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All Outputs (71)

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.

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.

Trainee teachers with dyslexia: Personal narratives of resilience (2012)
Journal Article
Glazzard, J., & Dale, K. (2013). Trainee teachers with dyslexia: Personal narratives of resilience. Journal of Research in Special Educational Needs, 13(1), 26-37. https://doi.org/10.1111/j.1471-3802.2012.01254.x

This paper tells the stories of two trainee teachers and their personal experiences of dyslexia. Both informants were English and training to be primary school teachers in England. Through drawing on their own experiences of education, the stories il... Read More about Trainee teachers with dyslexia: Personal narratives of resilience.

Tuning into children’s voices: Exploring the perceptions of primary aged children about their education in one primary school in England (2012)
Journal Article
Glazzard, J. 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), 49-66. https://doi.org/10.5296/ije.v4i3.1933

This small scale study examined children’s views about their education in one primary school in England. The research took place in a large primary school, situated in an area of relative social deprivation in a northern town. A focus group was used... Read More about Tuning into children’s voices: Exploring the perceptions of primary aged children about their education in one primary school in England.

Living with autistic spectrum disorder: Parental experiences of raising a child with autistic spectrum disorder (ASD) (2012)
Journal Article
Glazzard, J., & Overall, K. (2012). Living with autistic spectrum disorder: Parental experiences of raising a child with autistic spectrum disorder (ASD). Support for Learning, 27(1), 37-45. https://doi.org/10.1111/j.1467-9604.2011.01505.x

The focus of the study was to explore parental experiences of raising a child with autistic spectrum disorder (ASD). A mixed-method approach consisting of questionnaires and semi-structured interviews was used in order to elicit parental perspectives... Read More about Living with autistic spectrum disorder: Parental experiences of raising a child with autistic spectrum disorder (ASD).

Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants (2011)
Journal Article
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), 56-63. https://doi.org/10.1111/j.1467-9604.2011.01478.x

This study examined the barriers to inclusion in one primary school in the north of England. Qualitative data were collected from teachers and teaching assistants through the use of a focus group. The evidence suggested that practices within the scho... Read More about Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants.