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All Outputs (110)

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)

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)

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)

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.

Applying a Modified Technology Acceptance Model to the Use and Assessment of Digital Art Tools (2014)
Journal Article
Aboalgasm, A. S. S., Rupert, W., & Jonathan, G. (2014). Applying a Modified Technology Acceptance Model to the Use and Assessment of Digital Art Tools. The International Journal of the Image, 4(4), 71-83. https://doi.org/10.18848/2154-8560/cgp/v04i04/44151

The article aims to investigate how digital tools can significantly develop the artistic ability in children and promote their general creativity. It intends to focus on children between 9-10 years old in a classroom environment. The purpose of this... Read More about Applying a Modified Technology Acceptance Model to the Use and Assessment of Digital Art Tools.

Learning To Teach (2014)
Book
Glazzard, J., Denby, N., & Price, J. (2014). Learning To Teach. Open University Press

Paying the price for being inclusive: The story of Marshlands (2014)
Journal Article
Glazzard, J. (2014). Paying the price for being inclusive: The story of Marshlands. Support for Learning, 29(1), 24-38. https://doi.org/10.1111/1467-9604.12043

This article illustrates, through the story of one mainstream primary school, the tensions between the inclusion agenda and the standards agenda. The school is situated in an area of social deprivation and nearly half of the school population have be... Read More about Paying the price for being inclusive: The story of Marshlands.

The standards agenda: Reflections of a special educational needs co-ordinator (2014)
Journal Article
Glazzard, J. (2014). The standards agenda: Reflections of a special educational needs co-ordinator. Support for Learning, 29(1), 39-53. https://doi.org/10.1111/1467-9604.12044

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners wi... Read More about The standards agenda: Reflections of a special educational needs co-ordinator.

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

This personal account from a special educational needs co-ordinator illustrates the negative impact that resourced provision has had on one school. The provision caters for children with communication and interaction difficulties and is housed in a m... Read More about Resourced provision: The impact of inclusive practices on a mainstream primary school.

A critical interrogation of the contemporary discourses associated with inclusive education in England (2013)
Journal Article
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), 182-188. https://doi.org/10.1111/1471-3802.12018

This paper argues that the standards agenda works in opposition to the inclusion agenda despite government rhetoric, which suggests that both agendas are complementary. The paper emphasises the need to embrace a broader understanding of what constitu... Read More about A critical interrogation of the contemporary discourses associated with inclusive education in England.

Teaching Systematic Synthetic Phonics and Early English (2013)
Book
Glazzard, J., & Stokoe, J. (2013). Teaching Systematic Synthetic Phonics and Early English. Critical Publishing

An essential guide for all primary trainees and teachers. The text addresses the specifics of teaching English in the early years and importantly places systematic synthetic phonics within the context of early English as a whole. It starts by examini... Read More about Teaching Systematic Synthetic Phonics and Early English.