Browse by Authors

la Velle, L (2024) 'Continuing ‘reforming’ policies in teacher education internationally: what can we learn from current accounts?' Journal of Education for Teaching, 50 (5). pp. 946-957. Please click the title to check availability.

Hayes, S ORCID: 0000-0001-8633-0155, Jandrić, P, la Velle, L, Earle, S ORCID: 0000-0002-6155-1098, Šrajer, F, Dragić, Z, Kubat, S, Peraica, A, Švraka, D, Popović, S, Mumelaš, D, Pospiš, D, Vujanović, B, Lugović, S, Jopling, M, Tolbert, S and Watermeyer, R (2024) 'Postdigital citizen science and humanities: dialogue from the ground.' Postdigital Science and Education. doi: 10.1007/s42438-024-00514-z

Jopling, M et al (2024) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education.

Van Nuland, S, Dinitsa-Schmidt, S, Assunção Flores, M, Hordatt Gentles, C, la Velle, L and Ruttenberg-Rozen, R (2024) 'Changes in teacher education provision: comparative experiences internationally.' Journal of Education for Teaching, 50 (2). pp. 341-366. Please click the title to check availability.

la Velle, L (2023) 'Heroism of teachers: hope, efficacy, resilience, and optimism.' In: Allison, S.T, Beggan, J.K and Goethals, G.R, eds. Encyclopedia of heroism studies. Springer, Cham. ISBN 9783031171253 doi: 10.1007/978-3-031-17125-3_443-1

Clapham, A, Richards, R, Lonsdale, K and la Velle, L (2023) 'Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework.' London Review of Education, 21 (1). e24.

la Velle, L (2021) 'Editorial - Recurring themes in teacher education: pedagogy, practice and policy.' Journal of Education for Teaching, 47 (5). pp. 635-637.

la Velle, L (2021) 'Editorial - Teachers’ learning and knowledge: motivation and self-efficacy.' Journal of Education for Teaching, 47 (4). pp. 471-474.

la Velle, L (2021) 'Editorial - Discourse and pedagogy: two pillars of teacher education.' Journal of Education for Teaching, 47 (3). pp. 305-308.

la Velle, L (2021) 'Editorial - The heroism of teachers: agility and adaptability through professional education.' Journal of Education for Teaching, 47 (2). pp. 143-146.

la Velle, L (2021) 'Editorial - Initial teacher education programmes: so much to include.' Journal of Education for Teaching, 47 (1). pp. 1-3.

la Velle, L (2021) 'Editorial - Professional knowledge communities of practice: building teacher self-efficacy.' Journal of Education for Teaching, 46 (5). pp. 613-615.

la Velle, L and Reynolds, K (2020) 'Reframing the professionalism of teachers.' In: Hudson, B, Leask, m and Younie, S, eds. Education system design: foundations, policy options and consequences. Routledge, Abingdon. ISBN 9780367203771

la Velle, L and Kendall, A (2020) 'A high status, research-informed profession: the foundation for successful teacher recruitment and retention?' In: Ovenden-Hope, T and Passy, R, eds. Exploring teacher recruitment and retention: contextual challenges from international perspectives. Routledge, Abingdon, pp. 46-58. ISBN 9780367076450 Please click the title to check availability.

la Velle, L, Newman, S, Montgomery, C and Hyatt, D (2020) 'Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities.' Journal of Education for Teaching, 46 (4). pp. 596-608.

la Velle, L (2020) 'Editorial - Teacher education approaching crisis: external and internal factors.' Journal of Education for Teaching, 46 (3). pp. 259-262.

