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Professor Jonathan Glazzard


Professor Jonathan Glazzard
Contact Details
Professor Jonathan Glazzard

Professor

Carnegie School Of Education

0113 81 24353 J.Glazzard@leedsbeckett.ac.uk

About Professor Jonathan Glazzard

Professor Jonathan Glazzard currently leads on research in The Carnegie Centre of Excellence for Mental Health in Schools. Prior to his appointment at Leeds Beckett University Jonathan led Initial Teacher Education programmes in the primary phase at the University of Huddersfield from 2005-15. In 2015 he was awarded a National Teaching Fellowship for recognition of his contribution to learning and teaching in higher education. From 2015-17 Jonathan worked at Leeds Trinity University in a cross-institutional role which required him to lead innovations in learning, teaching and assessment. In 2016 he was awarded a Principal Fellowship of the Higher Education Academy for his strategic contribution to learning and teaching.

Current Teaching

  • BA (Hons) Primary Education (accelerated degree)
  • PGCE Primary Education
  • MA (dissertation supervision)
  • EdD/PhD research supervisor
Transforming mental health in schools: "The work we do ensures that mental health difficulties at school do not stand in the way of a young person's success in the future." - Professor Jonathan Glazzard, Carnegie School of Education

Research Interests

Jonathan's research areas include inclusive education, special educational needs and / or disability in schools and early reading development in children. He has published papers on specific areas, including autism, dyslexia and speech language and communication needs. He has also authored several books to support trainee teachers. His current research focuses on the experiences of learners who identify as LGBTQ. Jonathan is interested in research which improves educational outcomes for marginalised learners. He is committed to the principle of giving voice to children and young people who have experienced discrimination in schools.

Jonathan has used a range of methodological approaches to explore issues of marginalisation. These include life history, auto-ethnography, fictional narratives, focus groups, semi-structured interviews, audio-diaries and participatory approaches.

Selected Publications

Journal articles (11)

  • Rowley C; Fook J; Glazzard J (2017), Adopting a student-led pedagogic approach within higher education: The reflections of an early career academic. Reflective Practice
    https://doi.org/10.1080/14623943.2017.1351352
    View Repository Record
  • Glazzard J (2017), Assessing Reading Development through Systematic Synthetic Phonics. English in Education, vol. 51 (1)
    https://doi.org/10.1111/eie.12125
    View Repository Record
  • 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, vol. 16
    View Repository Record
  • Zervas K; Glazzard J (2017), Sport Management Student as Producer: Embedding Critical Management Studies in Sport through Contemporary Pedagogy. Sport Education and Society
    https://doi.org/10.1080/13573322.2016.1276052
    View Repository Record
  • Glazzard J (2016), To what extent do frameworks of reading development and the phonics screening check support the assessment of reading development in England?. English in Education, vol. 51 (2), p. 130-142.
    https://doi.org/10.1111/eie.12119
    View Repository Record
  • Glazzard J (2016), A critical interrogation of integration, special educational needs and inclusion. International Journal of Learning, Teaching and Educational Research, vol. 15 (2), p. 31-47.
    View Repository Record
  • Glazzard J (2016), The value of circle time as an intervention strategy. Journal of Educational and Developmental Psychology, vol. 6 (2), p. 207-215.
    https://doi.org/10.5539/jedp.v6n2p207
    View Repository Record
  • Glazzard J (2014), A School Under Scrutiny: A Personal Account of The Impact of Inclusion on a Small Primary School in England. International Journal of Learning, Teaching and Educational Research, vol. 9 (1), p. 95-106.
    View Repository Record
  • Glazzard J (2014), From Integration to Inclusive Education in England: Illuminating the Issues Through A Life History Account. International Journal of Learning, Teaching and Educational Research, vol. 9 (1), p. 107-116.
    View Repository Record
  • Glazzard J (2013), Resourced provision: The impact of inclusive practices on a mainstream primary school. Support for Learning, vol. 28 (3), p. 92-96.
    https://doi.org/10.1111/1467-9604.12025
    View Repository Record
  • Glazzard J (2012), Tuning into children's voices: Exploring the perceptions of primary aged children about their education in one primary school in England. International Journal of Education, vol. 4 (3), p. 49-66.
    https://doi.org/10.5296/ije.v4i3.1933
    View Repository Record
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