Dr Nicole Brown

Here I share my two position papers written as part of the review of the ethical guidelines for the British Educational Research Association.

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

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

This article discusses researchers' experiences of interdisciplinary research to maximize the benefits of interdisciplinary research.

This post is a link to recordings and write-ups of an ableism event held in German via the Johannes Kepler Universität Linz and Universität für künstlerische und industrielle Gestaltung Linz.

This chapter draws on Nicole's research on how academic staff with chronic illnesses and disabilities specifically interact with the buildings and what impact the physical environment has on their everyday experience.

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.

The remit of this paper is to provide practical ideas and recommendations to address accessibility issues in events and conferences as a first step to improving existing working conditions.

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

This is the link to the PDF version of the article "Preventing plagiarism and fostering academic identity: a practical approach" (Brown and Janssen, 2017).

This is my contribution to the Postgraduate Research Festival, the PGFes2016, at the University of Kent.

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.

If you read a great range of articles you may find that you cannot remember who said what when and where. Therefore, a systematic approach to reading and taking notes is necessary. It may be helpful to apply the "CaMLISd" grid.

Writing entries for a reflective journal is often a daunting aspect of teacher training, as we are not used to writing diaries. Here are some thoughts on how to get started with writing reflections.