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Jonathan Glazzard

Dr Jonathan Glazzard

Head of Academic Development

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Education / Academic qualification

  • Doctor of Education, University of Dundee

    DEdPsy - Doctor of Educational Psychology - Combination of research projects

    1 Sep 2016 - 31 Aug 2019
  • PGCertLTHE

    Learning and Teaching in Higher Education

    1 Sep 2016 - 31 Aug 2017
  • Master of Science, University of Sheffield

    Perceptions of their Teaching Placement: Trainee Teachers with Dyslexia

    1 Sep 2014 - 31 Aug 2016
  • Bachelor of Education, Sheffield Hallam University

    - 1995
  • Postgraduate Certificate, University of Huddersfield

    Research Supervision in Higher Education

    - 2015
  • Master of Education, University of Manchester

    Rhetoric or Reality? The Facilitators and Barriers to Inclusion in One Primary School

    - 2006
  • Doctor of Education, University of Sheffield

    Translating the Rhetoric of Inclusion into Reality: A Life History Account of One Teacher's Determination to Make Inclusion Work

    - 2013
  • Master of Arts, University of Sheffield

    A discussion of the Factors which affect dyslexic pupils' self-esteem and the need for an early diagnosis

    - 2004

Professional Qualifications

  • National Teaching Fellow of the Higher Education Academy, NTF

  • Principal Fellow of the Higher Education Academy, PFHEA

    11 Oct 2016 -

Biography

Qualifications: EdD, MSc, MEd, MA, PGCert(HE), BEd(Hons), PFHEA

National Teaching Fellow

Dr Glazzard is currently Head of Academic Development at Leeds Trinity University. He started working at the University in November 2015. In this role he is responsible for the implementation of the University learning, teaching and assessment strategy.  Dr Glazzard organises the University learning and teaching conferences and he is programme developer and programme leader for the Postgraduate Certificate in Higher Education. He regularly organises development workshops for colleagues across the University. In addition to his leadership role he maintains a teaching commitment in education and psychology.

In 2015 Dr Glazzard was awarded a National Teaching Fellowship (NTF) by the UK Higher Education Academy. He has worked in higher education since 2005 and from 2005-15 he was responsible for the leadership of all primary ITE courses at the University of Huddersfield. In 2012 he was promoted to the role of University Teaching Fellow. Prior to Dr Glazzard’s career in higher education he worked for Barnsley Metropolitan Borough Council as a primary school teacher, Special Educational Needs Coordinator and Assistant Head Teacher. He is committed to the principles of inclusive education and this is what drives his teaching and research.

Research interests

Dr Glazzard completed his first doctorate in 2013 at the University of Sheffield. His thesis was titled ''Translating the Rhetoric of Inclusion into Reality: a life history account of one teacher’s determination to make inclusion work''. Using life history and auto-ethnography Dr Glazzard explored how personal experiences shaped the development of teacher identity. He drew on the writings of Foucault to deconstruct special education practices in schools. He also drew on the work of Gilles Deleuze and Felix Guattari to explore the contribution that their theoretical concepts could make to support the development of inclusive education.

Dr Glazzard is currently undertaking a second Doctorate in Educational Psychology (DEdPsy) at the University of Dundee. He is exploring the experiences of transgender children in primary schools.

Dr Glazzard has published extensively in the field of special educational needs and inclusive education more generally. He has published nationally and internationally in the fields of special educational needs, inclusion, dyslexia and autism. He is also an author or co-author of 9 books which have been written for student teachers undertaking initial teacher training courses.  He has written many journal articles, book chapters and he presents both nationally and internationally at conferences. Dr Glazzard is an active researcher and teacher. He believes that teaching should be informed by research and that students benefit significantly from research-informed teaching.

His research interests include:

  • dyslexia
  • autism
  • language/communication impairment
  • critical educational psychology
  • homophobia, biphobia and transphobia in schools
  • special educational needs and disability

Dr Glazzard would be very happy to hear from potential doctoral students who are interested in researching any of the above topics.

 

International Collaborative Projects

I am currently working with Central Line Research Associates in Dar es Salaam, Tanzania. I am designing and developing interactive school-based continuous professional development modules for pre-primary and primary school teachers. I am developing curriculum materials to enhance teachers' knowledge of inclusive and special education. This project is funded by UNICEF.

