Professor Jonathan Glazzard, Professor

Professor Jonathan Glazzard

Professor

Professor Jonathan Glazzard is Professor of Inclusive Education in the Carnegie School of Education. In 2015 he was awarded National Teaching Fellow status by the Higher Education Academy (HEA) and is a Principal Fellow of the HEA. He is Director of the Centre for LGBTQ+ Inclusion in Education and he is Principal Researcher in the Carnegie Centre of Excellence for Mental Health in Schools. Jonathan is a researcher, teacher educator and qualified teacher. His research focuses on a broad range of topics and disciplines, including mental health, LGBTQ+ inclusion, special educational needs, critical disability studies, critical psychology, sociology and early literacy development.

Jonathan is a qualitative researcher and uses a broad range of approaches, including narrative methodology, visual/participatory methodologies and more traditional interviews and focus groups. Jonathan’s recent projects include exploration of head teacher resilience, teacher mental health and the experiences of teachers who identify as LGBTQ+. He is deeply committed to research which advances inclusion and social justice for marginalised groups and individuals. Prior to his current role, Jonathan led the Primary Teacher Education courses at the University of Huddersfield (2005-15) and he led institutional wide learning, teaching and assessment at Leeds Trinity University (2015-17). He gained his professorship at Leeds Beckett University in 2017. Prior to his academic career, Jonathan was a primary school teacher and Assistant Headteacher (1995-2005).

Current Teaching

Jonathan teaches on postgraduate and undergraduate primary and secondary initial teacher education courses and distance learning programmes in the Carnegie School of Education. He supervises undergraduate and postgraduate dissertations across a range of courses. He is Course Leader for the MA in Leadership of School Mental Health and Wellbeing and is Director of Studies and supervisor for several MRes, EdD and PhD students.

Research Interests

Jonathan’s research has explored a broad range of areas that relate to inclusion including dyslexia, autism, mental health and sexuality. He is Series Editor of the Positive Mental Health series with Critical Publishing and he has co-authored a series of books with Samuel Stones on LGBT inclusion. He is currently researching LGBTQ+ students’ experiences of transitions into and through higher education.

Professor Jonathan Glazzard, Professor

Selected Outputs

  • Glazzard J (2020) Youth Mental Health Roundtable at 10 Downing Street.

  • Glazzard J (2018) Roundtable: Impact of Staff Wellbeing on Recruitment and Retention.

  • Glazzard J (2018) OfSTED Roundtable Discussion: Mental Health and Schools.

  • Glazzard J; Stones S (2020) Introductory Chapter: Selected Topics in Child and Adolescent Mental Health. In: Stones S; Glazzard J; Muzio M ed. Selected Topics in Child and Adolescent Mental Health. London: IntechOpen, pp. 1-5.

  • Glazzard J; Stones S (2020) How can we provide children with special educational needs with a quality learning experience?. In: Lord J ed. Studying Education. London: Learning Matters, pp. 179-196.

  • Glazzard J; Stones S (2020) Supporting Student Teachers with Minority Identities: The Importance of Pastoral Care and Social Justice in Initial Teacher Education. In: Beckett L ed. Research-Informed Teacher Learning. London: Routledge, pp. 127-138.

  • Glazzard J; Stones S (2019) Social Media and Young People's Mental Health. In: Stones S; Glazzard J; Muzio M ed. Selected Topics in Child and Adolescent Mental Health. London: IntechOpen, pp. 7-20.

  • Glazzard J (2018) What can teachers do to raise outcomes for pupils with special educational needs and disabilities?. In: Carden C ed. Primary Teaching: learning and teaching in primary schools today. London: Learning Matters, pp. 299-318.

  • Glazzard J (2018) Synthetic Phonics and Learning to Read: A reply to the criticisms. In: Clark M ed. Teaching Initial Literacy: Policies, Evidence and Ideology. Birmingham: Glendale Education, pp. 9-16.

  • Glazzard J (2015) What do we mean by ‘special educational needs and disabilities’ in primary schools?. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 1-22.

  • Glazzard J (2015) Visual and Hearing Impairment. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 101-106.

  • Glazzard J (2015) Speech, language and communication difficulties. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 107-113.

  • Glazzard J (2015) Identification and Assessment. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 114-121.

  • Glazzard J (2015) An Inclusive Classroom. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 122-133.

  • Glazzard J (2015) Practical Strategies for Supporting and Teaching Children with Special Educational Needs and Disabilities. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 134-149.

