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All Outputs (57)

LGBTQ+ Lives in Prisons: Addressing the Policy-Practice Gap (2024)
Journal Article
Thomas, S., & Glazzard, J. (online). LGBTQ+ Lives in Prisons: Addressing the Policy-Practice Gap. International Journal of Prison Health, https://doi.org/10.1108/IJOPH-06-2024-0033

The purpose of this policy brief is to use lived experience and research to bridge the gap between LGBTQ+ policy and practice in prisons. We hope that this policy brief will ignite debate and lead to the development of policy, training and awareness... Read More about LGBTQ+ Lives in Prisons: Addressing the Policy-Practice Gap.

Ways forward: More inclusive teacher education in England (2024)
Journal Article
Glazzard, J., & Thomas, S. (in press). Ways forward: More inclusive teacher education in England. Support for Learning, https://doi.org/10.1111/1467-9604.12498

This paper underscores the need to address matters of inclusion and social justice within the teacher education curriculum in England. Current curricula for teacher education emphasises subject and pedagogical knowledge for teaching including support... Read More about Ways forward: More inclusive teacher education in England.

In Conversation: LGBT+ Transitions Before and During Prison (2024)
Journal Article
Glazzard, J., & Thomas, S. (2024). In Conversation: LGBT+ Transitions Before and During Prison. International Journal of Educational and Life Transitions, 3(1), Article 7. https://doi.org/10.5334/ijelt.85

Prison environments can be dangerous places in which hypermasculine discourses prevail. They are often dehumanising, inflexible and viewed as places of punishment rather than rehabilitation. Regimes of power circulate to reinforce informal hierarchie... Read More about In Conversation: LGBT+ Transitions Before and During Prison.

Including LGBTQ+ Early Career Higher Education Staff: Learning from the Policy and Practice for Supporting LGBTQ+ Students (2024)
Journal Article
Tate, A., & Glazzard, J. (online). Including LGBTQ+ Early Career Higher Education Staff: Learning from the Policy and Practice for Supporting LGBTQ+ Students. Higher Education Research and Development, https://doi.org/10.1080/07294360.2024.2393117

This discursive paper addresses the lack of recent robust research on the experiences of Lesbian, Gay, Bisexual, Trans, Queer or Questioning (LGBTQ+) Higher Education (HE) staff, particularly Early Career Academics in the UK. While efforts have focus... Read More about Including LGBTQ+ Early Career Higher Education Staff: Learning from the Policy and Practice for Supporting LGBTQ+ 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.

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..

Reclaiming Initial Teacher Education in universities: Moving beyond a technicist model (2024)
Journal Article
Glazzard, J., & Tate, A. (2024). Reclaiming Initial Teacher Education in universities: Moving beyond a technicist model. Policy Futures in Education, https://doi.org/10.1177/14782103241279582

Recent policy developments in England, particularly since 2021, have resulted in increased regulation and marketisation of Initial Teacher Training (ITT)/Initial Teacher Education (ITE). Although the origins of these developments go back much further... Read More about Reclaiming Initial Teacher Education in universities: Moving beyond a technicist model.

“Your Head is on the Chopping Block”: Exploring the Transitions from Primary Trainee Teacher to Early Career Teacher in England (2024)
Journal Article
Coverdale, L., & Glazzard, J. (2024). “Your Head is on the Chopping Block”: Exploring the Transitions from Primary Trainee Teacher to Early Career Teacher in England. International Journal of Educational and Life Transitions, 3(1), 1-18. https://doi.org/10.5334/ijelt.87

This paper is based on the first author’s doctoral research. Existing literature demonstrates that teachers experience high workloads, significant accountability, poor mental health, burnout and low job satisfaction. Longitudinal studies which explor... Read More about “Your Head is on the Chopping Block”: Exploring the Transitions from Primary Trainee Teacher to Early Career Teacher in England.

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?.