Skip to main content

Research Repository

Advanced Search

All Outputs (71)

Including All Learners (2018)
Book Chapter
Glazzard, J. (2018). Including All Learners. In A. Hansen (Ed.), Primary Professional Studies (104-126). (4th ed.). London: Learning Matters

Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors (2017)
Journal Article
Glazzard, J. (2017). Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors. International Journal of Learning, Teaching and Educational Research, 16(12), 87-107. https://doi.org/10.26803/ijlter.16.12.6

This study explored the perceptions of trainee teachers with dyslexia, and their mentors, of their placement experiences during their initial teacher training course. The research was conducted within one initial teacher education partnership in the... Read More about Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors.

What Could Replace the Phonics Screening Check during the Early Years of Reading Development? (2017)
Journal Article
Glazzard, J. (2017). What Could Replace the Phonics Screening Check during the Early Years of Reading Development?. Forum for Promoting 3-19 Comprehensive Education, 59(2), 175-182. https://doi.org/10.15730/forum.2017.59.2.175

This article argues that the phonics screening check, introduced in England in 2012, is not fit for purpose. It is a test of children’s ability to decode words rather than an assessment of their reading skills. Whilst this assessment may, to some ext... Read More about What Could Replace the Phonics Screening Check during the Early Years of Reading Development?.

Adopting a student-led pedagogic approach within higher education: the reflections of an early career academic (2017)
Journal Article
Rowley, C., Fook, J., & Glazzard, J. (2018). Adopting a student-led pedagogic approach within higher education: the reflections of an early career academic. Reflective practice, 19(1), 35-45. https://doi.org/10.1080/14623943.2017.1351352

The current paper presents a reflective account of the adoption of a student-led pedagogic approach, based upon the first author’s experiences of working within a new academic institution. Carl Rogers’ writings around student-centred learning and the... Read More about Adopting a student-led pedagogic approach within higher education: the reflections of an early career academic.

To what extent do frameworks of reading development and the phonics screening check support the assessment of reading development in England? (2017)
Journal Article
Glazzard, J. (2017). 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), 130-142. https://doi.org/10.1111/eie.12119

The purpose of this article is to question the suitability of the phonics screening check in relation to models and theories of reading development. The article questions the appropriateness of the check by drawing on theoretical frameworks which und... Read More about To what extent do frameworks of reading development and the phonics screening check support the assessment of reading development in England?.

The necessity for assessment and management of speech, language and communication needs to take account of cultural and multilingual diversity (2017)
Journal Article
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(2), 11-21

This paper argues for the need for a culturally responsive approach to the identification, assessment and intervention processes for multilingual children with speech, language and communication impairment. It highlights the potential for misdiagnosi... Read More about The necessity for assessment and management of speech, language and communication needs to take account of cultural and multilingual diversity.

Assessing reading development through systematic synthetic phonics (2017)
Journal Article
Glazzard, J. (2017). Assessing reading development through systematic synthetic phonics. English in Education, 51(1), 44-57. https://doi.org/10.1111/eie.12125

This narrative literature review evaluates the effectiveness of synthetic phonics in comparison with analytic phonics. It presents the key research findings and offers a critical appraisal of this research. Primary schools have developed a variety of... Read More about Assessing reading development through systematic synthetic phonics.

Sport management student as producer: embedding critical management studies in sport through contemporary pedagogy (2017)
Journal Article
Zervas, K., & Glazzard, J. (2018). Sport management student as producer: embedding critical management studies in sport through contemporary pedagogy. Sport, Education and Society, 23(9), 928-937. https://doi.org/10.1080/13573322.2016.1276052

In recent years there has been growing interest over the role of major sport events and the sports industry. The aftermath of 2008 global crisis exposed the myth of ‘end of history’ and raised several questions over the role of management and organis... Read More about Sport management student as producer: embedding critical management studies in sport through contemporary pedagogy.

A Critical Interrogation of Integration, Special Educational Needs and Inclusion (2016)
Journal Article
Glazzard, J. (2016). A Critical Interrogation of Integration, Special Educational Needs and Inclusion. International Journal of Learning, Teaching and Educational Research, 15(12), 31-47

In this article, I have focused on presenting the key literature which has shaped my personal thinking and values around inclusion. Throughout the article, I draw on the perspectives of a Special Educational Needs Coordinator (SENCO) who I have... Read More about A Critical Interrogation of Integration, Special Educational Needs and Inclusion.