  • Glazzard J (2015) The Role of the SENCO. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 164-179.

  • Glazzard J (2015) Inclusive education: Theoretical Perspectives. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 23-42.

  • Glazzard J (2015) Attention Deficit Hyperactivity Disorder. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 56-67.

  • Glazzard J (2015) Dyslexia, Dyspraxia and Dyscalculia. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 68-85.

  • Glazzard J (2015) Supporting Children with Autistic Spectrum Disorders. In: Glazzard J; Stokoe J; Hughes A; Netherwood A; Neve L ed. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Sage, pp. 86-100.

  • Glazzard J (2015) Child Protection Issues. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2015) Inclusion. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2015) The Rights of the Child. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2015) Including all learners. In: Hansen A ed. Primary Professional Studies. Sage, pp. 88-110.

  • Glazzard J (2014) Observation and Assessment. In: Mukherji P; Dryden L ed. Foundations of Early Childhood. Sage, pp. 62-80.

  • Glazzard J (2012) Including all learners. In: Hansen A ed. Primary Professional Studies. Sage, pp. 64-84.

  • Glazzard J (2012) Child protection issues. In: Denby N ed. Training to Teach. Sage, pp. 41-60.

  • Glazzard J (2012) The legacy of every child matters. In: Denby N ed. Training to Teach. Sage,

  • Glazzard J (2012) Dyslexia and self-esteem: stories of resilience. In: Wydell TN; Fern-Pollak L ed. Dyslexia - A Comprehensive and International Approach. InTech, pp. 163-186.

  • Glazzard J (2010) The Early Years Foundation Stage and Beyond. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 182-198.

  • Glazzard J (2010) Summarising Learning and Development at the End of the Early Years Foundation Stage. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 124-142.

  • Glazzard J (2010) Involving Parents and Carers as Partners in Assessment. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 143-159.

  • Glazzard J; Percival J (2010) Assessment for Learning: Theoretical Perspectives and Leading Pedagogy. In: Assessment for Learning in the Early Years Foundation Stage. SAGE Publications Ltd, pp. 1-20.

  • Glazzard J (2010) What impacts on children's learning and development?. In: Assessment for Learning in the Early Years Foundation Stage. pp. 160-181.

  • Glazzard J (2008) Every Child Matters: change for children. In: Denby N ed. How to achieve your QTS. Sage, pp. 171-182.

  • Glazzard J; Culshaw S (2020) The impact of Covid 19 on the mental health and wellbeing of education professionals, pupils and young people. In: British Educational Research Association: mental health and wellbeing in education, 16 July 2020, Online.

  • Maitland J; Jindal-Snape D; Neal C; Mayer S; Culshaw S (2020) The Impact of COVID19 on the Mental Health and Wellbeing of Education Professionals, Pupils, and Young People. In: British Educational Research Association: Mental Health, Wellbeing and Education Special Interest Group, 16 July 2020.

  • Glazzard J (2020) LGBTQ+ Inclusion in Education Research Network Event. 10 July 2020, Leeds.

  • Glazzard J (2020) Learning and Teaching Conference 2020: learning and teaching for wellbeing. In: Canterbury Christ Church University, 18 June 2020, Canterbury.

  • Glazzard J (2020) Multiple and Multi-Dimensional Transitions into and through Higher Education: The experiences of LGBTQ+ Students. In: Education Research Seminar Series, 17 June 2020, University of Derby.

  • Glazzard J (2020) The Role of the School Curriculum in Mental Health. In: A curriculum for Wellbeing, 15 June 2020, British Educational Research Association.

  • Jayman M; Rose A; Glazzard J (2020) Children's mental health is 'everyone's business': Making sense of roles, responsibilities, and boundaries for schools. In: British Curriculum Forum: British Educational Research Association, 15 June 2020.

    https://www.youtube.com/watch?v=Z8VqwmzecoI

  • Glazzard J (2020) Multiple and Multi-dimensional Transitions Theory. In: Educational and life Transitions / TCELT: Literature Club, 3 June 2020, University of Dundee.

  • Glazzard J; Birkenshaw C (2020) Tales from the chalkface: the experiences of LGBTQ+ teachers. In: A Whole School Approach to LGBTQ+ Inclusion in Schools, 6 March 2020, Birmingham.

  • Glazzard J (2020) A Whole School Approach to Mental Health. In: Mental Health and Wellbeing: Brentwood Diocesan Conference, 6 February 2020, Brentwood, Essex.

