CBHE

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2019) Research and scholarship in college higher education: Reaping what you sow, or turning a blind eye? AoC Think Pieces Scholarship project.

College HE

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2016) Beyond the binary: using practice theory to explore teacher pedagogic practice in college HE. AoC Scholarship Project Think Piece.

Constructivist grounded theory; pedagogic practice; practice theory; HE in FE (higher education in further education); positivist and interpretivist paradigms

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:10.1080/17457823.2017.1315311)

FE in HE; landbased education; college HE; practice architectures; grounded theory

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

HE in FE, student experience, animal/equine studies, land-based, HE ethos, Bourdieu

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:10.1080/13596748.2014.897510)

Landbased education Bourdieu

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a Land Based college. In: SEDA National Conference Spring Teaching Learning and Assessment Conference 2014 Engaging Students: Engaging Staff, 15-16th May 2014, Newcastle. (Unpublished)

PAL, peer learning

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 and Daly, H (2013) Peer Assisted Learning at the University of Bedfordshire - I get by with a little help from my friends. In: 9th Annual Conference of the Higher Education Academy (HEA), 03-04 Jul 2013, University of Warwick. (Unpublished)

PAL, peer learning, leadership, employability

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129, Hudson, Fran and Eftihou, Joe (2014) Learning to lead - peer assisted learning to develop student leadership and employability skills. In: Proceedings of the 2014 Placement and Employability Professionals’ Conference. ASET, pp. 19-22. (Unpublished)

PAL; employability; STEM students

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2014) Students as stewards - peer assisted learning to develop employability and leadership skills. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, 30 April - 1 May 2014, Edinburgh University. (Unpublished)

Personal tutoring; Group tutorials; Educationally Purposeful Activities (EPAs); Online personal tutoring; Near peers

George, Rachel and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2021) Group tutorials as spaces for educationally purposeful peer interactions – Why and how? In: UKAT Annual Conference 2021, 30th March - 1st April 2021, online.

Sociomateriality; practice theory; landbased college; College HE

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. In: Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University, 13th February 2019, Edinburgh University.

assessment literacy, feedback literacy

George, Rachel and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2020) Developing student assessment and feedback literacy in the context of blended/online delivery. In: The Medway Festival of Learning and Teaching, 10 Sep 2020, UK. (Unpublished)

bioscience lab teaching; video learning; authentic learning

Sawle, P., Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 and Rapley, R. (2018) BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 29th 2018, University of Hertfordshire, Hatfield. (Unpublished)

biosciences; employability; videos

Patel, Hersha, Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 and Rapley, Ralph (2019) Curriculum connections – using authentic employer video demonstrations to enhance in-class student engagement and bring the workplace closer to the classroom. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 7th 2019, 7th June 2019, University of Hertfordshire, Hatfield. (Unpublished)

coaching; personal tutoring

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 and George, Rachel (2020) Coaching conversations for personal tutors – a ‘how to’ guide. In: SHIFT 2020 teaching and learning conference, 10 January 2020, University of Greenwich.

college HE, HE in FE

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2012) HE in FE - past, present and future. Journal of Pedagogic Development, 2 (2). pp. 29-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

college HE, peer observations

Dutton, Kay and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2014) Peer observation and review of teaching in college higher education. Supporting Higher Education in College Settings. SEDA, pp. 21-26. ISBN 978-1902435589 ISSN 978-1-902435-58-9 (Print), 978-1-902435-58-9 (Online)

college HE; pedagogy; practice architectures

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2020) “Being and becoming? Or stuck between a rock and a hard place?” Exploring HE teacher pedagogic practice and identity development within an FE college setting. In: College HE Research and Scholarship National Conference 2020, 14-19 May 2020, online. (Unpublished)

communities of practice; threshold concepts

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2014) Threshold concepts: from personal practice to communities of practice (book review). University of Bedfordshire.

