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All Outputs (47)

Immersed in the Transitioning Higher Education Sector: The Impact of Transitions in the Higher Education Sector in England on Staff and Students. (2024)
Journal Article
Tate, A., & Glazzard, J. (2024). Immersed in the Transitioning Higher Education Sector: The Impact of Transitions in the Higher Education Sector in England on Staff and Students. International Journal of Educational and Life Transitions, 3(1), 3. https://doi.org/10.5334/ijelt.77

The increasing marketisation of the UK higher education sector in recent years has resulted in multiple transitions for universities. Student evaluations of teaching and university league tables have placed greater importance on both the quality of t... Read More about Immersed in the Transitioning Higher Education Sector: The Impact of Transitions in the Higher Education Sector in England on Staff and Students..

Immersed in the transitioning HE sector: the impact of transitions in the higher education sector in England on staff and students (2024)
Journal Article
Glazzard, J., & Tate, A. (2024). Immersed in the transitioning HE sector: the impact of transitions in the higher education sector in England on staff and students. International Journal of Educational and Life Transitions, 3(1), https://doi.org/10.5334/ijelt.77

The increasing marketisation of the UK higher education sector in recent years has resulted in multiple transitions for universities. Student evaluations of teaching and university league tables have placed greater importance on both the quality of t... Read More about Immersed in the transitioning HE sector: the impact of transitions in the higher education sector in England on staff and students.

Tipping point: The staff wellbeing crisis in higher education (2022)
Journal Article
Jayman, M., Glazzard, J., & Rose, A. (2022). Tipping point: The staff wellbeing crisis in higher education. Frontiers in Education, 7, Article 929335. https://doi.org/10.3389/feduc.2022.929335

This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism,... Read More about Tipping point: The staff wellbeing crisis in higher education.

Male pre-service teachers: navigating masculinities on campus and on placement (2022)
Journal Article
Eldred, L., Gough, B., & Glazzard, J. (2022). Male pre-service teachers: navigating masculinities on campus and on placement. Gender and Education, 34(7), 755-769. https://doi.org/10.1080/09540253.2022.2078794

This paper reports on research examining how male pre-service primary school teachers negotiate masculinities during their time within majority-female spaces. Four white undergraduate pre-service teachers in the North of England, UK, who were trainin... Read More about Male pre-service teachers: navigating masculinities on campus and on placement.

Finding a way through the fog: school staff experiences of the Covid-19 pandemic (2022)
Journal Article
Maitland, J., & Glazzard, J. (2022). Finding a way through the fog: school staff experiences of the Covid-19 pandemic. Cambridge Journal of Education, 52(5), 555-577. https://doi.org/10.1080/0305764X.2022.2040954

This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global Covid-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants’ mental health... Read More about Finding a way through the fog: school staff experiences of the Covid-19 pandemic.

The impact of peer mentoring on students’ physical activity and mental health (2021)
Journal Article
Glazzard, J., Rose, A., & Ogilvie, P. (2021). The impact of peer mentoring on students’ physical activity and mental health. Journal of Public Mental Health, 20(2), 122-131. https://doi.org/10.1108/JPMH-10-2018-0073

Purpose: A peer-mentoring scheme was implemented in a secondary school using a physical activity (PA) intervention to improve mental health outcomes of students who were at risk of developing mental ill health. These students are referred to as mente... Read More about The impact of peer mentoring on students’ physical activity and mental health.

‘Nothing fazes me, I can do it all’: developing headteacher resilience in a complex and challenging educational climate (2021)
Journal Article
Glazzard, J., & 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, https://doi.org/10.1080/13603124.2020.1829712

Headship (School Principal) is a challenging role within a complex and ever-changing policy climate. This article explores the factors which influence headteacher resilience and their mental health. Existing research focuses on teacher resilience but... Read More about ‘Nothing fazes me, I can do it all’: developing headteacher resilience in a complex and challenging educational climate.

Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools (2021)
Journal Article
Glazzard, J., & Stones, S. (2021). Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools. Frontiers in Sociology, 6, Article 613283. https://doi.org/10.3389/fsoc.2021.613283

This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about differe... Read More about Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools.