  • Glazzard J (2020) The Impact of Social Media on Young People's Mental Health. In: Youth Sport Trust Research Symposium, 28 January 2020, Wokingham.

  • Glazzard J (2020) Supporting Student's Mental Health and Wellbeing. In: BETT Education Show, 22 January 2020 - 25 January 2020, London.

  • Glazzard J; Mitchell C (2020) The Impact of Social Media on Young People's Mental Health. In: Youth Sport Trust Research Symposium, 21 January 2020, AJ Bell stadium, Manchester.

  • Glazzard J; Culshaw S; Sammons A; Waters S; Done S (2020) Teacher Mental Health and Wellbeing. In: Carnegie Big 6: The 2020 debates for education in the north, 7 January 2020, Leeds.

  • Glazzard J (2019) A Whole School Approach to Mental Health. In: Education Research Seminar Series, 16 December 2019, University of Brighton.

  • Glazzard J (2019) Mental Health Research Projects. In: Education Research Seminar Series, University of Brighton, 16 December 2019.

  • Stones S; Glazzard J (2019) Tales from the chalkface: the lived experiences of LGBTQ+ teachers. In: National LGBT+ Educators Conference 2019, 29 November 2019 - 1 December 2019, Blackpool.

  • Glazzard J (2019) Mental Health and Professional Education. In: Harnessing Creativity in Changing Times: Risk, Resilience and Professional Learning, 29 November 2019 - 30 November 2019, Birmingham.

  • Glazzard J (2019) Children's Mental Health and Wellbeing. In: Education Society, 21 November 2019, Edge Hill University.

  • Glazzard J (2019) SEMH CONFERENCE WITH PROFESSOR JONATHAN GLAZZARD KEYNOTE SPEAKER. In: SEMH CONFERENCE, Bury, Greater Manchester.

    http://www.besttrust.uk/trainingcourses/send/semh-conference-with-jonathan-glazzard-keynote-speaker/

  • Glazzard J (2019) Whole School Approach to Mental Health. In: Mental Health and Well-Being Conference, 10 October 2019, Wigan.

  • Glazzard J (2019) Social Media and Mental Health. In: Youth Sport Trust Research Symposium, 26 September 2019, Pride Park Stadium, Derby.

  • Glazzard J; Rose A (2019) The Impact of Peer Mentoring in Physical Activity on Students’ Mental Health. In: British Educational Research Association Annual Conference, 10 September 2019 - 12 September 2019, University of Manchester.

  • Glazzard J; Rose A (2019) The Impact of Teacher Mental Health on Pupils’ Progress. In: British Educational Research Association Annual Conference, 10 September 2019 - 12 September 2019, University of Manchester.

  • Jayman M; Rose A; Glazzard J (2019) Researching Education and Mental Health: Where are we now (BERA conference). In: British Educational Research Association: Mental Health and Wellbeing in Education SIG conference, 12 July 2019, University of West London.

  • Glazzard J (2019) Supporting Teachers to be Mentally Healthy. In: Festival of Education, 20 June 2019 - 21 June 2019, Wellington College.

  • Glazzard J (2019) Whole School Approach to Mental Health. In: Mental Health and Wellbeing: The Essential Toolkit for Schools, 8 May 2019, Kent.

  • Glazzard J (2019) The role of schools in supporting the mental health of children and young people. 26 April 2019, Liverpool John Moores University.

  • Glazzard J (2019) Children and Young People's Mental Health. In: University of Hull, 15 February 2019.

  • Glazzard J (2018) ''I'm petrified of being found to lacking'': Exploring the issues of teacher mental health (keynote speaker). In: The Cambridge Schools conference, 27 November 2018 - 29 November 2018, Colombo.

  • Glazzard J (2018) Developing Inclusive Relationships and Sex Education for Pupils who Identify as LGBTQ. In: Optimus RSE Conference, 16 October 2018, London.

  • Glazzard J (2018) Developing Students’ Mental Health Literacy. In: 23rd Annual Conference on Advancing School Mental Health, 10 October 2018 - 12 October 2018, Red Rock Casino, Las Vagas.

    http://csmh.umaryland.edu/Conferences/Annual-Conference-on-Advancing-School-Mental-Health/

  • Glazzard J (2018) The Impact of Dyslexia on Students' Sense of Self. In: Leeds Dyslexia Festival, 29 September 2018, Leeds.

    https://anchor.fm/dyslexiaexplored/episodes/9-Keynote--Professor-Jonathan-Glazzard--36-Leeds-Dyslexia-Festival-e2atm1

  • Glazzard J (2018) Supporting Children and Young People's Mental Health in Schools. 26 September 2018.