farriery; WP; evidence based veterinary education

Weller, R., Pfau, T., Pullen, S., Barstow, A., Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 and Davis, R. (2017) “‘Research for farriers – is it necessary or possible?’ A new Graduate Diploma in Equine Locomotor Research”. In: International Symposium of the Veterinary Schools Council (VetEd), 6th July 2017, University of Liverpool.

feedback literacy; feedback recipience

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2020) Developing student feedback literacy to enhance recipience, understanding and action. In: University of Greenwich SHIFT Learning and Teaching Conference, 10 January 2020, University of Greenwich. (Unpublished)

higher education; personal tutoring; Covid 19; wellbeing; CPD; face to face

Mundair, Julie and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2021) Has the pandemic made us better personal tutors. In: GBS Learning and Teaching festival 2021, 24th June, 2021, University of Greenwich, London. (Unpublished)

landbased; FE in HE; teacher Identity; lived Experience; animal/equine Studies; HE ethos; bourdieu

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

peer assisted learning

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2015) Reaping what you sow. How the University of Bedfordshire uses experienced Peer Assisted Learning (PAL) students to inspire and nurture future generations of PAL Leaders. Journal of Pedagogic Development, 5 (2). ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2013) PAL at UoB. Journal of Pedagogic Development, 3 (2). pp. 31-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2012) Peer assisted learning: project update. Journal of Pedagogic Development, 2 (1). ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2011) ‘I get by with a little help from my friends’ – peer assisted learning. Journal of Pedagogic Development, 1 (1). pp. 16-19. ISSN 2047-3257 (Print), 2047-3265 (Online)

personal tutoring; bioscience tutoring

Braoudaki, Maria and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2020) ‘The power of investment’. Developing positive tutor:tutee relationships in biosciences. In: University of Hertfordshire’s Annual Learning and Teaching Conference, July 10th 2020, 10th July 2020, online. (Unpublished)

personal tutoring; CPD; invisible work; academic advising

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 and Talbot, Michael ORCID: https://orcid.org/0000-0001-7198-1422 (2022) Making the invisible visible: value and reward for personal tutors. Compass: Journal of Learning and Teaching, 15 (1). pp. 1-6. ISSN 2044-0081

power, democracy, progressive schools

Saukkonen, Sakari, Moilanen, Pentti, Mathew, David and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2016) Power, democracy and progressive schools. In: Raiker, Andrea and Rautiainen, Matti, (eds.) Educating for Democracy - Principles and Culture in England and Finland. Routledge, London, UK. ISBN 978-1315630915

practice architectures; FE; college HE; pedagogic practice, CBHE, constructivist grounded theory, practice theory, materiality

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

practice theory; FE in HE; college HE

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2017) ‘Unearthing, uncovering and understanding’. Entwining ethnography with practice theory and constructivist grounded theory to explore HE teacher practice enactments in an FE landbased college. In: Oxford Ethnography and Education conference, 12th September 2017, Oxford University. (Unpublished)

qualitative research methodology; psychology research methodology

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2017) Rapley, E (2017) Practising Research: Why you're always part of the research process even when you think you're not, Frost, N (2016) reviewed in Qualitative Methods in Psychology Section (QMiP) Bulletin Issue 23 Spring 2017. The British Psychological Society.

sociomateriality in educational research

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2019) Practice theory and sociomateriality in post-compulsory educational research – developing a qualitative methodology to explore H.E teacher pedagogic practices in a UK landbased college. In: CHERSNet Meeting 2019, 27 Mar 2019, London, UK. (Unpublished)

sociomateriality; practice theory; FE

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies, 6 (1-3). pp. 5-16. ISSN 2059-4976

teacher education; college HE; HE in FE; practice theory; practice architectures; grounded theory; Reflexivity; Pedagogy; Constructivist Grounded Theory; Practice Architectures,

Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

vet education; widening participation; farriery; study skills; academic development; blended learning; pedagogy

Pullen, Sophie and Rapley, Eve ORCID: https://orcid.org/0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.