Prof Nicole Brown

In April 2024, I was asked to deliver a keynote for an international webinar organised by CripLab. CripLab is a research laboratory on crip posthumanities in Santiago, Chile, whose members seek to map the modes of discursive and material production of the norm of dis/ability in Chilean universities that develop […]

Imagine! Different in academia. is the recording of a talk presented at the International Symposium on Poetic Inquiry in Cape Town in May 2022.

This article presents the Systematic Visuo-Textual Analysis, a framework combining visual and textual data in a systematic, analytical approach.

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 podcast is an audio-recording with slides as it was presented on the 25th June 2021 to the fibromyalgia support group Faversham Fibromyalgia Friends.

This is an example of an ethnographic poem, the output of poetic inquiry and analysis within Embodied Inquiry from my research with academics.

I was invited to contribute to the NVivo Podcast Between the Data. My contribution was published as Episode 13 "Participatory research methods with identity boxes, photographs and Lego".

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

If students are to take responsibility for their learning, then why are they not also in charge of their assessments? This question forms the basis for this paper that is co-written between two students and one member of staff.

This is my contribution to the RAI2018 conference in London "I can't describe what I'm going through - research, arts and therapy".

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

This is my contribution to the CSHE Research Festival 2017, which was held in October 2017 at the University of Kent.

This is my contribution to the international conference "Connecting Higher Education" held at UCL Institute of Education in collaboration with McMaster University, Canada and University of Adelaide, Australia.

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.

Download some resources for a plagiarism workshop from here.

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.