This is an extract from my contribution to the LSE Higher Education blog exploring key principles to ensure accessibility in higher education.
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This is a presentation based on my article Scope and Continuum of Participatory Research. This video was recorded for the MPE/MeCCSA Practice Network Symposium 2021.
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.
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 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.
This is a guest post on the Advance HE website published after I had delivered a successful workshop at the HEA Annual Conference demonstrating how to use LEGO reflections in higher education.
In this guest post Dr Helen Ross reflects on the exam production line of our current school system.
Please, download my full CV from here. I am Director of Social Research & Practice and Education Ltd. and Associate Professor in Education at the UCL Institute of Education, London. At UCL, I currently lead the modules “Literacy,...
This article seeks to explore the nature and depth of students’ engagement by providing an example from a teacher education programme.
I have been asked about strategies for teaching international students. In principle, we should continue focussing on group work and sharing experiences and thus building collaborative, reflective practices. So the strategies I am presenting here for...
The chapter offers reflections on how imagination can be nurtured in the practice of teacher education.
This paper outlines two distinct staff-student collaborations and how such a partnership may innovate teaching practices.
This chapter argues that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches.
This workshop provides attendees with reflective tools to help PhD students understand their innermost emotions, concerns and needs, which is a first step towards developing strategies for well-being.
This article is an example of student-staff collaboration within the community of practice of trainee teachers.