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Professor Steven Higgins' Outputs (6)

Facilitating metacognitive talk: a research and learning tool. (2006)
Journal Article
Wall, K., & Higgins, S. (2006). Facilitating metacognitive talk: a research and learning tool. International Journal of Research & Method in Education, 29(1), 39-53. https://doi.org/10.1080/01406720500537353

This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective tech... Read More about Facilitating metacognitive talk: a research and learning tool..

Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning. (2006)
Journal Article
Wall, K., Higgins, S., Miller, J., & Packard, N. (2006). Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning. Technology, Pedagogy and Education, 15(3), 261-273. https://doi.org/10.1080/14759390600923535

The Digital Portfolio Project at Newcastle University aimed over one year (2002/2003) to support teachers in producing, storing and accessing assessment portfolios of learner's work using information and communications technology (ICT). This paper dr... Read More about Developing Digital Portfolios: investigating how digital portfolios can facilitate pupil talk about learning..

Learning to Learn: Teacher Research in the Zone of Proximal Development. (2006)
Journal Article
Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006). Learning to Learn: Teacher Research in the Zone of Proximal Development. Teacher Development, 10(2), 140-166. https://doi.org/10.1080/13664530600773119

This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on 'Learning to Learn'. This is a potentially useful concept for... Read More about Learning to Learn: Teacher Research in the Zone of Proximal Development..

Opening classroom interaction: the importance of feedback. (2006)
Journal Article
Smith, H., & Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education, 36(4), 485-502. https://doi.org/10.1080/03057640601048357

Efforts to encourage 'interactive practice' in the National Literacy (NLS) and Numeracy (NNS) Strategies in the UK, have led to an emphasis on teacher questions. Recent research into classroom interactions, however, indicate that the pattern of inter... Read More about Opening classroom interaction: the importance of feedback..

The impact of interactive whiteboards on teacher-pupil interaction in the national literacy and numeracy strategies (2006)
Journal Article
Smith, F., Hardman, F., & Higgins, S. (2006). The impact of interactive whiteboards on teacher-pupil interaction in the national literacy and numeracy strategies. British Educational Research Journal, 32(3), 443-457. https://doi.org/10.1080/01411920600635452

The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher–pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely a... Read More about The impact of interactive whiteboards on teacher-pupil interaction in the national literacy and numeracy strategies.