Professor Steven Higgins' Outputs (150)

Self regulation and learning: evidence from meta-analysis and from classrooms (2013)
Book Chapter
Higgins, S. (2013). Self regulation and learning: evidence from meta-analysis and from classrooms. In D. Whitebread, N. Mercer, C. Howe, & A. Tolmie (Eds.), Self-regulation and dialogue in primary classrooms (111-126). The British Psychological Society

Background. Research indicates that supporting self-regulation and metacognition in learners improves their attainment and wider learning capabilities. However, using this knowledge effectively is challenging. Aims. This paper has two main aims. The... Read More about Self regulation and learning: evidence from meta-analysis and from classrooms.

Collaborative learning with multi-touch technology: Developing adaptive expertise (2013)
Journal Article
Mercier, E., & Higgins, S. (2013). Collaborative learning with multi-touch technology: Developing adaptive expertise. Learning and Instruction, 25, 13-23. https://doi.org/10.1016/j.learninstruc.2012.10.004

Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts... Read More about Collaborative learning with multi-touch technology: Developing adaptive expertise.

Effects of traditional, blended and e-learning on students' achievement in higher education (2013)
Journal Article
Al-Qahtani, A., & Higgins, S. (2013). Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220-234. https://doi.org/10.1111/j.1365-2729.2012.00490.x

The study investigates the effect of e-learning, blended learning and classroom learning on students’ achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess s... Read More about Effects of traditional, blended and e-learning on students' achievement in higher education.

'That's not quite the way we see it': the epistemological challenge of visual data (2013)
Journal Article
Wall, K., Higgins, S., Hall, E., & Woolner, P. (2013). 'That's not quite the way we see it': the epistemological challenge of visual data. International Journal of Research & Method in Education, 36(1), 3-22. https://doi.org/10.1080/1743727x.2012.730278

In research textbooks, and much of the research practice, they describe, qualitative processes and interpretivist epistemologies tend to dominate visual methodology. This article challenges the assumptions behind this dominance. Using exemplification... Read More about 'That's not quite the way we see it': the epistemological challenge of visual data.

Comparing Analysis Frames for Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning (2013)
Journal Article
Wall, K., Higgins, S., Remedios, R., Rafferty, V., & Tiplady, L. (2013). Comparing Analysis Frames for Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning. Journal of Mixed Methods Research, 7(1), 22-42. https://doi.org/10.1177/1558689812450211

A key challenge of visual methodology is how to combine large-scale qualitative data sets with epistemologically acceptable and rigorous analysis techniques. The authors argue that a pragmatic approach drawing on ideas from mixed methods is helpful t... Read More about Comparing Analysis Frames for Visual Data Sets: Using Pupil Views Templates to explore perspectives of learning.

The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit (2013)
Report
Higgins, S., Katsipataki, M., Kokotsaki, D., Coleman, R., Major, L., & Coe, R. (2013). The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit. [No known commissioning body]

The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational research which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils. The Toolkit currentl... Read More about The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit.

Predicting success on a Bachelor of Arts Primary Education degree course. (2012)
Journal Article
Barmby, P., Bolden, D., Higgins, S., & Tymms, P. (2012). Predicting success on a Bachelor of Arts Primary Education degree course. Educational Research, 54(3), 323-330. https://doi.org/10.1080/00131881.2012.710090

The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation (2012)
Report
Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. [No known commissioning body]

Orchestrating Learning in the Multi-touch Classroom: Developing Appropriate Tools. (2012)
Presentation / Conference Contribution
Mercier, E., McNaughton, J., Higgins, S., & Burd, E. (2012, December). Orchestrating Learning in the Multi-touch Classroom: Developing Appropriate Tools. Presented at The Future of Learning: 10th International Conference of the Learning Sciences (ICLS 2012)

Multi-Touch Technology to Support Multiple Levels of Collaborative Learning in the Classroom. (2012)
Presentation / Conference Contribution
Mercier, E., Higgins, S., Burd, E., & Joyce-Gibbons, A. (2012, December). Multi-Touch Technology to Support Multiple Levels of Collaborative Learning in the Classroom. Presented at The Future of Learning: 10th International Conference of the Learning Sciences (ICLS 2012)

Multi-touch tables and collaborative learning (2012)
Journal Article
Higgins, S., Mercier, E., Burd, E., & Joyce-Gibbons, A. (2012). Multi-touch tables and collaborative learning. British Journal of Educational Technology, 43(6), 1041-1054. https://doi.org/10.1111/j.1467-8535.2011.01259.x

Steve Higgins is a professor of Education at Durham University. His main research interests are in the pedagogy of educational technology in schools and the use of evidence in education. Dr Emma Mercier is a research associate in the School of Educat... Read More about Multi-touch tables and collaborative learning.

Teaching meta-analysis using MetaLight (2012)
Digital Artefact
Thomas, J., Graziosi, S., Higgins, S., Coe, R., Torgerson, C., & Newman, M. (2012). Teaching meta-analysis using MetaLight. [5]

Background: Meta-analysis is a statistical method for combining the results of primary studies. It is often used in systematic reviews and is increasingly a method and topic that appears in student dissertations. MetaLight is a freely available softw... Read More about Teaching meta-analysis using MetaLight.

Impact evaluation: a case study of the introduction of interactive whiteboards in schools in the UK. (2012)
Book Chapter
Higgins, S. (2012). Impact evaluation: a case study of the introduction of interactive whiteboards in schools in the UK. In J. Arthur, M. Waring, R. Coe, & V. Hedges (Eds.), Research Methods and Methodologies in Education (131-136). SAGE Publications

Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice? (2012)
Journal Article
Woolner, P., McCarter, S., Wall, K., & Higgins, S. (2012). Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?. Improving Schools, 15(1), 45-60. https://doi.org/10.1177/1365480211434796

School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet change... Read More about Changed learning through changed space: When can a participatory approach to the learning environment challenge preconceptions and alter practice?.

Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review. (2011)
Journal Article
Higgins, S., Mercier, E., Burd, E., & Hatch, A. (2011). Multi-touch tables and the relationship with collaborative classroom pedagogies: A synthetic review. International Journal of Computer-Supported Collaborative Learning, 6(4), 515-538. https://doi.org/10.1007/s11412-011-9131-y

Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium: Technical Appendices (2011)
Report
Higgins, S., Kokotsaki, D., & Coe, R. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium: Technical Appendices. [No known commissioning body]

The Every Child Counts Independent Evaluation Report to DfE. (2011)
Report
Torgerson, C., Wiggins, A., Torgerson, D., Ainsworth, H., Barmby, P., Hewitt, C., …Tymms, P. (2011). The Every Child Counts Independent Evaluation Report to DfE. [No known commissioning body]

Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium. (2011)
Report
Higgins, S., Kokotsaki, D., & Coe, R. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium. [No known commissioning body]

SynergyNet Exploring Design and Pedagogy in a Supported Collaborative Learning to Policy and Practice. (2011)
Presentation / Conference Contribution
Alagha, I., Burd, E., Higgins, S., & Mercier, E. (2011, December). SynergyNet Exploring Design and Pedagogy in a Supported Collaborative Learning to Policy and Practice. Presented at 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011)., Hong Kong, China

Interdisciplinary design research: developing educational technology. (2011)
Presentation / Conference Contribution
Mercier, E., Higgins, S., & Burd, E. (2011, December). Interdisciplinary design research: developing educational technology. Presented at 14th Biennial Conference of the European Association of Research into Learning and Instruction., Exeter