Duggan, M and la Velle, L (2019) 'Embracing complexity: understanding the experiences of university-based teacher educators in England.' In: Sorensen, N, ed. Diversity in Teacher Education: perspectives on a school-led system. UCL IOE Press, London, pp. 90-111. ISBN 9781782772521

la Velle, L, Stenhouse, E and Sutton, C (2018) 'Masterliness: the challenge for professional development.' Journal of Interdisciplinary Studies in Education, 7 (1). pp. 54-66. Please click the title to check availability.

la Velle, L and Ovenden-Hope, T (2018) Knowledge mobilisation for teacher development: trialling the models. In: BERA Annual Conference 2018, 11 - 13 September 2018, Northumbria University, Newcastle, UK.

la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538.

la Velle, L (2018) Evidence based knowledge for teachers. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.

la Velle, L and Georgeson, J (2018) Mobile and geographical information technologies for phenological investigation across European schools: innovation and learning. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.

la Velle, L and Sorensen, N (2018) The DiTE project. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.

la Velle, L, Younie, S and Leask, M (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.

Reynolds, K, Whiting, C ORCID: 0000-0002-9963-426X and la Velle, L (2018) The DiTE project explained. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.

la Velle, L, Reynolds, K, Leask, M and Younie, S (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.

la Velle, L and Bryant, J.A (2018) Introduction to bioethics. 2nd ed. Wiley Blackwell, Hoboken, NJ. ISBN 9781118719596

Georgeson, J, la Velle, L and Camilleri, P (2017) Learning about robots: skills, roles and relationships. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.

la Velle, L and Ovenden-Hope, T (2017) MESH guides as translational research in CPD: tried, tested and trusted. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.

la Velle, L and Reynolds, K (2017) BERTiE: British Educational Research Tool Integrating Engagement. In: EARLI Biennial Conference, 29 August - 2 September 2017, University of Tampere, Finland.

la Velle, L and Georgeson, J (2017) Developing teacher confidence in robotics and computation: case studies from a collaborative European project. In: European Conference on Educational Research (ECER), 21 - 25 August 2017, University College, Copenhagen, Denmark.

la Velle, L and Georgeson, J (2017) Using geographical information technology to capture phenological phenomena in European schools. In: European Conference on Educational Research (ECER), 21 - 25 August 2017, University College, Copenhagen, Denmark.

la Velle, L (2017) Teacher education knowledge: what counts? In: ICET 61st World Assembly, 29 June 2017, Brno, Czech Republic.

la Velle, L and Reynolds, K (2017) BERTiE: British Educational Research Tool: evaluation challenges of a digital innovation for evidence-based engagement in initial teacher education. In: ATEE Winter Conference: Teacher Education and Digital Technology, 14 - 16 February, 2017, Utrecht, Netherlands.

la Velle, L (2017) Redefining teacher education for the post-2015 era: global challenges and best practices [book review]. Journal of Education for Teaching, 43 (1). pp. 120-122.

la Velle, L and Ovenden-Hope, T (2016) Use of evidence-based curriculum development resources: tried, tested and trusted. In: Hibernia College Research Conference, 3 November 2016, Dublin, Ireland.

la Velle, L and Ceponis, E (2016) Geographical and mobile information technologies and phenology in European schools: state of the art. In: ERIDOB 2016 Eleventh Conference of European Researchers in Didactics of Biology, 5 - 9 September 2016, Karlstad, Sweden.

Ovenden-Hope, T and la Velle, L (2016) Tried, tested and trusted: school teachers' responses to translational research for knowledge mobilisation (MESHGuides) in curriculum planning for spelling. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, Leeds, UK.

la Velle, L and Georgeson, J (2016) Robotics and computation for primary schools in the 21st century: a European curriculum map and needs analysis. In: European Conference on Educational Research (ECER), 23 - 26 August 2016, University College, Dublin, Ireland.

Georgeson, J, Blandon, C, la Velle, L and Edwards-Jones, A (2016) Teachers’ reflections on professional development during an online international course to promote teaching for 21st century learning: a comparative analysis. In: European Conference on Educational Research (ECER), 23 - 26 August 2016, University College, Dublin, Ireland.

la Velle, L (2016) Preparing and supporting early stage teachers to achieve quality teachers for all by 2030. Knowledge mobilization through translational research: new ways of working. In: ICET 60th World Assembly, 18 - 21 July 2016, Kingston, Jamaica.

la Velle, L and Ovenden-Hope, T (2016) Tried, tested and trusted: a study of primary school teachers in England use of evidence based online resources for curriculum development. In: ICET 60th World Assembly, 18 - 21 July 2016, Kingston, Jamaica.

la Velle, L and Ovenden-Hope, T (2015) 'Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK.' Journal of Education for Teaching, 41 (5). pp. 574-585.

la Velle, L (2015) 'Editorial - Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession?' Journal of Education for Teaching, 41 (5). pp. 460-463.

