Learning and Teaching
- Research impact poster
- Supervising PhDs: Atypical in more than one way
- Supervising PhDs: Creating a sense of belonging
- Supervising PhDs: Dealing with ‘atypical’ students
- Ice breakers: starting lessons or meetings
- LEGO® reflections in Higher Education
- Guest post: Creativity in the Curriculum – An Exam Production-Line
- Teaching international students
- Article: Making academia more accessible
- Article: Partnership in teacher education
- Ableism in the curriculum
- Meaningful, external-facing assessments
- Article: Preventing plagiarism and fostering academic identity
- How much reading is enough?
- More messages from the classroom
- Providing feedback for learning
- Learning from the Korean context
- What’s your message?
- Global Innovation Awards 2016: Winner Academic Integrity
- Presentation from the SEDA conference
- Presentation from the KSSEE conference
- Strategies for learning names of students
- Guest post: So we are all gifted and talented
- Book Review: Against Plagiarism – A Guide for Editors and Authors
- Getting started with educational research
- Digest: Value of social networks for teachers
- Book review: Study skills for students with dyslexia
- Presentation from the ESLTIS16 conference
- What are “communities of practice”?
- Book review: Doing research in education – Theory and practice
- Integrity at the core of strategies to prevent cheating and plagiarism
- How to flip, so it’s not a flop
- Is flipped learning really all the rage?
- Findings from RefME survey on plagiarism
- STEP presentation from the UCLTL conference
- Preventing plagiarism from the UCLTL conference
- Playing games in lessons
- Book review: The art of being a brilliant middle leader
- Presentation from the Islam and Peaceful Relations conference
- Using creative methods to reflect
- Using audience response systems for teaching
- Teacher training placements
- Book review: Ticked off – checklists for teachers, students, school leaders
- Reflections about plagiarism
- Teaching empathy in dance classes
- Classroom management
- Professional development portfolios
- Assessment as a learning opportunity
- Time management
- Challenging students
- Pluralism lesson resources
- How to make writing more academic
- Teaching with artefacts
- Plagiarism workshop resources
- Types of plagiarism
- Lesson planning: The hook, a good starter
- Research posters
- How to create a research poster
- The educational context
- The Mosaic approach according to Clark and Moss
- Which kind of teacher are you?
- Epistemology
- Benefits of bilingualism
- Action research or case study?
- Manage behaviour in lessons
- Teaching empathy
- Lesson plan templates
- Lesson planning – some recommendations
- Methodology and methods – what are they?
- Grid for systematic reading
- Systematic reading to prepare a literature review
- Writing entries in a reflective journal
- Plagiarism
- Proofing and editing
- Referencing and bibliography
- Writing a good academic essay
- Action plan template
- Writing an action plan
- Critical incidents according to Tripp
- Sarah Pink: Doing Sensory Ethnography
- Reflective model according to Gibbs
- Reflective model according to Brookfield
- Reflective model according to Kolb
- Reflective model according to Rolfe et al.
- Etiquette at University
- Teaching and reflective practice
- The bilingual’s relationship with language
- Challenges in bilingual families no one tells you about
- Challenges for mentors
- Contact
- Zoom course query
- Nomination for The Liebster Award 2018
Publications
- Article: Exploring experiences of ableism in academia
- Creative output: Participatory research: Full ethical approval
- Article: Researcher experiences in practice-based interdisciplinary research
- Book: Embodied Inquiry: Research Methods
- Article: Making sense of cultural bumps – Supporting GTAs with teaching
- Book: Lived Experiences of Ableism in Academia
- Article: Scope and continuum of participatory research
- Creative output: This is just to say
- Book: Ableism in Academia
- Chapter: Rhythmanalysis to account for time
- Article: “Where’s the validation?”
- Chapter: The embodied academic
- Creative output: “I need duvet days” – Chronically ill academics
- Chapter: Assessments: letting students decide
- Article: Identity boxes: objects as data collection
- Article: Embodied reflection within dance training
- Article: Increasing students’ engagement with reflections
- Chapter: Centring imagination in teacher education
- Article: Partnership in learning
- Article: Creative and embodied methods to teach reflections
- Article: “Listen to your gut”: a reflexive approach to data analysis
- Article: My challenge of developing a creative research methods network
- Chapter: Creativity and playfulness in Higher Education research
- Article: Using LEGO® to understand emotion work
- Article: Making academia more accessible
- Article: Ableism in academia: where are the disabled and ill academics?
- Article: Partnership in teacher education
- Article: Exploring the lived experience of fibromyalgia
- Article: Preventing plagiarism and fostering academic identity
Research
- Article: Exploring experiences of ableism in academia
- Wellbeing in Higher Education podcast: Ableism
- Creative output: Participatory research: Full ethical approval
- Disclosure dances: The experience of PhD students with invisible disabilities in higher education
- The lived experience of fibromyalgia
- Article: Researcher experiences in practice-based interdisciplinary research
- Article: Making sense of cultural bumps – Supporting GTAs with teaching
- Systematic Visuo-Textual Analysis
- Challenging unconscious bias
- The PhD Life Raft podcast: Reflective journaling
- SAGE MethodSpace: Choosing creative methods for research
- Choose to challenge: The experience of disabled women in higher education
- Handbags: representations of identity and memories
- Zu krank und/oder behindert für die Universität
- Creative output: This is just to say
- The part-time doctorate
- Ableismus in Academia: Trotz Fleiß kein Preis?
- Disability post-lockdown
- NVivo Podcast Episode 13: Participatory research methods
- Recordings of ableism events and keynotes
- Disability History Month interview
- Article: “Where’s the validation?”
- Liberating the Curriculum: Ableism in Academia
- Conferencing “disabled style”
- Disclosure Dances in Doctoral Education
- Bodies and buildings: How the chronically ill or disabled experience buildings in academia
- Creative output: “I need duvet days” – Chronically ill academics
- NADSN Position Paper
- Invisible disabilities in academia
- Strategies to manage academic life
- Innovative research methods
- The research pipeline: managing the publications process
- Article: Embodied reflection within dance training
- Article: Using LEGO® to understand emotion work
- Reshaping higher education
- “I can’t describe what I’m going through”
- Using creative methods to support well-being amongst PhD students
- Article: Ableism in academia: where are the disabled and ill academics?
- Article: Exploring the lived experience of fibromyalgia
- Skype – Video-conference interviews in health research
- Joining Ableism in Academia event
- A conversation about creative and art-based methods in research
- Academic identity: active identity and body work in academia
- Creative methods – messy data?
- Workshop: Using creative methods in research
- Making sense of fibromyalgia experiences
- PASAR Connecting Communities conference
- Ableism in Academia
- Presentation from CSHE Research Festival
- Presentation from MedSoc2017
- Presentation from the HEA Annual conference
- Presentation from UCL Conference
- Learning to accept fibromyalgia
- 3min thesis 2016
- Presentation from the SEDA conference
- Presentation from the KSSEE conference
- The “I” in Fibromyalgia at the PGFes2016
- Identity boxes
- Simulation of cognitive dysfunction
- Using creative methods to reflect
- Simulation of brain fog
- Teacher training placements
- What is fibromyalgia?
- Invisible illness and academic identity