All publications


  • Scanlon, L. (2018). The role of research in teachers' work: Narratives of classroom action research. London: Routledge.
  • Scanlon, L. (2015). My School. Listening to parents, teachers and students from a disadvantaged educational setting.. London: Routledge.
  • Scanlon, L. (Ed.) . (2011). ‘Becoming’ a professional: an interdisciplinary study of professional learning. . Dordrecht, Netherlands:: Springer ..

Book chapters

  • Scanlon, L. . (2011). Introduction. . In Lesley Scanlon (Ed.), ‘Becoming’ a professional: an interdisciplinary study of professional learning. (pp. 1–12), Dordrecht, Netherlands: Springer..
  • Scanlon, L. . (2011). ‘Becoming’ a professional. . In Lesley Scanlon (Ed.), ‘Becoming’ a professional: an interdisciplinary study of professional learning. (pp. 13–32), Dordrecht, Netherlands: Springer.
  • Scanlon, L. . (2011). White coats, handmaidens and warriors: the role of filmic representations in becoming a professional. . In Lesley Scanlon (Ed.), Becoming’ a professional: an interdisciplinary study of professional learning. (pp. 109–128), Dordrecht, Netherlands.: Springer.
  • Scanlon, L. . (2010). Preparing graduate teachers: a case study of undergraduate pre-service education and teaching standards. . In Huaying Bao (Ed.), The policy making and theoretical construction of qualification systems for teachers (pp. 279–291), Beijing: Beijing Normal University Press.
  • 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

  • Rowley, J., Scanlon, L., Laing, L., Smith, L. & Treleaven, L. . (2014). Improving professional learning and teaching through the development of a quality process. Journal of Education and Training, 1(1), 83–104. DOI:10.5296/jet.v1i1.4612
  • Scanlon, L. (2012). "Why didn't they ask me?": Student perspectives on a school improvement initiative.. Improving Schools, 15(3).
  • 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. (2009). Identifying supporters and distracters in the segmented world of the adult learner. Studies in Continuing Education , 31(1), 29–43.
  • Scanlon, L. (2008). Adults' motives for returning to study: the role of self-authoring. Studies in Continuing Education, 30(1), 17–32.
  • 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, 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. (2009). ‘Education is so meant to be about doing’: authenticity and professional learning in teacher education. . In Proceedings of the International Association for Scientific Knowledge Conference (pp. 201–208). Porto Portugal,, December 7-9, 2009.