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Professor Jonathan Glazzard's Outputs (56)

Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+ (2020)
Journal Article
Glazzard, J., Jindal-Snape, D., & Stones, S. (2020). Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+. Frontiers in Education, 5, Article 81. https://doi.org/10.3389/feduc.2020.00081

This study explores the lived experiences of students who identify as lesbian, gay, bisexual, trans, or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ... Read More about Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+.

Developing students' mental health literacy through the power of sport (2020)
Journal Article
Glazzard, J., & Szreter, B. (2020). Developing students' mental health literacy through the power of sport. Support for Learning, 35(2), 222-251. https://doi.org/10.1111/1467-9604.12301

This research is an evaluation of a six-week mental health literacy programme, referred to as the Cambridge United Community Trust’s ‘Mind Your Head’ programme, which was delivered by sports professionals to secondary school students (11-16) in Cambr... Read More about Developing students' mental health literacy through the power of sport.

Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study (2020)
Journal Article
Thompson, S., Clarke, E., Quickfall, A., & Glazzard, J. (2020). Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study. Journal of Comparative & International Higher Education, 12(Fall), 38-56. https://doi.org/10.32674/jcihe.v12ifall.1439

Teacher well-being is frequently high-lighted as a significant contributor to poor retention rates. Whilst there remains a focus on the well-being of serving teachers and pupils, there is a paucity of research directly focusing on the well-being of t... Read More about Averting the Crisis in Trainee Teacher Well-being – Learning Lessons across European Contexts: A Comparative Study.

Student perceptions of feedback in higher education (2019)
Journal Article
Glazzard, J., & Stones, S. (2019). Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18(11), 38-52. https://doi.org/10.26803/ijlter.18.11.3

Text Feedback is critical to students’ academic development in higher education. Despite this, evidence suggests that students do not consistently engage with feedback or recognise the value of it. This study explored student perceptions of feedback... Read More about Student perceptions of feedback in higher education.

The Search for 100% Satisfaction with Feedback (2019)
Journal Article
Sutcliffe, R., Linfield, R., Riley, G., Nabb, D., & Glazzard, J. (2019). The Search for 100% Satisfaction with Feedback. Teacher Education Advancement Network Journal, 11(3), 35-47

The National Student Survey (NSS) frequently highlights students' dissatisfaction with feedback. Data collected over the past two years by tutors working on a Batchelor of Arts (Honours) Primary Education 5-11 programme, leading to Qualified Teacher... Read More about The Search for 100% Satisfaction with Feedback.

The impact of teacher well-being and mental health on pupil progress in primary schools (2019)
Journal Article
Glazzard, J., & Rose, A. (2020). The impact of teacher well-being and mental health on pupil progress in primary schools. Journal of Public Mental Health, 19(4), 349-357. https://doi.org/10.1108/JPMH-02-2019-0023

Purpose: The study was based around the following three research questions: What factors affect teacher well-being and mental health? How does teacher well-being and mental health impact on the progress of students? What resilience strategies are use... Read More about The impact of teacher well-being and mental health on pupil progress in primary schools.

Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+ (2019)
Journal Article
Samuel, S., & Jonathan, G. (2019). Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+. International Journal of Learning, Teaching and Educational Research, 18(7), 1-15. https://doi.org/10.26803/ijlter.18.7.1

Throughout history teachers who identify as Lesbian, Gay, Bisexual, Transgender or Queer (LGBTQ+) have experienced prejudice, discrimination and restrictions to their agency. Heteronormative cultures have prevailed in schools worldwide, despite advan... Read More about Using minority stress theory as a conceptual lens to frame the experiences of teachers who identify as LGBTQ+.

A whole-school approach to supporting children and young people’s mental health (2019)
Journal Article
Glazzard, J. (2019). A whole-school approach to supporting children and young people’s mental health. Journal of Public Mental Health, 18(4), 256-265. https://doi.org/10.1108/JPMH-10-2018-0074

Purpose: Supporting the mental health of children and young people is a global priority. The issue is not specific to England. However, evidence suggests that one in ten children and young people in England has a mental health need. This represents a... Read More about A whole-school approach to supporting children and young people’s mental health.

'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.

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.

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?.

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.

Boys don’t play with dolls: accounts of homophobia and exclusion in school (2015)
Journal Article
Glazzard, J., & Myers, R. (2015). Boys don’t play with dolls: accounts of homophobia and exclusion in school. Journal of Global Research in Education and Social Science, 3(4), 153-166

Homosexuality remains an underdeveloped and controversial area of educational research. This study investigates the perceptions of both heterosexual and gay male adults’ experiences of their educational experiences in England. Semi- structured interv... Read More about Boys don’t play with dolls: accounts of homophobia and exclusion in school.