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49 results on '"Scanlon, Lesley"'

1. Student Experiences of Generic Competency Learning: A Case of Practitioner Research. Working Paper.

Author

Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training. and Scanlon, Lesley

Abstract

The implementation of an educational reform and the subsequent reconfiguration of curricula in a competency format prompted research into the learning experiences of students within a newly reconfigured competency-based curriculum. The curriculum was the technical and further education (TAFE) New South Wales (NSW) Tertiary Preparation Certificate III, first implemented in 1983 as a transition course to further education for adults. Adoption of the particular research perspective for the practitioner researcher in this case was dependent on factors that included nature and purpose of the research; experiences of the researcher within their practice; practitioner's conceptualization of being in the world; and pragmatic considerations, such as time and access. Consideration of these factors led the practitioner researcher to adopt an eclectic Symbolic Interactionist theoretical framework along with its methodology of participant observation. A model of practitioner research was proposed as a way of conceptualizing the conflicting yet complementary roles of teacher and researcher. Key characteristics of the three roles of teacher, course coordinator, and researcher were established, and a graphic representation was developed of these characteristics and the types of interaction and skills involved in each. (Contains 31 references.) (YLB)

Published
2001

3. Introduction

Author

Scanlon, Lesley, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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4. ‘Becoming’ a Professional

Author

Scanlon, Lesley, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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5. My School: Listening to Parents, Teachers and Students from a Disadvantaged Educational Setting. Routledge Research in Education

Author

Scanlon, Lesley and Scanlon, Lesley

Abstract

Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the 'education revolution' in Australia. Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the 'My School' website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the 'good teacher', the involvement of parents in school and the 'digital revolution'. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the 'education revolution' on the Principal, parents, teachers and students. It comprehensively challenges the official 'My School' representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally.

Published
2015

15. 'Why Didn't They Ask Me?': Student Perspectives on a School Improvement Initiative

Author

Scanlon, Lesley

Abstract

This is the first in a series of articles which will examine the results of a qualitative, longitudinal study of school improvement initiatives from the perspective of school stakeholders. The article captures the responses of students from a low socio-economic status school in NSW, Australia to a school initiative that restructured the learning and teaching environment of the senior school. This initiative, undertaken in the context of high stakes testing and public accountability, aimed to "break the cultural mould" of poor attendance, retention and below state average examination results in the senior school. After explaining the senior school restructure, the article briefly reviews the literature on cultural change and student voice within the context of school improvement. The qualitative methodology is examined and this is followed by an exploration of the findings where students identify the salient dimensions of the initiative which had an impact on their learning and teaching environment. The discussion examines the findings within the context of the research literature of school improvement, cultural change and transition.

Published
2012
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17. Identifying Supporters and Distracters in the Segmented World of the Adult Learner

Author

Scanlon, Lesley

Abstract

This paper examines the results of research into the learning experiences of a group of adult learners in a university preparation programme in a college of Technical and Further Education in Sydney, NSW, Australia. The research was conducted over a three year period by the author as a teacher-researcher and is grounded in the phenomenological work of Schutz, and Berger and Luckmann. Students identified the diverse segments of their complex life-worlds and the salient situated interactions within these segments which support or distract them from learning. What emerges is a representation of the life-world of the adult learner which enables adult educators and students to better understand the complex world of learning in adulthood. An understanding of this world has become increasingly significant as recent economic and social changes have ensured that more adults return to formal education.

Published
2009
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18. Adults' Motives for Returning to Study: The Role of Self-Authoring

Author

Scanlon, Lesley

Abstract

The contemporary political and economic context has ensured that adults continually return to education in order to avoid both social and economic marginalization. Adults make and remake themselves through a process of self-authoring a reflexive process through which they make contextual decisions about their life. This article examines the self-authoring of a group of adult students as they explore their motives for returning to further education. These motives are examined within a Schutzian framework which focuses the discussion on the origin of motives in the past experiences or future imaged experiences of the research participants. The motives are revealed as complex and multi-dimensional and provide a snapshot of the way a group of adults engage in reflexive self-authoring in order to facilitate life changes through education.

Published
2008
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19. '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

Author

Scanlon, Lesley, Rowling, Louise, and Weber, Zita

Abstract

This article draws on research grounded in a theoretical framework informed by the work of Alfred Schutz and of Berger and Luckmann and explores transition to university as a loss experience. The specific loss examined here is that which results from student identity discontinuity as they undertake the initial transition to university--a transition that the article positions within the political and economic issues shaping the university of the twenty-first century. What causes this initial identity instability is that students have only naive "knowledge about," rather than contextualised "knowledge of," the new learning context. This means that drawing on knowledge of past learning contexts does not always assist students negotiate new situated learner identities. Rather, identity results from situated interactions in which students pick up cues regarding the horizons of possibility for identity formation in the university transition. It is the nexus of situated interactions with lecturers and other students that is the context and process of identity formation.

Published
2007
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20. Transitions and Loss: Illuminating Parameters of Young Adults' Mental Health

Author

Rowling, Louise, Weber, Zita, and Scanlon, Lesley

Abstract

Different disciplinary groups are increasingly questioning current conceptualisations of young adults' educational, social and personal lives after compulsory schooling. New perspectives are being advanced on the life trajectories of choice and complexity now experienced by school leavers. A consistent theme is the changed nature of young adults' lives, reflecting social and economic pressures on educational, work and personal life goals. This age group has the highest incidence of mental disorders of any age cohort (Andrews, Hall, Teesson, & Henderson, 1999). The changed learning environment in the move to university entails life and environmental events that create risk conditions for young adults. In these circumstances varying degrees of loss, challenge and personal growth exist. Concurrent personal losses, such as death of a peer or family member, broken love relationships, and failure to achieve the dream of a future career, can create particular vulnerabilities. Loss may interfere with the natural progression of intellectual--emotional--psychological growing up (Kastenbaum, 2001). In this article the mental health of young adults is viewed through the lens of loss experiences within a context of change in their life trajectory. Data is drawn from a mixed method study involving questionnaire completion and in-depth interviews of students in four university campuses in New South Wales.

Published
2005
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21. And the Conclusion for Now Is …?

Author

Scanlon, Lesley, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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41. Becoming a Professional Nurse

Author

Davey, Jane, Bredemeyer, Sandie, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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43. Professional Practice and Doctoral Education: Becoming a Researcher

Author

Lee, Alison, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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44. Becoming a Professional Doctor

Author

Foster, Kirsty, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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45. Becoming a Medical Professional

Author

Bleakley, Alan, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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46. Becoming Authentic Professionals: Learning for Authenticity

Author

Vu, Thuy T., Dall’Alba, Gloria, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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47. Learning to Be – At Work

Author

Beckett, David, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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48. Higher Education and Becoming a Professional

Author

Dahlgren, Madeleine Abrandt, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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49. Becoming As an Appropriate Metaphor for Understanding Professional Learning

Author

Hager, Paul, Hodkinson, Phil, SPi Publisher Services, Aspin, David N., Series editor, Chapman, Judith D., Series editor, Boyd, William L., Series editor, Evans, Karen, Series editor, Skilbeck, Malcolm, Series editor, Sawano, Yukiko, Series editor, Okamoto, Kaoru, Series editor, Ralph, Denis W., Series editor, and Scanlon, Lesley, editor

Published
2011
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