Ms Georgina Glenny

Senior Lecturer in Childhood Studies and Literacy Difficulties

Georgina's main teaching responsibilities are on the BA in Early Childhood, the MA in Childhood Studies and Postgraduate Certificate in Literacy Difficulties. The courses she runs have a focus on child development, the psychology of thinking and learning and the development of inclusive and collaborative practices for vulnerable children. Her current research projects are in the areas of multiprofessional collaboration and the use of text-to-speech software to support reluctant writers.

Conferences

Conference papers (indicative)

  • What makes multiprofessional work really work?’ Guest speaker for the seminar series, ‘Working together to support vulnerable people in contemporary society’, University of Gloucestershire and Gloucestershire County Council.
  • Findings from the Oxfordshire Lamb Inquiry project, Key note speaker, Oxfordshire SENCo conference.
  • Take 3 Parenting programme evaluation’, paper given at the, ‘Parents Matter’, International Conference, Holborn Bars, London.

Career history

Georgina joined the staff at Brookes following a teaching career in the primary and secondary sectors. This included working as the Special Educational Needs Co-ordinator in a large secondary school. She has also trained as an Educational Psychologist.

Professional organisations

  • Governor at the Slade Nursery School and Children’s Centre and the Blackbird Leys Children Centre, both in Oxford.
  • Member of the Oxfordshire Children’s Fund Board (2004-2008).
  • Worked as an External Examiner for a number of undergraduate and masters programmes, most recently for the MA in Special Educational Needs and in Literacy Difficulties at the University of Birmingham (2003-2007).

Publications

  • Journal articles
  • Other

Journal articles

  • Glenny,G. (2000) 'Approaches to reading difficulties', chapter in Special Needs and the Beginning Teacher, Edited by Benton,P. and O'Brien,T., Cassell.
  • Thomas, G. and Glenny,G. (2000) Emotional and Behavioural Difficulties: Bogus Needs in a False Category, Discourse vol.21, no.3
  • Thomas,G. and Glenny,G. (2002) ‘Thinking about Inclusion. Whose reason? What evidence?’ International Journal of Inclusive Education, vol.6, no.4, 345-369.
  • Glenny,G. (2003) Enhancing Professional Development with Online Conversations, Teaching Forum, Issue 51, pp.37, Spring 2003
  • Glenny,G. (2005) ‘The Ethics of Intervention’, Support for Learning, vol.20, no.1, pp. 12-16, February 2005.
  • Glenny,G. (2005) ‘Riding the Dragon: Exploring the principles that underpin effective interagency networking’, Support for Learning, vol.20,no.4, pp.167-175, November 2005.
  • Glenny,G. and Roaf,C. (2008) Multiprofessional Communication: Making Systems work for children, Maidenhead: Open University Press and McGraw Hill Education. 
  • Evangelou,M, Sylva,K., Wild,M, Glenny,G and Kyriacou,M (2009) 'Early Years Learning and Development Literature Review', Department of Education Research Report DCSF-RR176
  • Morrison,M. and Glenny,G. (2012) 'Collaborative inter-professional policy and practice: in search of evidence'.  Journal of Education Policy, vol.27: 3, 367-386.

Other

Research reports (since 2000)