“I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia (2021)
Journal Article
Jacobs, L., Collyer, E., Lawrence, C., & Glazzard, J. (2021). “I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia. Teaching and Teacher Education, 104, Article 103383. https://doi.org/10.1016/j.tate.2021.103383

Literature has explored the placement experiences of primary school trainee teachers with dyslexia but there is a scarcity of research on secondary school trainees or university-based experiences. This study examined the experiences of three primary... Read More about “I've got something to tell you. I'm dyslexic”: The lived experiences of trainee teachers with dyslexia.

Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far? (2021)
Journal Article
Glazzard, J., & Stones, S. (2021). Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far?. Frontiers in Education, 5, Article 607939. https://doi.org/10.3389/feduc.2020.607939

This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government has adopted a clinical approach to resolving the men... Read More about Supporting Young People’s Mental Health: Reconceptualizing the Role of Schools or a Step Too far?.

A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education (2020)
Journal Article
Glazzard, J., & Stones, S. (2020). A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education. Frontiers in Education, 5, Article 587155. https://doi.org/10.3389/feduc.2020.587155

This paper argues that no single method of teaching children to read is superior to any other. Although research suggests that a systematic approach to phonics produces gains in word reading and spelling, there is no clear evidence that synthetic pho... Read More about A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education.

Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+ (2020)
Journal Article
Glazzard, J., Jindal-Snape, D., & Stones, S. (2020). Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+. Frontiers in Education, 5, Article 81. https://doi.org/10.3389/feduc.2020.00081

This study explores the lived experiences of students who identify as lesbian, gay, bisexual, trans, or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ... Read More about Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+.

Developing students' mental health literacy through the power of sport (2020)
Journal Article
Glazzard, J., & Szreter, B. (2020). Developing students' mental health literacy through the power of sport. Support for Learning, 35(2), 222-251. https://doi.org/10.1111/1467-9604.12301

This research is an evaluation of a six-week mental health literacy programme, referred to as the Cambridge United Community Trust’s ‘Mind Your Head’ programme, which was delivered by sports professionals to secondary school students (11-16) in Cambr... Read More about Developing students' mental health literacy through the power of sport.

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

Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of t... Read More about Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study.

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

Text Feedback is critical to students’ academic development in higher education. Despite this, evidence suggests that students do not consistently engage with feedback or recognise the value of it. This study explored student perceptions of feedback... Read More about Student perceptions of feedback in higher education.

The Search for 100% Satisfaction with Feedback (2019)
Journal Article
Sutcliffe, R., Linfield, R., Riley, G., Nabb, D., & Glazzard, J. (2019). The Search for 100% Satisfaction with Feedback. Teacher Education Advancement Network Journal, 11(3), 35-47

The National Student Survey (NSS) frequently highlights students' dissatisfaction with feedback. Data collected over the past two years by tutors working on a Batchelor of Arts (Honours) Primary Education 5-11 programme, leading to Qualified Teacher... Read More about The Search for 100% Satisfaction with Feedback.

The impact of teacher well-being and mental health on pupil progress in primary schools (2019)
Journal Article
Glazzard, J., & Rose, A. (2020). The impact of teacher well-being and mental health on pupil progress in primary schools. Journal of Public Mental Health, 19(4), 349-357. https://doi.org/10.1108/JPMH-02-2019-0023

Purpose: The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are use... Read More about The impact of teacher well-being and mental health on pupil progress in primary schools.

Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+ (2019)
Journal Article
Samuel, S., & Jonathan, G. (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), 1-15. https://doi.org/10.26803/ijlter.18.7.1

Throughout history teachers who identify as Lesbian, Gay, Bisexual, Transgender or Queer (LGBTQ+) have experienced prejudice, discrimination and restrictions to their agency. Heteronormative cultures have prevailed in schools worldwide, despite advan... Read More about Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+.

A whole-school approach to supporting children and young people’s mental health (2019)
Journal Article
Glazzard, J. (2019). A whole-school approach to supporting children and young people’s mental health. Journal of Public Mental Health, 18(4), 256-265. https://doi.org/10.1108/JPMH-10-2018-0074

Purpose: Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents a... Read More about A whole-school approach to supporting children and young people’s mental health.