Dr Lesley Scanlon
|
Director, MTeach(Secondary) Senior Lecturer, Teaching and Learning Coordinator, Professional Doctorates |
Email: Phone: +61 2 9351 6380 Fax: +61 2 9351 4580 Building.Room: A35.431 |
Professional biography
Lesley has extensive experience as a teacher in NSW high schools, TAFE and universities. She teaches in and coordinates the general educational units of study entitled 'Education', 'Teachers and Teaching', 'Mentoring in Educational Contexts' and 'Curriculum and Evaluation'.
Lesley also coordinates the Doctor of Education program where her current role focuses on providing students with innovative learning experiences at the University and in motivating and engaging students in the professional world of teaching.
In 2006 Lesley received a Carrick Citation for Outstanding Contribution to the Student Experience, a nationally recognised award. She supervises PhD students engaged in researching identity, student persistence and curriculum.
Awards
Carrick Australian Awards for University Teaching, Citations for Outstanding Contributions to Student Learning 2006
Current research students
| Project title | Degree | Research student |
|---|---|---|
| Literacy across the curriculum: How are literacy-policies on writing actualised beyond the early and middle years of schooling? | PhD | Elizabeth Kim |
| Obtaining the Holy Grail and holding onto it – Making a successful transition from secondary education to university. | EdD | Kim Mahoney |
| A journey to independence: Orientation and mobility in early childhood for children with vision impairment. | EdD | Bronwen Scott |
| Theoretical framework for Australian private higher education. | EdD | Sue-Ann Stanford |
| The effectiveness of empowerment evaluation as an instrument of reflective practice. | EdD | Lisa Windon |
Selected publications
Book chapters
- Scanlon, L. (2008). ‘The theories make you pay more attention to how things happen’: The impact of theory on the practice of pre-service teachers in their role as student mentors. In Bottrell D and Meagher G (Eds.), Communities and change: selected papers (pp. 195–209), Sydney: Sydney University Press.
- Scanlon, L. (2006). Graduate attributes and the transition to higher education. In Paul Hager and Susan Holland (Eds.), Graduate Attributes, Learning and Employability (Vol. 1, pp. 125–148), Netherlands: Springer.
Journal articles
- Scanlon, L. (2009). Identifying supporters and distracters in the segmented world of the adult learner. Studies in Continuing Education , 31(1), 29–43.
- Scanlon, L. (2009). Metaphors and mentoring: constructing a mentor typology from the perspective of student mentors. International Journal of Evidence Based Coaching and Mentoring, 71(81), 7–2.
- Scanlon, L. (2008). The impact of experience on student mentors’ conceptualisations of mentoring. International Journal of Evidence-based Coaching and Mentoring, 6(2), 57–66.
- Scanlon, L. (2008). Adults' motives for returning to study: the role of self-authoring. Studies in Continuing Education, 30(1), 17–32.
- Scanlon, L, Rowling, L, Weber, Z. (2007). 'You don't have like an identity... you are just lost in a crowd': Forming a Student Identity in the First-year Transition to University. Journal of Youth Studies, 10(2), 223–241.
- Weber, Z, Rowling, L, Scanlon, L. (2007). "It's like...a confronting issue": Life changing narratives of young people. Qualitative Health Research, 17(7), 945–953.
- Sutherland, L, Scanlon, L, Sperring, A. (2005). New directions in preparing professionals: examining issues in engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21, 79–92.
- Rowling, L, Weber, Z, Scanlon, L. (2005). Transitions and Loss: Illuminating Parameters of Young Adults' Mental Health. Australian Journal of Guidance and Counselling, 15(2), 168–181.
- Scanlon, L. (2004). She Just Blends And Just Comes Down To Our Level And Communicates With Us Like We'Re People': Students' Perceptions Of Quality Teaching And Teacher Standards. Change: Transformations in Education, 7(1), 93–108.
- Scanlon, L. (2004). I've Learnt To Think. Not Being Taught Something But Thinking For Myself: Engaging Students In Authentic University Learning Experiences In Senior High School. Teaching and Learning Literature with Children and Young Adults , 25(1), 79–88.
Conference papers
- Scanlon, L. (2001). The `boundary spanner: exploring new frontiers in a school university partnership. In P. L. Jeffery .