The Value of Circle Time as an Intervention Strategy (2016)
Journal Article
Glazzard, J. (in press). The Value of Circle Time as an Intervention Strategy. Journal of Educational and Developmental Psychology, 6(2), 207-215. https://doi.org/10.5539/jedp.v6n2p207

Literature on circle time emphasises benefits such as improved self-esteem, improvements in speaking and listening skills and social skills. However, evidence-based research is more limited and much of the available research is anecdotal. Whilst this... Read More about The Value of Circle Time as an Intervention Strategy.

Child Protection Issues (2015)
Book Chapter
Glazzard, J. (2015). Child Protection Issues. In N. Denby (Ed.), Training to Teach: A Guide for Students (48-65). SAGE Publications (UK and US)

The Rights of the Child (2015)
Book Chapter
Glazzard, J. (2015). The Rights of the Child. In N. Denby (Ed.), Training to Teach: A Guide for Students. (3rd ed.). London: SAGE Publications (UK and US)

Inclusion (2015)
Book Chapter
Glazzard, J. (2015). Inclusion. In N. Denby (Ed.), Training to Teach: A Guide for Students (243-60). (3rd ed.). London: SAGE Publications (UK and US)

Including all learners (2015)
Book Chapter
Glazzard, J. (2015). Including all learners. In A. Hansen (Ed.), Primary Professional Studies (64-84). (3rd ed.). London: Learning Matters

Primary teacher training is challenging. Trainees must be prepared to consider teaching in innovative ways, while remaining focussed on the unchanging requirements of children’s learning. The third edition of this popular core book supports trainee t... Read More about Including all learners.

Boys don’t play with dolls: accounts of homophobia and exclusion in school (2015)
Journal Article
Glazzard, J., & Myers, R. (2015). Boys don’t play with dolls: accounts of homophobia and exclusion in school. Journal of Global Research in Education and Social Science, 3(4), 153-166

Homosexuality remains an underdeveloped and controversial area of educational research. This study investigates the perceptions of both heterosexual and gay male adults’ experiences of their educational experiences in England. Semi- structured interv... Read More about Boys don’t play with dolls: accounts of homophobia and exclusion in school.

A Critical Analysis of Learning Styles and Multiple Intelligences and their Contribution to Inclusive Education. (2015)
Journal Article
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), 107-113

This paper will discuss learning style theory and Gardner’s theory of multiple intelligences. These theories have been influential on educational practice in recent years and they have offered potential solutions to educators in addressing issues of... Read More about A Critical Analysis of Learning Styles and Multiple Intelligences and their Contribution to Inclusive Education..

'It takes me half a bottle of whisky to get through one of your assignments': Exploring one teacher Educator's personal experiences of dyslexia (2015)
Journal Article
Glazzard, J., & Dale, K. (2015). 'It takes me half a bottle of whisky to get through one of your assignments': Exploring one teacher Educator's personal experiences of dyslexia. Dyslexia, 21(2), 177-192. https://doi.org/10.1002/dys.1493

This article uses a life history approach to explore personal experiences of dyslexia of one higher-education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK... Read More about 'It takes me half a bottle of whisky to get through one of your assignments': Exploring one teacher Educator's personal experiences of dyslexia.

A School under Scrutiny: A Personal Account of the Impact of Inclusion on a Small Primary School in England (2014)
Journal Article
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), 95-106

This paper presents a personal account of a teacher who has responsibility for the coordination of pupils with special educational needs. In this paper she has been referred to as Sally. Sally teaches in a school in England with a significantly hi... Read More about A School under Scrutiny: A Personal Account of the Impact of Inclusion on a Small Primary School in England.

From Integration to inclusive Education in England: illuminating the issues through a life history account (2014)
Journal Article
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(1), 107-116

This paper provides a life history account of one teacher’s determination to make inclusion work. The account reflects on the policy discourses of integration and inclusion and demonstrates ways in which these were translated into practice within... Read More about From Integration to inclusive Education in England: illuminating the issues through a life history account.