Professor Jonathan Glazzard's Outputs (17)

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.

Inclusive Education: Working with Pupils who have Special Educational Needs and/or Disabilities (SEND) (2024)
Book Chapter
Glazzard, J. (2024). Inclusive Education: Working with Pupils who have Special Educational Needs and/or Disabilities (SEND). In M. Stephenson, & A. Gill (Eds.), Training to be a Primary School Teacher: The CCF and Beyond (203-221). Learning Matters

Introductory Chapter: The Application of Cognitive Science in Supporting Learners with Dyslexia (2024)
Book Chapter
Glazzard, J. Introductory Chapter: The Application of Cognitive Science in Supporting Learners with Dyslexia. In J. Glazzard (Ed.), Recent Advances in the Study of Dyslexia. IntechOpen. https://doi.org/10.5772/intechopen.113927

What can teachers do to raise outcomes for pupils with special educational needs and disabilities? (2023)
Book Chapter
Glazzard, J. (2023). What can teachers do to raise outcomes for pupils with special educational needs and disabilities?. In C. Carden (Ed.), Primary Teaching: Learning and teaching in primary schools today (299-318). (2nd ed.). London: Learning Matters

Foreword (2023)
Book Chapter
Glazzard, J. (2023). Foreword. In K. Marsh-Davies, & C. Burnett (Eds.), Teachers and Teaching Post-COVID: Seizing Opportunities for Change (xxi-xxiii). Routledge

Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+) (2022)
Book Chapter
Glazzard, J., & Stones, S. (2022). Including Pupils Who Identify as Lesbian, Gay, Bisexual, Transgender, or Queer (LGBTQ+). In A. Mahmud, & L. Satchell (Eds.), Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds (82-95). London: Routledge. https://doi.org/10.4324/9781003160526

Sexual Orientation (2022)
Book Chapter
Glazzard, J. (2022). Sexual Orientation. In H. Wilson, & B. Kara (Eds.), Diverse Educators: A Manifesto. London: University of Buckingham Press

A Whole School Approach to Wellbeing (2021)
Book Chapter
Glazzard, J. (2021). A Whole School Approach to Wellbeing. In S. Waters (Ed.), Cultures of Staff Wellbeing and Mental Health in Schools: Reflecting on Positive Case Studies (34-43). London: Open University Press

Teacher Wellbeing and Pupil Progress (2021)
Book Chapter
Glazzard, J. (2021). Teacher Wellbeing and Pupil Progress. In S. Waters (Ed.), Cultures of Staff Wellbeing and Mental Health in Schools: Reflecting on Positive Case Studies (25-33). London: Open University Press

Support and teacher well-being (2020)
Book Chapter
Glazzard, J., Stokoe, J., & Stones, S. (2020). Support and teacher well-being. In E. Hargreaves, & L. Rolls (Eds.), Reimagining Professional Development in Schools (207-219). London: Routledge. https://doi.org/10.4324/9780429293337

This chapter argues that the reasons for this are complex and high workload is only one contributing factor. Teacher well-being appears to be mediated by factors such as life satisfaction and personal happiness and positive psychological functioning.... Read More about Support and teacher well-being.

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

Synthetic phonics and literacy learning: a reply to the criticisms (2018)
Book Chapter
Glazzard, J. (2018). Synthetic phonics and literacy learning: a reply to the criticisms. In M. M. Clark (Ed.), Teaching Initial Literacy: Policies, evidence and ideology (9-16). Glendale Education

What can teachers do to raise outcomes for children with special educational needs and disabilities? (2017)
Book Chapter
Glazzard, J. (2018). What can teachers do to raise outcomes for children with special educational needs and disabilities?. In Primary Teaching : Learning and Teaching in Primary Schools Today (299-318). London: Learning Matters

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)

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)

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)

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.