  • Glazzard J (2018) Inclusion in schools. In: Inclusion conference, 22 September 2018, Edge Hill University.

  • Glazzard J (2018) Social Media and Mental Health: The Role of Schools. In: Creating the Conditions for Success, 18 September 2018 - 19 September 2018, Cambridge.

  • Glazzard J (2018) Teacher Mental Health. In: Creating the conditions for success, Cambridge International Assessment, 18 September 2018 - 19 September 2018, Cambridge.

  • Glazzard J (2018) In conversation: creating the conditions for success. In: Creating the Conditions for Success: Cambridge International Assessment, 18 September 2018 - 19 September 2018, Cambridge.

  • Lofthouse RM; Glazzard J; Iredale A; Dutton C; Riley S (2018) Snakes and Ladders: interrogating school - university research partnerships from the inside out. In: BERA Annual Conference 2018, 11 September 2018 - 13 September 2018, Northumbira University, Newcastle upon Tyne.

  • Glazzard J (2018) Teacher Mental Health. In: Association for the Teaching of Psychology Annual Conference, 8 July 2018, University of Leeds.

  • Glazzard J (2018) Teacher Mental Health (Facilitating round table discussions). In: Carnegie Centre of Excellence for Mental Health in Schools, 29 June 2018, Space Centre, Leicester.

  • Glazzard J (2018) Supporting Transitions for LGBT Students in Higher Education. In: Releasing Potential: Higher Education sector's contribution to adult & young people's mental health, 13 June 2018, York St John University.

  • Glazzard J (2018) The experiences of teachers and school leaders who identify as LGBTQ+. In: LGBTEd Launch Conference, 2 June 2018, The Harris Academy, South Norwood, London.

  • Glazzard J (2018) “I’m petrified of being found to be lacking: Exploring the issues of teacher mental health”. In: Psychology Research Group, 25 April 2018, University of Derby.

  • Glazzard J (2018) LGBT Students' Transitions into and Throughout Higher Education. In: RICHES Seminar Series, 21 March 2018, Leeds Beckett University.

  • Glazzard J (2018) I’m petrified of being found to be lacking: exploring the issues of teacher mental health. In: Research Seminar Series, 7 March 2018, University of Portmouth.

  • Glazzard J (2018) The experiences of trans young people in schools: barriers to and facilitators of inclusion. In: Gender Research conference, 6 March 2018, Leeds Beckett University.

  • Glazzard J (2018) The experiences of teachers and school leaders who identify as LGBTQ. In: Diverse Educators, 6 January 2018, Didcot, Oxfordshire.

  • Glazzard J (2017) Exploring the issues of teacher mental health. In: Teamworks, 6 December 2017, Halifax.

  • Glazzard J (2017) Paying the price for inclusion. 5 December 2017.

  • Glazzard J (2017) Paying the price for inclusion: tensions in educational practice. 28 November 2017.

  • Glazzard J (2017) Special Educational Needs and Disability in Schools. 1 November 2017.

  • Glazzard J (2017) The experiences of pupils who identify as LGBTQ. In: Educational Psychology Research Seminar, 19 October 2017, University of Dundee.

  • Glazzard J (2017) LGBT+ Inclusion in Schools. University of Dundee.

  • Glazzard J (2017) Paying the Price for Inclusion: an account of Marshlands. In: Centre for Research and Innovation in Childhood, Education and Society, Annual Conference 2017, 13 September 2017, Leeds Beckett University.

  • Glazzard J (2017) Paying the Price for Inclusion. In: Inclusion Training in Intellectual Disability for Educators in Europe (ITIDE), 28 June 2017, Leeds Beckett University.

  • Glazzard J (2017) More than a Score research Seminar. In: More than a Score, 30 March 2017, Oxford, UK.

  • Glazzard J (2017) Early Reading Development. In: Undergraduate Conference, 30 March 2017, Bishop Grosseteste University, UK.

  • Glazzard J (2016) Teaching Early Reading and Phonics. In: Bishop Grosseteste University, 13 December 2016, Lincoln.

  • Glazzard J (2016) Students Perceptions of Peer Assessment. In: International Education Conference, 31 July 2016 - 4 August 2016, San Francisco, USA.

  • Glazzard J (2016) Students Perceptions Student Led Enquiry. In: International Education Conference, 6 June 2016 - 9 June 2016, Venice, Italy.