 

Esteem

Dr Glazzard maintains close links with schools. In the last three years he has supported primary, secondary and special schools with the implementation of synthetic phonics. This is through consultancy work with schools. Dr Glazzard has recently supported colleagues in schools by leading sessions on practitioner-based research.

  • 2017: External Examiner for doctoral thesis, University of Bristol
  • 2016: External Examiner for doctoral thesis, University of Exeter
  • 2016: Peer Reviewer for the American Journal of Educational Research
  • 2016 - 2020: External Examiner PG Cert Special Educational Needs & PG Cert Education (Inclusion SEN), Edge Hill University
  • 2016 - 2020: External Examiner School Direct Courses, University of Sunderland
  • 2016 - 2020: External Examiner PGCE Primary Education, University of Sunderland
  • 2016: Peer Reviewer for the International Journal of Management in Education
  • 2016: Assessor for the National Teaching Fellowship Awards, Higher Education Academy
  • 2016: Reviewer for the Collaborative Awards for Teaching Excellence (CATE) Scheme, Higher Education Academy
  • 2016: External Examiner for doctoral thesis, Institute of Education, UCL
  • 2016 - present: Peer Reviewer for the British Journal of Special Education
  • 2016 - present: Peer Reviewer for Africa Education Review
  • 2016 - present: Review Editor for the Frontiers in Sociology / Psychology Journal
  • 2016 - present: Editorial Board Member - American Journal of Educational Research
  • 2016 - present: Editorial Board Member - American Journal of Applied Psychology
  • 2015 - present: Editorial Board Member for the International Journal of Learning, Teaching and Educational Research
  • 2015: Leeds Beckett University, External Panel Member
  • 2014 - 2017: University of Greenwich, External Examiner
  • 2013 - 2016: University of the West of England, External Examiner
  • 2013 - present: Peer reviewer for the Journal of Research in Special Educational Needs
  • 2012: University of Greenwich, External Panel Member
  • 2012: Keele University, External Panel Member
  • 2011: Liverpool John Moores University, External Panel Member
  • 2007 - 2013: Manchester Metropolitan University, External Examiner

 

Consultancy

  • 2017 Research seminar (invited speaker), University of Northumbria 
  • 2016 Teaching Early Reading and Phonics (invited speaker), Bishop Grosseteste University
  • 2016 International consultancy - The State of the Art of Cross-cutting Issues in Pre-Primary and Primary Education in Tanzania, University of Dar es Salaam,Tanzania 
  • 2016 Engaging Children in Writing, CPD for teachers, Birkby Junior School
  • 2015 Special Needs Code of Practice training for the Huddersfield Primary ITE partnership 
  • 2015 Sowerby Bridge High School, Halifax
  • 2015 Pathways School, Wakefield 
  • 2015 Research in the classroom for primary school teachers, West Yorkshire Teaching School Alliance
  • 2014 Worsborough Common Primary, Barnsley 
  • 2014 Highfield School Wakefield 
  • 2014 Oakfield Park School, Wakefield
  • 2014 Phonics training for schools in the Huddersfield Primary ITE partnership
  • 2013 Castlehill school, Huddersfield
  • 2012 Hoyland Springwood Primary Barnsley
 
 Awards
  • 2016: Principal Fellow status of the Higher Education Academy
  • 2015: National Teaching Fellow status awarded by the Higher Education Academy 
  • 2014: Senior Fellow of the Higher Education Academy
  • 2014: Award for Inspirational Teaching, University of Huddersfield.
  • 2009: Student-Nominated Extra Mile Award
  • 2007: Student-Nominated Extra Mile Award

 

Memberships

  • 2016: British Psychological Society, member of the Division of Educational and Child Psychology.
  • 2016: Heads of Educational Development Group
  • 2016: Member of the National Association of Special Educational Needs
  • 2015: Association of National Teaching Fellows

 

Teaching and Administration

  • Programme Leader: Postgraduate Certificate in Higher Education (PGCHE)
  • Foundation Degree – Education courses
  • Primary English
  • MA and PhD supervision
  • Educational Psychology
  • Applied Educational Psychology
  • Special Educational Needs/ Inclusive Education
  • Link Tutor Visits in schools for Primary ITE students
  • Undergraduate and postgraduate dissertation supervision – in Education and Psychology

Willingness to take PhD. students

Yes

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I am interested in supervising projects on special and inclusive education. I am particularly interested in supervising work which uses narrative approaches to educational research.