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Professor Steven Higgins' Outputs (12)

Dewey, Education, and Schooling (2016)
Book Chapter
Higgins, S. (2016). Dewey, Education, and Schooling. In S. Higgins, & F. Coffield (Eds.), John Dewey’s Democracy and Education: A British tribute. IOE Press

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit (2016)
Report
Higgins, S., Katsipataki, M., Villanueva-Aguilera, A., Coleman, R., Henderson, P., Major, L., …Mason, D. (2016). 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. It provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils. The Toolkit currently... Read More about The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit.

Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not (2016)
Journal Article
Kyriakou, A., & Higgins, S. (2016). Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not. Proscholikī & Scholikī Ekpaideusī Προσχολική & Σχολική Εκπαίδευση (on line) (on line), 4(2), 254-275. https://doi.org/10.12681/ppej.9873

This systematic review focuses on the impact of Interactive Whiteboards (IWBs) on teaching and learning. Learning is interpreted through a Vygotskian constructivist lens, emphasizing quality through dialogic interaction. Classroom interactions and ac... Read More about Systematic Review of the Studies Examining the Impact of the Interactive Whiteboard on Teaching and Learning: what we do learn and what we do not.

Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties (2016)
Journal Article
Alabdulaziz, M., & Higgins, S. (2016). Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties. International journal of engineering research and technology (Ahmedabad), 5(10), 412-417

Despite the potential positive effects of using technology with students who have difficulties in mathematics in the Kingdom of Saudi Arabia and the great efforts made by the Saudi Government to improve the education system of the nation, which has i... Read More about Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties.

The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review (2016)
Journal Article
Gascoine, L., Higgins, S., & Wall, K. (2017). The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review. Review of Education, 5(1), 3-57. https://doi.org/10.1002/rev3.3077

This article presents the results of a systematic review of methods that have been used to measure or assess metacognition in children aged 4–16 years over a 20-year period (1992–2012). It includes an overview of the types of tool and methods used li... Read More about The Assessment of Metacognition in Children Aged 4–16 years: A Systematic Review.

Communicating comparative findings from meta-analysis in educational research: some examples and suggestions (2016)
Journal Article
Higgins, S., & Katsipataki, M. (2016). Communicating comparative findings from meta-analysis in educational research: some examples and suggestions. International Journal of Research & Method in Education, 39(3), 237-254. https://doi.org/10.1080/1743727x.2016.1166486

This article reviews some of the strengths and limitations of the comparative use of meta-analysis findings, using examples from the Sutton Trust-Education Endowment Foundation Teaching and Learning ‘Toolkit’ which summarizes a range of educational a... Read More about Communicating comparative findings from meta-analysis in educational research: some examples and suggestions.

Same Difference? Understanding Variation in the Estimation of Effect Sizes from Educational Trials (2016)
Journal Article
Xiao, Z., Higgins, S., & Kasim, A. (2016). Same Difference? Understanding Variation in the Estimation of Effect Sizes from Educational Trials. International Journal of Educational Research, 77, 1-14. https://doi.org/10.1016/j.ijer.2016.02.001

By applying four analytic models with comparable outcomes and covariates to a dataset of 20 outcomes from 17 educational trials, we found results closely matching in well-powered studies without serious implementation problems. The interventions and... Read More about Same Difference? Understanding Variation in the Estimation of Effect Sizes from Educational Trials.

What Works or What's Worked? Evidence from Education in the United Kingdom (2016)
Journal Article
Katsipataki, M., & Higgins, S. (2016). What Works or What's Worked? Evidence from Education in the United Kingdom. Procedia: social & behavioral sciences, 217, 903-909. https://doi.org/10.1016/j.sbspro.2016.02.030

This paper deliberates the quality of existing evidence on educational school-based interventions aiming to improve pupils’ attainment. An overall picture as well as more specific examples derived from the “Sutton Trust-Education Endowment Foundation... Read More about What Works or What's Worked? Evidence from Education in the United Kingdom.

Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits (2016)
Journal Article
Higgins, S. (2016). Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits. Review of Education, 4(1), 31-53. https://doi.org/10.1002/rev3.3067

Meta-analysis, or quantitative synthesis, is the statistical combination of research findings. It can identify whether an intervention or approach, on balance, is effective or not, and can explain variation in findings by identifying patterns associa... Read More about Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits.

New (and Old) Technologies for Learning: Innovation and Educational Growth (2016)
Book Chapter
Higgins, S. (2016). New (and Old) Technologies for Learning: Innovation and Educational Growth. In J. Castejón Costa (Ed.), Psicología y educación : presente y futuro (45-52). Asociación Científica de Psicología y Educación (ACIPE)

In this chapter I take a retrospective look at the use of technologies for learning, and learning in in schools in particular, through the technological developments of last century into the first two decades of the 21st Century. There are two main s... Read More about New (and Old) Technologies for Learning: Innovation and Educational Growth.