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All Outputs (110)

Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools (2019)
Book
Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2019). Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. London: SAGE Publications (UK and US)

This book begins by exploring what is meant by SEND in primary schools and goes on to cover everything trainees and teachers need to know about their statutory responsibilities in school. It then examines the range of needs they will encounter in pri... Read More about Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools.

'It feels like its sink or swim': Newly qualified teachers' experiences of their induction year (2018)
Journal Article
Glazzard, J., & 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), 89-101. https://doi.org/10.26803/ijlter.17.11.7

This study examined the experiences of a small group of Newly Qualified Teachers (NQTs) during their NQT year. A focus group was used to explore the NQTs' understandings of their role and the influence of the NQT year on the development of their prof... Read More about 'It feels like its sink or swim': Newly qualified teachers' experiences of their induction year.

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

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?.

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.

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.