Gibbs, S. & Miller, A. (2013). Teachers’ resilience and well-being: a role for educational psychology. Teachers and Teaching, 20,5, 609-621

Bozic, N. & Miller, A. (Eds) (2013) Strength-based Practice. Special Issue of Educational and Child Psychology, 30, 4

Lewis, V. & Miller, A. (2011) “Institutional talk” in the discourse between an educational psychologist and a parent: A single case study employing mixed research methods. Educational Psychology in Practice, 27, 3, 195-212

Lambert, N. & Miller, A. (2010) The temporal stability and predictive validity of pupils’ causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 80, 4, 599-622

Bradley, J. & Miller, A. (2010) Widening participation in higher education: constructions of ‘going to university’. Educational Psychology in Practice, 26, 4, 401-413

Dearden, J. & Miller, A. (2006) Effective multi-agency working: A grounded theory of ‘high profile’ casework that resulted in a positive outcome for a young person in public care. Educational and Child Psychology, 23, 4, 91-103

Miller, A., Gulliford, A. & Stringer, P. (Eds) (2006) Psychological Perspectives in Multi-agency Working. Special Issue of Educational and Child Psychology, 23, 4

Ryrie, N., Lawrence, C. & Miller, A. (Eds.) (2006) Young Offending and Youth Justice. Special Issue of Educational and Child Psychology 23, 2

O’Brien, L. & Miller, A. (2005) Challenging behaviour: Analysing teacher language in a school-based consultation within the Discursive Action Model. Educational and Child Psychology, 22, 1, 61-71

Miller, A., Ferguson, E. & Moore, E. (2002) Parent’s and pupils’ causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 72, 27-40

Miller, A. & Gibbs, S. (2002) (Eds) Educational Psychologists and Evidence. Special Issue of Educational and Child Psychology, 19, 3

Miller, A. & Todd, Z. (2002) Educational psychology and difficult behaviour in schools: Conceptual and methodological challenges for an evidence-based profession. Educational and Child Psychology, 19, 3, 82-95

Freeman, L. & Miller, A. (2001) Norm-referenced, curriculum-based and Dynamic Assessment: What exactly is the point? Educational Psychology in Practice, 17, 1, 3-16

Miller, A. & Black, L. (2001) Does support for home-school behaviour plans exist within teacher and pupil cultures? Educational Psychology in Practice 17, 3, 245-62

Miller, A., Ferguson, E. & Byrne, I. (2000) Pupils’ causal attributions for difficult classroom behaviour. British Journal of Educational Psychology, 70, 85-96

Miller, A. (1999) Squaring the triangle: pupil behaviour, teachers and parents – and psychology. Educational Psychology in Practice, 15, 2, 75-80

Miller, A. & Leyden, G. (1999) A coherent framework for the application of psychology in schools. British Educational Research Journal, 25, 3, 389-400

Leyden, G. & Miller, A. (1998) Including all our children in mainstream schools and communities. Educational Psychology in Practice, 14, 3, 188-193

Miller, A., Ferguson, E. & Simpson, R. (1998) The perceived effectiveness of school-based rewards and sanctions: Adding in the parental perspective. Educational Psychology, 18, 55-64

Roderick, C., Pitchford, M. & Miller, A. (1997) Reducing playground aggression by means of a school-wide ‘raffle’. Educational Psychology in Practice, 13, 1, 57-63

Leyden, G. & Miller, A. (Eds) (1996) Intervening with peer groupings: Research and practice. Special Issue of Educational Psychology in Practice, 11, 4

Miller, A. (1996) But what about the others? Teachers’ experiences of the impact of individual behavioural interventions on other class members. Educational Psychology in Practice, 11, 4, 30-34

Jenkins, S.M. & Miller, A. (1995) The re-integration of pupils with emotional and behavioural difficulties from special schools and units into mainstream schools. Educational Psychology in Practice, 11, 2, 45-51

Miller, A. (1995) Teachers’ attributions of causality, control and responsibility in respect of difficult pupil behaviour and its successful management. Educational Psychology, 15, 4, 457-472

Miller, A. (1995) Building grounded theory within educational psychology practice. Educational and Child Psychology, 12, 2, 5-14

Miller, A. (1994) Staff culture, boundary maintenance and successful ‘behavioural interventions’ in primary schools. Research Papers in Education, 9, 1, 31-52

Miller, A., Leyden, G., Stewart-Evans, C. & Gammage, S. (1992) Applied psychologists as problem solvers: Devising a personal model. Educational Psychology in Practice, 7, 4, 227-236

Frederickson, N., Miller, A. & Watts, P. (1990) Identifying service development needs. Educational Psychology in Practice, 6, 3, 148-58

Miller, A. (1989) Paradigms lost. What theory informs educational psychologists in their use of behavioural approaches? Educational Psychology in Practice. 5, 3, 143-7

Watts, P. & Miller, A (1988) A dose of our own medicine: a look at planning successful learning for educational psychologists. Educational and Child Psychology. 5, 3, 145-52.

Watts, P., Miller, A., Frederickson, N., Myers, M. & Hart D. (1988) Planning professional development for educational psychologists 1. A framework and set of resource materials for a systematic approach. Educational Psychology in Practice.4, 1, 4-12

Miller, A., Watts, P. & Frederickson, N. (1988) Planning professional development for educational psychologists 2: Case studies in implementation. Educational Psychology in Practice. 4, 2, 60-8

Cranwell, D. & Miller, A. (1987) Do parents understand the terminology used by professionals in their children’s’ statements of special needs? Educational Psychology in Practice. 3, 2, 27-32.

Miller, A. (1987) Is there still a place for paired reading? Educational Psychology in Practice. 3, 1, 38-43.

Miller, A (1986) The role of paired reading in home-school collaboration schemes. Curriculum. 7, 33-8

Miller, A. Robson, D. & Bushell, R. (1986) Parental participation in paired reading: a controlled study. Educational Psychology. 6, 3, 277-84.

Robson, D., Miller, A. & Bushell, R. (1984) The development of paired reading in High Peak and West Derbyshire. Remedial Education 19, 177-83

Bushell, R., Miller, A. & Robson, D. (1982) Parents as remedial teachers: an account of a project with the parents of junior-aged failing readers. Association of Educational Psychologists Journal. 5, 9, 7-13

Miller, A. (1981) Approaches to the failing reader: a problem of paradigm competition. Remedial Education. 16, 2, 71-76.

Miller, A. (1980) Systems theory applied to the work of an educational psychologist. Association of Educational Psychologists Journal. 5,3,11-16.

Miller, A. & Ellis, J. (1980) A behaviour management course for a group of mothers: the importance of the course setting for effective use of available resources. Child: Care, Health and Development. 6, 147-155.

Miller, A. (1979) A classroom-based treatment programme for an extremely withdrawn six-year old boy. Remedial Education. 14, 138-142.

Burton, A., Miller, A. & Willis, B. (1978) A workshop for parents of pre-school children with delayed development: An S.P.S. project. Association of Educational Psychologists Journal. 5, 5, 36-9

Galloway, D. & Miller, A. (1978) The use of graded in-vivo flooding in the treatment of children’s phobias. Behavioural Psychotherapy. 6, 2.