Professor Steven Higgins' Outputs (150)

Evidence from meta-analysis about parental involvement in education which supports their children’s learning (2015)
Journal Article
Higgins, S., & Katsipataki, M. (2015). Evidence from meta-analysis about parental involvement in education which supports their children’s learning. Journal of Children's Services, 10(3), 280-290. https://doi.org/10.1108/jcs-02-2015-0009

Purpose – The purpose of this paper is to contribute to understanding of different ways that parents and schools develop and maintain working partnerships to improve outcomes for children by focusing on quantitative evidence about parental involvemen... Read More about Evidence from meta-analysis about parental involvement in education which supports their children’s learning.

Student interactions and the development of ideas in multi-touch and paper-based collaborative mathematical problem solving (2015)
Journal Article
Mercier, E., Vourloumi, G., & Higgins, S. (2017). Student interactions and the development of ideas in multi-touch and paper-based collaborative mathematical problem solving. British Journal of Educational Technology, 48(1), 162-175. https://doi.org/10.1111/bjet.12351

Multi-touch technology is increasingly being used to support collaborative learning activities. However, to know how this technology can be used most effectively, we need to understand if collaborative interactions differ when groups are using multi-... Read More about Student interactions and the development of ideas in multi-touch and paper-based collaborative mathematical problem solving.

Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning (2015)
Journal Article
Hung, Y., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning. Computer Assisted Language Learning, 29(5), 901-924. https://doi.org/10.1080/09588221.2015.1074589

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speakin... Read More about Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning.

Developing Great Teaching: Lessons from the international reviews into effective professional development (2015)
Report
Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., …Coe, R. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development. [No known commissioning body]

The 2014 DfE consultation on A world-class teaching profession stated that “Feedback from the profession has consistently indicated that too many of the development opportunities on offer are of variable quality”.1 “Too often ‘CPD’ is viewed narrowly... Read More about Developing Great Teaching: Lessons from the international reviews into effective professional development.

A Recent History of Teaching Thinking (2015)
Book Chapter
Higgins, S. (2015). A Recent History of Teaching Thinking. In R. Wegerif, L. Li, & J. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (19-28). Routledge

This chapter describes the development of teaching thinking and its uptake in schools over the last sixty years. The influence of key individuals, research and projects, as well as developments in other fields such as neuroscience, can all be identif... Read More about A Recent History of Teaching Thinking.

Obstacles facing Faculty Members in the Effective Implementation of e-learning at Some Universities in Saudi Arabia (2015)
Journal Article
Al-Shammari, M., & Higgins, S. (2015). Obstacles facing Faculty Members in the Effective Implementation of e-learning at Some Universities in Saudi Arabia. International journal of information technology & computer science (Kathmandu), 19(1), 1-12

Higher education institutions in many countries around the world are facing serious challenges from expansion, leading to a number of developments in the process of integrating information and communication technologies into university practices. In... Read More about Obstacles facing Faculty Members in the Effective Implementation of e-learning at Some Universities in Saudi Arabia.

Reading at the Transition (2014)
Report
Higgins, S., Katsipataki, M., & Coleman, R. (2014). Reading at the Transition. [No known commissioning body]

Sources of bias in outcome assessment in randomised controlled trials: a case study (2014)
Journal Article
Ainsworth, H., Hewitt, C., Torgerson, C., Higgins, S., Wiggins, A., & Torgerson, D. (2015). Sources of bias in outcome assessment in randomised controlled trials: a case study. Educational Research and Evaluation, 21(1), 3-14. https://doi.org/10.1080/13803611.2014.985316

Randomised controlled trials (RCTs) can be at risk of bias. Using data from a RCT we considered the impact of post-randomisation bias. We compared the trial primary outcome, which was administered blindly, with the secondary outcome which was not adm... Read More about Sources of bias in outcome assessment in randomised controlled trials: a case study.

Critical thinking for 21st-century education: A cyber-tooth curriculum? (2014)
Journal Article
Higgins, S. (2014). Critical thinking for 21st-century education: A cyber-tooth curriculum?. Prospects, 14(4), 559-574. https://doi.org/10.1007/s11125-014-9323-0

It is often assumed that the advent of digital technologies requires fundamental change to the curriculum and to the teaching and learning approaches used in schools around the world to educate this generation of “digital natives” or the “net generat... Read More about Critical thinking for 21st-century education: A cyber-tooth curriculum?.

