Dr Dylan Scanlon

The enactment of the Socially-Just Teaching Personal and Social Responsibility (SJ-TPSR) approach in physical education teacher education: Teacher educators' and pre-service teachers' perspectives

Dylan Scanlon, Maura Coulter, Kellie Baker, Deborah Tannehill

(2024), pp. 1-17, Physical Education and Sport Pedagogy, Oxford, Eng., C1

Collaborative self-study in higher education: lessons from redesigning school placement during the pandemic

Aoife Brennan, Anna Logan, Caitriona Pennycook, Alan Gorman, Dylan Scanlon

(2024), pp. 1-15, Journal of Education for Teaching, London, Eng., C1

Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education

D Scanlon, A MacPhail, C Walsh, D Tannehill

(2023), Vol. 14, pp. 3-20, Curriculum Studies in Health and Physical Education, London, Eng., C1

"One Good Idea": A Physical Education Teacher Education Project Advocating for LGBTQ

Dylan Scanlon, Claire Walsh, Brigitte Moody, Matthew Loughnane, Padraig Kelly, Martin McManus, Daniel Browne

(2023), Vol. 94, pp. 12-17, JOURNAL OF PHYSICAL EDUCATION RECREATION AND DANCE, C1

Teaching Social Justice Through TPSR: Where Do I Start?

Kellie Baker, Dylan Scanlon, Deborah Tannehill, Maura Coulter

(2023), Vol. 94, pp. 11-18, Journal of Physical Education, Recreation & Dance, London, Eng., C1-1

Online teaching and learning in physical education teacher education: A mixed studies review of literature

Elaine Murtagh, Antonio Calderón, Dylan Scanlon, Ann MacPhail

(2023), Vol. 29, pp. 369-388, European Physical Education Review, London, Eng., C1

Preparing pre-service physical education teachers as practitioner researchers

Ann MacPhail, Dylan Scanlon, Deborah Tannehill

(2023), pp. 1-15, Physical Education and Sport Pedagogy, London, Eng., C1

Integrated Learning Experiences in Examinable Physical Education: A Co-Constructed Teaching Template

Dylan Scanlon, Croidhe Ni Ghloinn, Joanna Byrne, Ann MacPhail

(2023), pp. 62-67, Physical Education Matters, Worcester, Eng., C1

A teacher's self-study of digitally-enabled assessment practices to support enhancements in assessment literacy in primary physical education

Cassandra Iannucci, Celeste Fletcher, Dylan Scanlon

(2023), pp. 1-19, Asia-Pacific Journal of Health, Sport and Physical Education, London, Eng., C1

An outdoor educator's self-study of enacting a pedagogical model for outdoor adventure education to facilitate affective learning experiences

C O’Carroll, D Scanlon

(2023), pp. 1-16, Physical Education and Sport Pedagogy, London, Eng., C1

Understanding (and extending) the conceptual boundaries of policy research in physical education: A scoping review

D Scanlon, J Lorusso, M Viczko

(2023), pp. 1-21, European Physical Education Review, London, Eng., C1

A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers' learning journeys in 'becoming different'

D Scanlon, A MacPhail, A Calderón

(2022), Vol. 115, Teaching and Teacher Education, C1

Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives

J Wallace, D Scanlon, A Calderón

(2022), pp. 1-17, Curriculum Studies in Health and Physical Education, Abingdon, Eng., C1

A figurational viewpoint of the complexity of policy enactment: An opportunity for agonistic dialogue?

D Scanlon, A MacPhail, A Calderón

(2022), pp. 1-19, Curriculum Journal, London, Eng., C1

Developing a socially-just teaching personal and social responsibility (TPSR) approach: a pedagogy for social justice for physical education (teacher education)

D Scanlon, K Baker, D Tannehill

(2022), pp. 1-13, Physical Education and Sport Pedagogy, London, Eng., C1

Shifting policy perspectives: revelatory incident narratives from physical education stakeholders

J Lorusso, D Scanlon, A MacPhail, S Hargreaves, M Storey, L Dabbagh

(2022), Vol. 13, pp. 284-297, Curriculum Studies in Health and Physical Education, London, Eng., C1

A figurational analysis of teachers and students as policy actors in policy enactment: 'Integrated Learning Experiences' in examinable physical education curriculum

D Scanlon, A MacPhail, A Calderón

(2022), European Physical Education Review, London, Eng., C1

Implementation evaluation of an Irish secondary-level whole school programme: a qualitative inquiry

Fiona McHale, Kwok Ng, Dylan Scanlon, Jemima Cooper, Caera Grady, Catherine Norton, Donal O’Shea, Catherine Woods

(2022), Vol. 37, Health Promotion International, England, C1

Teacher agency and learner agency in teaching and learning a new school subject, Leaving Certificate Computer Science, in Ireland: Considerations for teacher education

D Scanlon, C Connolly

(2021), Vol. 174, Computers and Education, C1

Teacher agency in enacting physical education in a period of curriculum change and reform in Ireland

D Scanlon, A Calderón, A MacPhail

(2021), Vol. 32, pp. 48-66, Curriculum Journal, C1

An integrated blended learning approach for physical education teacher education programmes: teacher educators' and pre-service teachers' experiences

Antonio Calderon, Dylan Scanlon, Ann MacPhail, Brigitte Moody

(2021), Vol. 26, pp. 562-577, Physical Education and Sport Pedagogy, London, Eng., C1

Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education

D Scanlon, A MacPhail, A Calderon

(2020), Vol. 25, pp. 788-801, Sport, Education and Society, C1

The (mis)alignment between young people's collective physical activity experience and physical education curriculum development in Ireland

M Coulter, D Scanlon, A MacPhail, W O’Brien, S Belton, C Woods

(2020), Vol. 11, pp. 204-221, Curriculum Studies in Health and Physical Education, C1

Supporting Student Engagement and Partnership in Higher Education Decision-Making during the Pandemic: A reflection from the National Student Engagement Programme (NStEP)

O Hassan, Dylan Scanlon, C McDonald, N Algeo, M Nic Corcrain, T Jenkins, S Kelly, S Whelan

(2020), Vol. 12, pp. 1-9, AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, [Barnaby, B.C], C1

Original intentions and unintended consequences: the 'contentious' role of assessment in the development of Leaving Certificate Physical Education in Ireland

D Scanlon, A MacPhail, A Calderón

(2019), Vol. 10, pp. 71-90, Curriculum Studies in Health and Physical Education, C1