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.
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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 Lecturer in Education at the UCL Institute of Education, London, where I currently lead the modules “Literacy, Language and...
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.
In this post, I explain what ableism in the curriculum is, and what we as teachers can do to counter ableism in the curriculum.
We need to think about what the messages are we send. So here are some more messages from the classroom.