Prof Nicole Brown

Creativity has become a buzzword across all disciplines in education and across all phases, from early years through to tertiary education. Although the meaning of creativity can change vastly depending on the global educational setting, it is impossible to ignore the applicability and relevance of creativity as an educational tool, philosophical framework and pedagogical approach.

This is an extract from my contribution to the LSE Impact blog discussing how to keep an effective research journal, thereby busting some of the myths surrounding research journaling.

I was invited to contribute to the Cambridge Centre for International Research podcast series to talk about the experience of disabled people in higher education and how to improve the situation.

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.

It is with great excitement and pride that I share a list of scheduled ableism events. Celebrating the launch of my two edited books, find here events about Ableism in Academia.

This is a call for contributions of max. 8000 words to "Failures and fallacies of innovative research methods . If you are interested in exploring your failures and fallacies regarding innovative research methods submit your abstract here.

This is to stimulate a discussion around boundaries of research, ethics and ownership of "messy data" resulting from creative methods.

We need to think about what the messages are we send. So here are some more messages from the classroom.

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

This review is about "Study skills for students with dyslexia". This is a good resource for teachers helping prepare students for University.

Download my presentation from the "Islam and Peaceful Relations" conference from here.

The classroom is a place where learning happens and should be encouraged, therefore classroom management relates to the strategies a teacher can use to organise students' learning. According to Garrett (2015) classroom management can be considered in five categories: behavioural management and discipline, the layout of a classroom, rules and routines, the relevance of relationships and the importance of instruction. Good classroom management is proactive and about the students' learning.

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.

I believe in challenging students and having high expectations of everyone in the classroom. This is coupled with appropriate support and guidance. However, challenging pupils is not an easy task and must be planned for meticulously.

Teaching empathy is crucial if students are to understand empathy as a concept in order to be able to demonstrate historical empathy, for example. Here is a useful resource.