  • Glazzard J (2016) Students’ Perceptions of Assessment and Feedback in Higher Education. In: International Conference on Higher Education, 25 April 2016 - 26 April 2016, Boston, USA.

  • Glazzard J (2016) Students’ Perceptions of Self-assessment in Higher Education. In: International Education Conference, 24 April 2016 - 28 April 2016, Washington DC, USA.

  • Glazzard J (2016) Students Perceptions of Programme – Level Assessment in HE. In: Asian Conference on Education and International Development, 3 April 2016 - 6 April 2016, Kobe, Japan.

  • Glazzard J (2016) Translating the Rhetoric of Inclusion into Reality: A Storied Account. In: Research Seminar, 15 February 2016, University of Northumbria, UK.

  • Glazzard J (2016) Students’ Perceptions of Weekly Directed Activities in Higher Education.

  • Glazzard J (2016) The Experiences of Transgender Children in Primary Schools.

  • Glazzard J (2016) Perceptions of Primary Trainee Teachers with Dyslexia of their Initial Teacher Education Programme.

  • Glazzard J (2016) The Experiences of Trainee Teachers who Identify Themselves as Lesbian, Gay, Bisexual, Transgender or Queer.

  • Glazzard J (2014) Translating the Rhetoric of Inclusion into Reality: A Life History Account of One Teacher’s Determination to Make Inclusion Work.

  • Morley G; Glazzard J (2011) Can hearts and minds be changed in an ’experimental’ Chinese kindergarten.

  • Glazzard J (In press) Live broadcast on School Readiness.

  • Glazzard J (2020) Supporting student and teacher wellbeing.

  • Glazzard J (2019) LGBTQ+ Inclusion in schools.

  • Glazzard J (2019) LGBTQ+ Inclusion in schools.

  • Glazzard J (2019) Mental health in schools.

  • Glazzard J (2018) Mental health in schools: radio interview.

  • Glazzard J (2018) BBC One - East Midlands News.

  • Glazzard J (2018) Pupils held back by teachers'' poor mental health, say Leeds researchers.

  • Glazzard J (2018) Leeds Beckett University's research into mental health of teachers.

  • Glazzard J; Vicars M; Carlile A; Stones S (In press) LGBT Inclusion in Schools (Special Edition). Frontiers in Sociology, Frontiers in Psychology

  • Glazzard J; Stones S (2021) ‘Nothing fazes me, I can do it all’: Developing headteacher resilience in a complex and challenging educational climate. International Journal of Leadership in Education

    https://doi.org/10.1080/13603124.2020.1829712

  • Glazzard J; Stones S (2020) A rigorous approach to the teaching of reading? Systematic synthetic phonics in initial teacher education. Frontiers in Education, 5

    https://doi.org/10.3389/feduc.2020.587155

  • 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 (81),

    https://doi.org/10.3389/feduc.2020.00081/full

  • Stones S; Glazzard J (2020) Tales from the chalkface: using narratives to explore agency, resilience and identity of gay teachers. Frontiers in Sociology

    https://doi.org/10.3389/fsoc.2020.00052

  • Glazzard J; Szreter B (2020) Developing students' mental health literacy through the power of sport. Support for Learning, 35 (2), pp. 222-251.

    https://doi.org/10.1111/1467-9604.12301

  • Glazzard J (2019) A Whole School Approach to Support Children and Young People's Mental Health. Journal of Public Mental Health, 18 (4), pp. 256-265.

    https://doi.org/10.1108/JPMH-10-2018-0074

  • Glazzard J (2019) A Whole School Approach to Supporting Children and Young People’s Mental Health. Journal of Public Mental Health, 18 (4), pp. 256-265.

    https://doi.org/10.1108/JPMH-10-2018-0074

  • Glazzard J; Stones S (2019) Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18 (11), pp. 38-52.

    https://doi.org/10.26803/ijlter.18.11.3

  • Glazzard J; Rose A (2019) The impact of peer mentoring on students’ physical activity and mental health. Journal of Public Mental Health

    https://doi.org/10.1108/JPMH-10-2018-0073

  • Sutcliffe R; Linfield R; Riley G; Nabb D; Glazzard J (2019) The search for 100% satisfaction with feedback. TEAN Journal, 11 (3), pp. 35-47.