Ovenden-Hope, T and la Velle, L (2015) Further and higher educations research collaboration: translational research for a knowledge mobilisation intervention for teacher CPD. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Georgeson, J, la Velle, L and Blandon, C (2015) Learning a modern foreign language: effort, gender and motivation. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.

Georgeson, J, Blandon, C and la Velle, L (2015) Teachers’ use of iPads in modern foreign language lessons: a comparative international enquiry. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.

Ovenden-Hope, T and la Velle, L (2015) Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.

Ares Fandiño, L, Trigo Miranda, M, Fernández Morante, C, Fraga Lago, B, Cebreiro López, B, Dwyer, C, Tuckwell, G, la Velle, L, Georgeson, J, Blandon, C and Horrell, J (2015) Improving attitudes and learning in a second Language through the increased use of ICT - IALICT. Xunta de Galicia, Santiago de Compostela, Spain.

Sorensen, N and la Velle, L (2014) 'Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 73-91. ISBN 9781138813632

la Velle, L, ed. (2014) Masterliness in the teaching profession. Routledge, Abingdon. ISBN 9781138813632

la Velle, L (2014) 'Masterliness in the teaching profession.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 1-7. ISBN 9781138813632

Ovenden-Hope, T, la Velle, L and Leask, M (2014) 'Using ‘MESH guides’ as translational research and knowledge mobilisation for continuing professional development in schools.' In: CICE-2014 Proceedings: Canada International Conference on Education. Infonomics Society, London, pp. 497-498. ISBN 9781908320247

la Velle, L (2013) 'ICT, teaching and learning: what do the latest mobile technologies afford?' Journal of Biological Education, 47 (2). pp. 71-72.

la Velle, L, Reynolds, D and Nichol, J (2013) 'An unusually effective school/university programme: the Plymouth and Peninsula Model.' Journal of Education for Teaching, 39 (4). pp. 400-415.

Sorensen, N and la Velle, L (2013) 'Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning.' Journal of Education for Teaching, 39 (1). pp. 74-92.

la Velle, L (2013) 'Masterliness in the teaching profession: global issues and local developments.' Journal of Education for Teaching, 39 (1). pp. 2-8.

la Velle, L, Gurnett, D and Waite, S (2011) 'Environmental education in the national park: case studies on Exmoor.' In: Waite, S, ed. Children learning outside the classroom: from birth to eleven. Sage, London, pp. 176-187. ISBN 9780857020482

Totterdell, M, Hathaway, T and la Velle, L (2011) 'Mastering teaching and learning through pedagogic partnership: a vision and framework for developing ‘collaborative resonance’ in England.' Professional Development in Education, 37 (3). pp. 411-437.

Reynolds, D, Nichol, J, la Velle, L, Gunraj, J, Goulbourn, J, Iji, N, Parkinson, G, Sutton, C, MacLeod, I and Koshy, V (2010) Aiming higher: the Plymouth and Peninsula Tri-Level Model (PPM) for school/HE links - putting the university into school and community. University of Plymouth, Faculty of Education, Plymouth. ISBN 9781841022376

la Velle, L, Olszewska, M and Gurnett, D (2009) 'On track: using the West Somerset Mineral Railway to promote historical, social and environmental education.' Primary History, 52. pp. 26-28.

la Velle, L (2008) 'Tracks and traces – a story of Exmoor: a challenging and interactive educational play.' Exmoor Review, 50. pp. 82-84.

Hennessy, S, Wishart, J, Whitelock, D, Deaney, R, Brawn, R, la Velle, L, McFarlane, A, Ruthven, K and Winterbottom, M (2007) 'Pedagogical approaches for technology-integrated science teaching.' Computers & Education, 48 (1). pp. 137-152.