).

Cline, T. and Hermeling, S. (2006). Supporting bilingualism and plurilingualism within Europe. Conference on Language Diversity and Young Children. University of Tartu, Estonia. (29 September).

Abreu, G. de, Crafter, S., O'Dell, L. and Cline, T. (2006). Exploring the cultural identities of language brokers. British Psychological Society Developmental Section Annual Conference. Royal Holloway University of London. (8 September).

O'Dell, L., Abreu, G. de, Cline, T. and Crafter, S. (2006). 'Having a disabled parent, it's kind of like you're split': representations and experiences of young carers. British Psychological Society Developmental Section Annual Conference. Royal Holloway University of London. (9 September).

Prokopiou, E., Cline, T. and Abreu, G. de (2006). The development of pupils' cultural identities in supplementary and complementary schools. British Psychological Society Developmental Section Annual Conference. Royal Holloway University of London. (8 September)


Miscellaneous (from 2006)

Cline, T. (2011-12) EAL learners and dyslexia. NALDIC Quarterly, 9, (2), 53-56.

Cline, T. (2011). Diverging approaches to special educational needs in England and Scotland and their implications for children learning English as an additional language. NALDIC Quarterly, 8, (4), 4-7.

Cline, T. (2012). Understanding how effective interventions work: psychologically enriched evaluation. DECP Debate, 142, 16-21.

Cline, T. (2010). The assessment of special educational needs for children who are learning English as an additional language. Assessment and Development Matters, BPS Psychological Testing Centre, 2, (1), 42-43

Cline, T. (2009). Severe and profound learning difficulties in a multilingual society. SLD Experience, 53, 3 - 6.

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