What makes great teaching? Review of the underpinning research (2014)
Report
Coe, R., Aloisi, C., Higgins, S., & Major, L. (2014). What makes great teaching? Review of the underpinning research. Sutton Trust

This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices... Read More about What makes great teaching? Review of the underpinning research.

When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet (2014)
Book Chapter
Xiao, Z., & Higgins, S. (2015). When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet. In A. Feng, & B. Adamson (Eds.), Trilingualism in Education in China: Models and Challenges (117-140). Springer Verlag. https://doi.org/10.1007/978-94-017-9352-0_6

By tracing the evolution of linguistic models for state education in the Tibet Autonomous Region (TAR) of China, this chapter shows that bilingual education policies in the TAR oscillated between Chinese-led and Tibetan-led models since the 1950s. By... Read More about When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet.

Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups (2014)
Journal Article
Mercier, E., Higgins, S., & Da Costa, L. (2014). Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups. International Journal of Computer-Supported Collaborative Learning, 9(4), 397-432. https://doi.org/10.1007/s11412-014-9201-z

This paper presents two studies that examine emergent leadership in children’s collaborative learning groups. Building on research that finds that leadership moves are distributed among group members during learning activities, we examined whether th... Read More about Different leaders: Emergent organizational and intellectual leadership in children’s collaborative learning groups.

A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence (2014)
Presentation / Conference Contribution
Gascoine, L., Higgins, S., & Wall, K. (2014, September). A systematic review of methods to assess metacognition in school‐aged children. Paper presented at symposium entitled Metacognition, executive functioning and self‐regulation: measurement tools from infancy to adolescence. Presented at 6th biennial meeting of the EARLI Special Interest Group 16 – Metacognition., Istanbul, Turkey

Formative assessment and feedback to learners (2014)
Book Chapter
Higgins, S. (2014). Formative assessment and feedback to learners. In R. Slavin (Ed.), Proven programs in education : classroom management and assessment (11-15). Corwin Press

The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills (2014)
Journal Article
Cooper, D., & Higgins, S. (2015). The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills. British Journal of Educational Technology, 46(4), 768-779. https://doi.org/10.1111/bjet.12166

The use of instructional videos to teach clinical skills is an ever growing area of e-learning based upon observational learning that is cited as one of the most basic yet powerful learning strategies. The aim of the current study is to evaluate the... Read More about The effectiveness of online instructional videos in the acquisition and demonstration of cognitive, affective and psychomotor rehabilitation skills.

Creating Joint Representations of Collaborative Problem Solving with Multi-touch Technology (2014)
Journal Article
Mercier, E., & Higgins, S. (2014). Creating Joint Representations of Collaborative Problem Solving with Multi-touch Technology. Journal of Computer Assisted Learning, 30(6), 497-510. https://doi.org/10.1111/jcal.12052

Multi-touch surfaces have the potential to change the nature of computer-supported collaborative learning, allowing more equitable access to shared digital content. In this paper, we explore how large multi-touch tables can be used by groups of stude... Read More about Creating Joint Representations of Collaborative Problem Solving with Multi-touch Technology.

The effects of room design on computer-supported collaborative learning in a multi-touch classroom (2014)
Journal Article
Mercier, E. M., Higgins, S. E., & Joyce-Gibbons, A. (2016). The effects of room design on computer-supported collaborative learning in a multi-touch classroom. Interactive Learning Environments, 24(3), 504-522. https://doi.org/10.1080/10494820.2014.881392

While research indicates that technology can be useful for supporting learning and collaboration, there is still relatively little uptake or widespread implementation of these technologies in classrooms. In this paper, we explore one aspect of the de... Read More about The effects of room design on computer-supported collaborative learning in a multi-touch classroom.

Learning platforms and learning outcomes. (2013)
Book
Passey, D., & Higgins, S. (Eds.). (2013). Learning platforms and learning outcomes. Routledge

What can we Learn from Research? (2013)
Book Chapter
Higgins, S. (2013). What can we Learn from Research?. In D. Waugh, & S. Neaum (Eds.), Beyond Early Reading. St. Albans: Critical Publishing Ltd

Matching Style of Learning. (2013)
Book Chapter
Higgins, S. (2013). Matching Style of Learning. In J. Hattie, & E. Anderman (Eds.), International Guide to Student Achievement (Educational Psychology Handbook) (337-438). Routledge