Inclusion and budget cuts – The contours of educational psychology in the marketplace

References

• AinscowM. (1999). Understanding the development of inclusive schools. London: Falmer Press.
   Google Scholar
• AinscowM., BoothT., & DysonA. (2006). Improving schools, developing inclusion. London: Routledge.
   Google Scholar
• ArnesenA. L., & LundahlL. (2006). Still social and democratic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research, 50(3), 285–300.
   Google Scholar
• BowlbyJ. (1953). Child care and the growth of love. London: Penguin Books.
   Google Scholar
• DanzigerK. (1997). Naming the mind: How psychology found its language. London: Sage.
   Google Scholar
• DaviesB., & BanselP. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259.
   Google Scholar
• DennisR. (2004). So far so good? A qualitative case study exploring the implementation of consultation in schools. Educational Psychology in Practice, 20(1), 17–29.
   Google Scholar
• DysonA. (1999). Inclusion and inclusions: Theories and discourses in inclusive education. In H.Daniels & P.Garner (Eds.), World yearbook of education 1999: Inclusive education (pp. 36–53). London: Kogan.
   Google Scholar
• Economy (2008). Oxford English Dictionary (2008): The definitive record of the English language. New York, NY: Oxford University Press.
   Google Scholar
• EgelundN. (2011). Folkeskolens udfordringer[Challenges to public school]. Aarhus: Aarhus Universitetsforlag.
   Google Scholar
• FarrellP. (2004). School psychologists: Making inclusion a reality for all. School Psychology International, 25, 5–19.
   Web of Science ®Google Scholar
• FarrellP. (2006). Developing inclusive practices among educational psychologists: Problems and possibilities. European Journal of Psychology of Education, XXL(3), 293–304.
   Google Scholar
• FarrellP. (2009). The developing role of school and educational psychologists in supporting children, schools and families. Papeles del Psicólogico, 30(1), 74–85.
   Google Scholar
• FarrellP. (2010). School psychology: Learning lessons from history and moving forward. School Psychology International, 31(6), 581–598.
   Web of Science ®Google Scholar
• ForlinC. (2010). The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners. School Psychology International, 31, 617–630.
   Web of Science ®Google Scholar
• GiorgiA. (1994). A phenomenological perspective on certain research methods. Journal of Phenomenological Psychology, 25, 190–220.
   Google Scholar
• HansenM. N. (2011). Et paradigmeskifte i PPR? Et mixed-method studie af praksis og tankeformer i pædagogisk-psykologiske vurderinger af børn [A paradigm shift in educational psychology practice?]. Master Thesis, Aalborg University, Denmark.
   Google Scholar
• HansenK. V., SchiøttzL., PedersenG., LentzJ., & AhrensborgR. (2002). Temanummer: Konsultation – et udviklingsprojekt på PPR i København. [Development of consultation]. Pædagogisk Psykologisk Rådgivning, 1, 5–117.
   Google Scholar
• JohannessonI. A., LindbladS., & SimolaH. (2002). An inevitable progress? Educational restructuring in Finland, Iceland and Sweden at the turn of the millennium. Scandinavian Journal of Educational Research, 46(3), 325–339.
   Google Scholar
• KvaleS. (1976). The psychology of learning as ideology and technology. Behaviorism, 4, 97–116.
   Google Scholar
• KvaleS. (2003). The church, the factory and the market: Scenarios for psychology in a postmodern age. Theory & Psychology, 13(5), 579–603.
   Web of Science ®Google Scholar
• KvaleS., & BrinkmanS. (2009). InterViews. Learning the craft of qualitative research interviewing (2nd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• LeadbetterJ. (2006). Investigating and conceptualising the notion of consultation to facilitate multi-agency work. Educational Psychology in Practice, 22(1), 19–31.
   Google Scholar
• LentzJ., BundgaardC., & RasmussenO. V. (2010). Uddannelse af PPR i consultative praksisformer i Københavns Kommune. [Consultative education in the municipality of Copenhagen]. Pædagogisk Psykologisk Tidsskrift, 47(5), 396–408.
   Google Scholar
• LundH. H. (2012). Inklusionens økonomi er en spareøvelse [The economy of inclusion is a saving exercise]. Dansk Pædagogisk Tidsskrift, 4(12), 17–22.
   Google Scholar
• MeyersA. B., MeyersJ., GraybillE. C., ProctorS. L., & HuddlestonL. (2012). Ecological approaches to organizational consultation and systems change in educational settings. Journal of Educational and Psychological Consultation, 22, 106–124.
   Web of Science ®Google Scholar
• NielsenK. (2006). Learning to do things with things: Apprenticeship in bakery as economy and social practice. In A.Costall & O.Dreier (Eds.), Doing things with things. Abingdon: Ashgate.
   Google Scholar
• NielsenK., & TanggaardL. (2011). Pædagogisk psykologi – en grundbog[Educational psychology – a textbook]. Frederiksberg: Samfundslitteratur.
   Google Scholar
• PedersenO. K. (2011). Konkurrencestaten[The competition state]. Copenhagen: Hans Reitzels Forlag.
   Google Scholar
• PedersenM. (2012). The tyranny of scarcity: Learning and economy at the construction site. Journal of Education and Work, 1–17. doi:10.1080/13639080.2012.751092.
   Google Scholar
• PolkinghorneD. (2000). Psychological inquiry and the pragmatic and the hermeneutic traditions. Theory and Psychology, 10, 453–479.
   Web of Science ®Google Scholar
• SheridanS., WelchM., & OrmeS. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17(6), 341–354.
   Web of Science ®Google Scholar
• SommerD. (1992). Children's living conditions, secular changes and childhood mythology. Educare in Europe, Report of the Conference held in Denmark, UNESCO.
   Google Scholar
• StrandH. (2005). Nye tanke- og praksisformer i PPR-arbejdet [New thoughts and practices in educational psychology practice]. Pædagogisk psykologisk rådgivning, 5–6, 695–709.
   Google Scholar
• SzuleviczT. (2013a). Forståelsen af indlæringsvanskeligheder og implikationer for PPR-praksis. [The understanding of learning disabilities and implications for educational psychology practice]. Pædagogisk-Psykologisk Tidsskrift, 50(1), 39–50.
   Google Scholar
• SzuleviczT. (2013b). Hvori består det psykologiske i pædagogisk-psykologi? [What is psychological about educational psychology?]. Psyke & Logos, 34, 463–480.
   Google Scholar
• TanggaardL. (2006). Læringsbaner i PPR [Learning trajectories in educational counseling]. Temahæfteserie: Pædagogisk Psykologisk Rådgivning. Årgang43(5), 459–473.
   Google Scholar
• ThomasG. (1997). Inclusive schools for an inclusive society. British Journal of Special Education, 24(3), 103–107.
   Google Scholar