Dr Nicole Brown

Call for participants! “Ripped off in Academia: Costs and Consequences of Unethical Practices in Research” Background In informal settings, academics of all career stages talk about being ripped off in higher education: they experience or witness unethical practices in research. Unethical practices described include but are not limited to: …academics […]

This is a recorded conversation between Dr Janet Salmons of MethodSpace SAGE and Dr Nicole Brown explaining how to journal across boundaries. This video is similar to the one that we recorded for the NVivo conference Transcending Boundaries in Qualitative Research. 

This article presents disabled academics' experiences and collective understandings of ableism as constructed through normalisation and able-bodiedness.

Accounting for the interdisciplinary nature of the field, this book has been written to be a concise primer into Embodied Inquiry for research students, scholars and practitioners alike.

I was invited to contribute to The PhD Life Raft Podcast. My contribution was about research journaling and reflective practice, and the book Making the most of your research journal.

I was invited to contribute to the SAGE MethodSpace to talk about how I use creative methods, and why I use creative methods, given the population and the nature of my research.

This is an extract from a guest post on the Thriving Part-Time blog to highlight the experience of time and how to make the most of it as a part-time doctoral student.

This post is a link to a recording from an event held via the Johannes Kepler Universität Linz, where I was asked to discuss ableism in academia.

This chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.

The paper discusses practical, ethical, and methodological pitfalls and concerns when using Skype as a tool for interviewing.

To make sense of my participants' experiences, I am creating an art installation based on the raw data I receive in my research work.

The KSSEE (Korean Society for the Study of Elementary Education) had invited me to Seoul, South Korea, to give a talk about ICT in the Primary Curriculum in the UK.

Many teacher training sessions focus on assessment but we do not spend enough time on discussing assessment in the sense of marking student work. We do not discuss the impact marking has on the students' learning and the teachers' workload, nor do we talk about how we could make marking more meaningful for our learners.

It may look simple to deliver the hook but in reality planning for the hook should not be underestimated, after all you need something very catching to get your students' attention so they become interested in your lesson.