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Professor Jonathan Glazzard's Outputs (118)

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+.

Aspiring to be an Outstanding Trainee Teacher in Primary Education (2019)
Book
Glazzard, J., & Stones, S. (2019). Aspiring to be an Outstanding Trainee Teacher in Primary Education. Scholars' Press

This book provides comprehensive guidance on how to be an outstanding trainee teacher in England. It is intended for trainee teachers in the primary phase and references the Teachers' Standards. It covers key aspects of pedagogy including subject kno... Read More about Aspiring to be an Outstanding Trainee Teacher in Primary Education.

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.

Meeting the Mental Health Needs of Young Children 0-5 Years (2019)
Book
Glazzard, J., Potter, M., & Stones, S. (2019). Meeting the Mental Health Needs of Young Children 0-5 Years. Critical Publishing

The mental health of children is a current concern, and this applies even to the earliest years of a child’s life. This book supports trainees and practitioners working in early years contexts to understand the risk factors which can result in the de... Read More about Meeting the Mental Health Needs of Young Children 0-5 Years.

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. 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.). 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.