Dr Nicole Brown

This post is a link to a recording from my presentation "Disclosure Dances" presented on the 30 June 2021 at the UCL Institute of Education.

This post is about ice breakers, and how we can plan for starting a session effectively without distracting from our contents.

In this chapter I explore my journey from a secondary teacher to teacher educator to lecturer, a journey that signifies for me the transition from a teacher interested in embodiment to an embodied teacher and finally to an embodied academic.

In this guest post Dr Helen Ross reflects on the exam production line of our current school system.

This post outlines how to maintain a research pipeline to plan and manage publications systematically and links to a word template.

This paper seeks to exemplify a reflexive approach to data analysis that accounts for the researcher’s positionality as well as the increasingly untraditional, unconventional data stemming from creative data collection methods.

This article is an invited editorial in the Diverse Voice Series of the journal. The editorial outlines the difficulty of building a network of like-minded researchers when engaging in arts-based approaches.

This article is an example of student-staff collaboration within the community of practice of trainee teachers.

The 3 min thesis is a competition, but it helps focussing thoughts and concentrating on what is important. Here is my "3min thesis".

This post links to the review of the book "Against Plagiarism - A Guide for Editors and Authors".

This is a brief simulation of what cognitive dysfunction and brain fog feel like.

Irrespective of the types of plagiarism, ultimately plagiarism is a punishable offence. Therefore, it is a good idea to get fully acquainted with the different types of plagiarism in order to be able to effectively avoid difficult situations. You are best advised to err on the side of caution and therefore credit too many authors and originators rather than not crediting others enough. Plagiarism is not a trivial offence, but theft and will be treated as such, irrespective of whether or not you plagiarise intentionally or unintentionally.

In teacher training there is a heavy focus on the educational context, but does the educational context really matter? Or is there a danger in being too reliant on statistical information relating to the educational context, in which we operate?

One of the most daunting aspects for new teachers is to manage behaviour in lessons. The dynamics of the classroom and the teacher's personality are probably key to how much classroom management you will need to do and which strategies you can use. However, there are some basic rules that you should consider and that will help you manage behaviour in your lesson.

This is a brief outline of what Tripp considers as critical incidents.