Jonathan Glazzard

Assessment for Learning in the Early Years Foundation Stage

Assessment for Learning: Theoretical Perspectives and Leading Pedagogy - Jonathan Glazzard and Julie Percival Values and Principles of Assessment in the Early Years Foundation Stage - Julie Percival Enabling Environments - Denise Chadwick and Anne Webster Personalized Learning: Looking at Children Holistically - Julie Percival Listening to Children and Each Other - Denise Chadwick and Anne Webster Collecting Meaningful Evidence - Denise Chadwick and Anne Webster Summarizing Learning and Development at the End of the Early Years Foundation Stage - Jonathan Glazzard Involving Parents and Carers as Partners in Assessment - Jonathan Glazzard What Impacts on Childrens Learning and Development? - Jonathan Glazzard The Early Years Foundation Stage and beyond - Jonathan Glazzard

Resourced provision: the impact of inclusive practices on a mainstream primary school

This personal account from a special educational needs co-ordinator illustrates the negative impact that resourced provision has had on one school. The provision caters for children with communication and interaction difficulties and is housed in a mainstream primary school. For this school, while the provision has had a beneficial impact on the development of inclusive values among pupils, it has also led to a decline in the overall effectiveness of the school. The achievement data of pupils in the provision has had a detrimental impact on overall school performance data. Current narrow measures of school effectiveness in England mean that schools with increasingly diverse student populations can pay the price for their commitment to inclusion, as this example illustrates.

The standards agenda

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bevs experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bevs experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet childrens holistic needs under the integration agenda.

The standards agenda: reflections of a special educational needs co-ordinator

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bevs experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bevs experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet childrens holistic needs under the integration agenda.

The standards agenda: reflections of a special educational needs co-ordinator: The standards agenda: reflections of a special educational needs co-ordinator

This study is a life history account of Bev, a special educational needs co-ordinator who works in a primary school in England. The research examines how, within Bevs experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bevs experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet childrens holistic needs under the integration agenda.

Dyslexia and self-esteem: stories of resilience

This study investigates stories of resilience in people with dyslexia. It provides a brief overview of some of the key literature in this area and draws on earlier research which I conducted (Glazzard, 2010). Data was collected using narrative genre. Four informants volunteered to tell their stories. The study considers ways in which dyslexia has shaped the self-esteem, self-concepts and identities of the informants. The stories provide powerful insights into the lives of people with dyslexia and the reader is invited to draw their own interpretations from the narratives. The study concludes that an early diagnosis of dyslexia is essential for creating a positive self-image and recommends that further narrative research is necessary to explore the significant impact that dyslexia has on people’s sense of self.

Achieving Outstanding on Your Teaching Placement: Early Years and Primary School-Based Training

Making a success of your teaching placement is a vital part of achieving Qualified Teacher Status (QTS). With a focus on practical, this book provides essential guidance on how to translate the ‘outstanding’ criteria into practice. The authors break down the OfSTED criteria so that you can identify the skills and knowledge you need to make the most of your placements. Packed with case studies, practical tasks and links to the (QTS) standards, the book is structured around: •Developing professional knowledge •Planning •How to be an outstanding teacher •Classroom management •Teamwork •Assessment •Continuing Professional Development (CPD) This book will help trainees make the difficult jump from ‘good’ to achieving an ‘outstanding’ on their placements.