  • Glazzard J; Rose A (2019) The Impact of Teacher Well-Being and Mental Health on Pupil Progress in Primary Schools. Journal of Public Mental Health

    https://doi.org/10.1108/JPMH-02-2019-0023

  • Stones S; Glazzard J (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), pp. 1-15.

    https://doi.org/10.26803/ijlter.18.7.1

  • 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), pp. 89-101.

    https://doi.org/10.26803/ijlter.17.11.7

  • Glazzard J (2018) The Role of Schools in Supporting Children and Young People’s Mental Health. Education and Health, 36 (3),

    http://sheu.org.uk/sheux/EH/eh363jg.pdf

  • Glazzard J (2018) Trainee Teachers with Dyslexia: Results of a Qualitative Study of Teachers and their Mentors. International Journal of Learning, Teaching and Educational Research, 16 (12),

    https://doi.org/10.26803/ijlter.16.12.6

  • Glazzard J (2017) What Could Replace the Phonics Screening Check during the Early Years of Reading Development?. FORUM, 59 (2),

    https://doi.org/10.15730/forum.2017.59.2.175

  • 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, 19 (1), pp. 35-45.

    https://doi.org/10.1080/14623943.2017.1351352

  • Glazzard J (2017) Assessing Reading Development through Systematic Synthetic Phonics. English in Education, 51 (1), pp. 44-57.

    https://doi.org/10.1111/eie.12125

  • 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 pp. 11-21.

    https://www.ijlter.org/index.php/ijlter/article/view/814

  • Zervas K; Glazzard J (2017) Sport Management Student as Producer: Embedding Critical Management Studies in Sport through Contemporary Pedagogy. Sport Education and Society, 23 (9), pp. 928-937.

    https://doi.org/10.1080/13573322.2016.1276052

  • 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, 51 (2), pp. 130-142.

    https://doi.org/10.1111/eie.12119

  • Glazzard J (2016) A critical interrogation of integration, special educational needs and inclusion. International Journal of Learning, Teaching and Educational Research, 15 (2), pp. 31-47.

    https://www.ijlter.org/index.php/ijlter/article/view/813

  • Glazzard J (2016) The value of circle time as an intervention strategy. Journal of Educational and Developmental Psychology, 6 (2), pp. 207-215.

    https://doi.org/10.5539/jedp.v6n2p207

  • Glazzard J; Dale K (2015) ’It takes me half a bottle of whisky to get through one of your assignments’: Exploring one teacher educator’s personal experiences of dyslexia. Dyslexia, 21 (2), pp. 177-192.

    https://doi.org/10.1002/dys.1493

  • 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), pp. 153-166.

    http://www.ikpress.org/abstract/4194

  • Glazzard J (2015) A Critical Analysis of Learning Styles and Multiple Intelligences and their Contribution to Inclusive Education. Journal of Global Research in Education and Social Science, 2 (3), pp. 107-113.

  • 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, 9 (1), pp. 107-116.

    http://www.ijlter.org/index.php/ijlter/article/view/189/pdf

  • 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, 9 (1), pp. 95-106.

    http://www.ijlter.org/index.php/ijlter/article/view/190

  • Aboalgasm A; Ward R; Glazzard J (2014) Applying a Modified Technology Acceptance Model to the Use and Assessment of Digital Art Tools. International Journal of the Image, 4 (4), pp. 71-83.

    http://ijx.cgpublisher.com/product/pub.202/prod.230

  • Glazzard J (2014) Students’ Perspectives on Schooling by Audrey Osler, 2010. Journal of Research in Special Educational Needs, 14 pp. 160-161.

    https://doi.org/10.1111/1471-3802.12075

  • Glazzard J (2014) Paying the price for being inclusive: The story of Marshlands. Support for Learning, 29 (1), pp. 24-38.

    https://doi.org/10.1111/1467-9604.12043

  • Glazzard J (2014) The standards agenda: Reflections of a special educational needs co-ordinator. Support for Learning, 29 (1), pp. 39-53.

    https://doi.org/10.1111/1467-9604.12044

  • Glazzard J (2014) Sophie: a story of inclusion. Childhood Explorer, 1 (1), pp. 14-15.

    http://www.acei.org/childhood-explorer/

  • Morley G; Glazzard J (2013) Kindergartens in China: a report into private and state provision in Beijing. Early Years Educator (EYE), 13 (12), pp. 38-44.

    https://www.magonlinelibrary.com/doi/abs/10.12968/eyed.2012.13.12.38

  • Glazzard J (2013) Resourced provision: The impact of inclusive practices on a mainstream primary school. Support for Learning, 28 (3), pp. 92-96.