Items where Author is "Stones, S"

Article

Glazzard, J and Stones, S (2021) ‘Nothing fazes me, I can do it all’: Developing headteacher resilience in a complex and challenging educational climate. International Journal of Leadership in Education. ISSN 1360-3124 DOI: https://doi.org/10.1080/13603124.2020.1829712

Glazzard, J and Stones, S (2021) Running Scared? A Critical Analysis of LGBTQ+ Inclusion policy in Schools. Frontiers in Sociology. ISSN 2297-7775 DOI: https://doi.org/10.3389/fsoc.2021.613283

Glazzard, J and Stones, S (2021) Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far? Frontiers in Education. ISSN 2504-284X DOI: https://doi.org/10.3389/feduc.2020.607939

Glazzard, J and Stones, S (2020) A rigorous approach to the teaching of reading? Systematic synthetic phonics in initial teacher education. Frontiers in Education. ISSN 2504-284X DOI: https://doi.org/10.3389/feduc.2020.587155/full

Stones, S and Glazzard, J (2020) Tales from the chalkface: using narratives to explore agency, resilience and identity of gay teachers. Frontiers in Sociology. ISSN 2297-7775 DOI: https://doi.org/10.3389/fsoc.2020.00052

Glazzard, J and Jindal-Snape, D and Stones, S (2020) Transitions into and through higher education : the lived experiences of students who identify as LGBTQ+. Frontiers in Education, 5 (81). ISSN 2504-284X DOI: https://doi.org/10.3389/feduc.2020.00081

Glazzard, J and Stones, S (2019) Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18 (11). pp. 38-52. ISSN 1694-2116 DOI: https://doi.org/10.26803/ijlter.18.11.3

Stones, S and Glazzard, J (2019) Using Minority Stress Theory as a Conceptual Lens to Frame the Experiences of Teachers Who Identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18 (7). pp. 1-15. ISSN 1694-2116 DOI: https://doi.org/10.26803/ijlter.18.7.1