Items where Author is "Glazzard, J"

Article

Jayman, M and Glazzard, J and Rose, A (2022) Tipping point: The staff wellbeing crisis in higher education. Frontiers in Education, 7. ISSN 2504-284X DOI: https://doi.org/10.3389/feduc.2022.929335

Eldred, L and Gough, B and Glazzard, J (2022) Male pre-service teachers: navigating masculinities on campus and on placement. Gender and Education. pp. 1-15. ISSN 0954-0253 DOI: https://doi.org/10.1080/09540253.2022.2078794

Maitland, J and Glazzard, J (2022) Finding a way through the fog: school staff experiences of the Covid-19 pandemic. Cambridge Journal of Education. pp. 1-23. ISSN 0305-764X DOI: https://doi.org/10.1080/0305764x.2022.2040954

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

Thompson, S and Clarke, E and Quickfall, A and Glazzard, J (2020) Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study. Journal of Comparative and International Higher Education, 12 (Fall). pp. 38-56. ISSN 2151-0393 DOI: https://doi.org/10.32674/jcihe.v12ifall.1439

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 Szreter, B (2020) Developing students' mental health literacy through the power of sport. Support for Learning, 35 (2). pp. 222-251. ISSN 0268-2141 DOI: https://doi.org/10.1111/1467-9604.12301

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

Glazzard, J and Rose, A (2019) The impact of peer mentoring on students’ physical activity and mental health. Journal of Public Mental Health. ISSN 1746-5729 DOI: https://doi.org/10.1108/JPMH-10-2018-0073

Sutcliffe, R and Linfield, R and Riley, G and Nabb, D and Glazzard, J (2019) The search for 100% satisfaction with feedback. Teacher Education Advancement Network Journal, 11 (3). pp. 35-47. ISSN 2054-5266

Glazzard, J and Rose, A (2019) The Impact of Teacher Well-Being and Mental Health on Pupil Progress in Primary Schools. Journal of Public Mental Health. ISSN 1746-5729 DOI: https://doi.org/10.1108/JPMH-02-2019-0023

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

Glazzard, J (2019) A Whole School Approach to Supporting Children and Young People’s Mental Health. Journal of Public Mental Health. ISSN 1746-5729 DOI: https://doi.org/10.1108/JPMH-10-2018-0074

Glazzard, J and Coverdale, L (2018) 'It feels like its sink or swim': newly qualified teachers' experiences of their induction year. International Journal of Learning, Teaching and Educational Research, 17 (11). pp. 89-101.

Glazzard, J (2018) The Role of Schools in Supporting Children and Young People’s Mental Health. Education and Health, 36 (3). ISSN 0265-1602

Glazzard, J (2018) Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors. International Journal of Learning, Teaching and Educational Research, 16 (12). ISSN 1694-2493 DOI: https://doi.org/10.26803/ijlter.16.12.6

Zervas, K and Glazzard, J (2018) Sport Management Student as Producer: Embedding Critical Management Studies in Sport through Contemporary Pedagogy. Sport Education and Society, 23 (9). pp. 928-937. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2016.1276052

Glazzard, J (2017) What Could Replace the Phonics Screening Check during the Early Years of Reading Development? FORUM, 59 (2). ISSN 0963-8253 DOI: https://doi.org/10.15730/forum.2017.59.2.175

Rowley, C and Fook, J and Glazzard, J (2017) Adopting a student-led pedagogic approach within higher education: The reflections of an early career academic. Reflective Practice, 19 (1). pp. 35-45. ISSN 1462-3943 DOI: https://doi.org/10.1080/14623943.2017.1351352

Glazzard, J (2017) Assessing Reading Development through Systematic Synthetic Phonics. English in Education, 51 (1). pp. 44-57. ISSN 1754-8845 DOI: https://doi.org/10.1111/eie.12125

Glazzard, J (2017) The necessity for assessment and management of speech, language and communication needs to take account of cultural and multilingual diversity. International Journal of Learning, Teaching and Educational Research, 16. pp. 11-21. ISSN 1694-2493

Glazzard, J (2016) To what extent do frameworks of reading development and the phonics screening check support the assessment of reading development in England? English in Education, 51 (2). pp. 130-142. ISSN 1754-8845 DOI: https://doi.org/10.1111/eie.12119

Glazzard, J (2016) A critical interrogation of integration, special educational needs and inclusion. International Journal of Learning, Teaching and Educational Research, 15 (2). pp. 31-47. ISSN 1694-2493

Glazzard, J (2016) The value of circle time as an intervention strategy. Journal of Educational and Developmental Psychology, 6 (2). pp. 207-215. ISSN 1927-0526 DOI: https://doi.org/10.5539/jedp.v6n2p207

Glazzard, J (2015) A Critical Analysis of Learning Styles and Multiple Intelligences and their Contribution to Inclusive Education. Journal of Global Research in Education and Social Science, 2 (3). pp. 107-113. ISSN 2454-1834

Glazzard, J (2014) A School Under Scrutiny: A Personal Account of The Impact of Inclusion on a Small Primary School in England. International Journal of Learning, Teaching and Educational Research, 9 (1). pp. 95-106. ISSN 1694-2493

Glazzard, J (2014) From Integration to Inclusive Education in England: Illuminating the Issues Through A Life History Account. International Journal of Learning, Teaching and Educational Research, 9. pp. 107-116. ISSN 1694-2493

Glazzard, J (2014) Sophie: a story of inclusion. Childhood Explorer, 1 (1). pp. 14-15.

Morley, G and Glazzard, J (2013) Kindergartens in China: a report into private and state provision in Beijing. Early Years Educator (EYE), 13 (12). pp. 38-44. ISSN 1465-931X DOI: https://doi.org/10.12968/eyed.2012.13.12.38

Glazzard, J (2013) Resourced provision: The impact of inclusive practices on a mainstream primary school. Support for Learning, 28 (3). pp. 92-96. ISSN 0268-2141 DOI: https://doi.org/10.1111/1467-9604.12025

Glazzard, J (2013) A critical interrogation of the contemporary discourses associated with inclusive education in England. Journal of Research in Special Educational Needs, 13 (3). pp. 182-188. ISSN 1471-3802 DOI: https://doi.org/10.1111/1471-3802.12018

Glazzard, J (2012) Tuning into children’s voices: Exploring the perceptions of primary aged children about their education in one primary school in England. International Journal of Education, 4 (3). pp. 49-66. ISSN 1948-5476 DOI: https://doi.org/10.5296/ije.v4i3.1933

Glazzard, J (2011) Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants. Support for Learning, 26 (2). pp. 56-63. ISSN 0268-2141 DOI: https://doi.org/10.1111/j.1467-9604.2011.01478.x

Monograph

Clark, M and Atkinson, S and Reid, S and Bayley, J and Glazzard, J (2018) The phonics screening check 2012-2017: an independent enquiry into the views of head teachers, teachers and parents. Project Report. Newman University, Birmingham.