Samuel Stones
Biographic Data
| ID | 6910446 |
|---|---|
| NAME | Samuel Stones |
| GIVEN NAMES | Samuel |
| FAMILY NAME | Stones |
| SIGNATURE | STONES S |
| AFFILIATIONS | Leeds Beckett University |
| ORCID | 0000-0001-7042-6929 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Supporting Young People’s Mental Health
This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government has adopted a clinical approach to resolving the mental health “crisis” among children and young people. We argue that a clinical solution, implemented in schools, is not based on robust evidence and that the policy reflects a medical model which posit…
Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and re…
A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education
This paper argues that no single method of teaching children to read is superior to any other. Although research suggests that a systematic approach to phonics produces gains in word reading and spelling, there is no clear evidence that synthetic phonics is the most effective approach for supporting reading development. • We highlight the current policy allegiance to synthetic phonics in England. This approach is mandated in the teachers’ standar…
Transitions Into, and Through, Higher Education
This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualises transitions as complex, multiple and multi-dimensional rather than linear. The objectives of the study were to explore: the …
Tales From the Chalkface
Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were…
Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and re…
Tales From the Chalkface
Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were…
A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education
This paper argues that no single method of teaching children to read is superior to any other. Although research suggests that a systematic approach to phonics produces gains in word reading and spelling, there is no clear evidence that synthetic phonics is the most effective approach for supporting reading development. • We highlight the current policy allegiance to synthetic phonics in England. This approach is mandated in the teachers’ standar…
Transitions Into, and Through, Higher Education
This study explores the lived experiences of students who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualises transitions as complex, multiple and multi-dimensional rather than linear. The objectives of the study were to explore: the …
Tales From the Chalkface
Existing literature is dominated by accounts which position gay teachers as victims. We were concerned that this only presented a partial insight into the experiences of gay teachers. This study researched the personal and professional experiences of four gay teachers in England. It builds on existing research by presenting positive narratives rather than positioning gay teachers as victims. We use the term "chalkface" to illustrate that all were…
Supporting Young People’s Mental Health
This article provides an overview of the United Kingdom government’s strategy for children’s mental health in schools. Critique of the mental health policy document demonstrates that the government has adopted a clinical approach to resolving the mental health “crisis” among children and young people. We argue that a clinical solution, implemented in schools, is not based on robust evidence and that the policy reflects a medical model which posit…
Running Scared? A Critical Analysis of LGBTQ+ Inclusion Policy in Schools
This article provides an overview of the UK government policy in relation to relationships and sex education in schools. It focuses on the latest statutory guidance which requires primary and secondary schools in England to teach pupils about different types of relationships, including same-sex relationships. We outline the current policy frameworks and present a rationale for why Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ+) identities and re…
Psychology (5 works) · Political science (4 works) · Gender Studies (3 works) · LGBTQ Health, Identity, and Policy (3 works) · Pedagogy (3 works) · Queer (3 works) · Sociology (3 works) · Gender Roles and Identity Studies (2 works) · Gender Studies (2 works) · Law (2 works)