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All Outputs (361)

What active engagement with my community taught me about driving professional scholarship (2025)
Book Chapter
Fallin, L. (in press). What active engagement with my community taught me about driving professional scholarship. In A. Syska, C. Buckley, G. Sedghi, & N. Grayson (Eds.), Transformative Practice in Higher Education Innovative Approaches to Teaching and Learning. Routledge. https://doi.org/10.4324/9781003503149-11

Professional associations and learned societies are valuable resources, offering third space practitioners networking, connection, support, and scholarly opportunities. External pressures, however, often limit the time available for professional scho... Read More about What active engagement with my community taught me about driving professional scholarship.

From third space professional to first-generation academic: Navigating new identities (2024)
Book Chapter
Fallin, L. (2024). From third space professional to first-generation academic: Navigating new identities. In D. Conrad, & W. Archer (Eds.), Portraits of Academic Life in Higher Education: From Hiring to Retiring (216-229). Brill Academic Publishers. https://doi.org/10.1163/9789004716117_018

This chapter reflects on my transition from fresh graduate, student union bureaucrat, learning developer, and then to my first academic role as a Lecturer in Education Studies. I like to think of this as a story of perseverance, hard work and perhaps... Read More about From third space professional to first-generation academic: Navigating new identities.

Compassionate pedagogy in higher education: A scoping review (2024)
Journal Article
Killingback, C., Tomlinson, A., & Stern, J. (in press). Compassionate pedagogy in higher education: A scoping review. Journal of University Teaching & Learning Practice, https://doi.org/10.53761/7yvrw787

Compassion was a theme of the COVID-19 pandemic era scholarship. The traumatic nature of the pandemic experience for many led to a greater humanising discourse around education, alongside the need to be embracing pedagogies of compassion. This scopin... Read More about Compassionate pedagogy in higher education: A scoping review.

Young people's right to flourish: A 21st century social justice issue for youth and community work (2024)
Journal Article
Christtmass, R., Hughes, G., Marley, J., Mckinney, S., Spencer, Z., & Smith, C. (2024). Young people's right to flourish: A 21st century social justice issue for youth and community work. Support for Learning, https://doi.org/10.1111/1467-9604.12499

This article argues for youth and community work (YCW) to be recognised for its critical role in working alongside young people to enhance their well-being. We supply amalgamated vignettes as evidence from student's placement practice and explore the... Read More about Young people's right to flourish: A 21st century social justice issue for youth and community work.

Empathy Matters: Inclusive Co-design (2024)
Presentation / Conference Contribution
Kaegi, A., & Fallin, L. (2024, September). Empathy Matters: Inclusive Co-design. Presented at RAISE Conference 2024: Equity in Attainment & Student Success, University of Leicester

The effectiveness of inclusive teaching is crucially dependent on whether the curricula and wider learning environment are themselves inclusive. The sharp growth in and internationalisation of the PGT cohorts on Masters programmes in Education at Hul... Read More about Empathy Matters: Inclusive Co-design.

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.

A Whole School Approach to Mental Health and Wellbeing (2024)
Book
Glazzard, J., & Bostwick, R. (2024). A Whole School Approach to Mental Health and Wellbeing. (2nd ed.). Critical Publishing

Is mental health provision a concern in your school?

Are you looking to develop a whole school approach to mental health issues?

Do you need targeted, evidence-informed strategies?

Suitable for both primary and secondary age phases, this boo... Read More about A Whole School Approach to Mental Health and Wellbeing.

Developing University Students’ Assessment Literacy: Theory and Practice (2024)
Journal Article
Holmes, A. (2024). Developing University Students’ Assessment Literacy: Theory and Practice. Innovare Journal of Education, 2(5), 26-31. https://doi.org/10.22159/ijoe.2024v12i5.52282

Assessment literacy skills are increasingly recognized as being important for student success in higher education. However, as a field of study, it is not well-researched except in the context of language assessment. This paper delves into critical t... Read More about Developing University Students’ Assessment Literacy: Theory and Practice.

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice (2024)
Book
Jayman, M., Glazzard, J., Rose, A., & Quickfall, A. (Eds.). (2024). The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice. Emerald

Positioning wellbeing at the heart of a well-functioning school community, this timely guide brings the debate on the escalating child and adolescent mental health crisis to a broad audience.

A research-informed yet accessible introduction to both... Read More about The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice.

Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities (2024)
Book
Glazzard, J., & Stones, S. (2024). Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities. Routledge. https://doi.org/10.4324/9781003128083

The book provides a comprehensive theoretical exploration of LGBTQ+ inclusion in schools drawing on critical insights from across the disciplines of sociology, psychology, history, and queer theory to present a robust theoretical foundation for schoo... Read More about Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities.

Correcting Current Injustices: Challenges, Reimagining and Building a Better Future for Young People with Special Educational Needs, Disabilities and Mental ill-health (2024)
Presentation / Conference Contribution
Glazzard, J. (2024, May). Correcting Current Injustices: Challenges, Reimagining and Building a Better Future for Young People with Special Educational Needs, Disabilities and Mental ill-health

The lecture explores the current challenges in the education sector in relation to children and young people with special educational needs and/or disabilities, including those with mental ill-health. It will chart some of the historical developments... Read More about Correcting Current Injustices: Challenges, Reimagining and Building a Better Future for Young People with Special Educational Needs, Disabilities and Mental ill-health.

Addressing homophobic, biphobic and transphobic bullying in schools, colleges and universities (2024)
Book Chapter
Glazzard, J. (2024). Addressing homophobic, biphobic and transphobic bullying in schools, colleges and universities. In M. Carotenuto (Ed.), Mental Health of Children and Adolescents in the 21st Century. IntechOpen. https://doi.org/10.5772/intechopen.1005376

This chapter addresses homophobic, biphobic and transphobic (HBT) bullying in schools, colleges and universities. It provides a useful definition of this kind of bullying and provides guidance to schools, colleges and universities to support them in... Read More about Addressing homophobic, biphobic and transphobic bullying in schools, colleges and universities.

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.

'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings (2024)
Thesis
Kilburn, C. 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625873

This thesis contributes to the contemporary discussions around the impact of gender on preschool children’s lives. Drawing on theories of young children’s gender development and Bronfenbrenner’s socio-ecological theory, this research examines the rol... Read More about 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings.

Participants As Texts: the critical consciousness development of informal learning facilitators (2024)
Thesis
Rawlings, L. Participants As Texts: the critical consciousness development of informal learning facilitators. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625377

In any meaningful form, critical literacy is absent in the neoliberal formal education system offered to the working class. This, at a time of austerity, growing inequalities, multiple news sources and fake news, is when critical literacy is needed t... Read More about Participants As Texts: the critical consciousness development of informal learning facilitators.