Prof Steve Higgins - all publications
Journal Article Blower, Sarah, Swallow, Veronica, Maturana, Camila, Stones, Simon, Phillips, Robert, Dimitri, Paul, Marshman, Zoe, Knapp, Peter, Dean, Alexandra,
Higgins, Steven, Kellar, Ian, Curtis, Penny, Mills, Nathaniel & Martin-Kerry, Jacqueline (2020). Children and young people’s concerns and needs relating to their use of health technology to self-manage long-term conditions: a scoping review. Archives of Disease in Childhood
Uwimpuhwe, Germaine, Singh, Akansha, Higgins, Steve, Coux, Mickael, Xiao, ZhiMin, Shkedy, Ziv & Kasim, Adetayo (2020). Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?. The Journal of Experimental Education Churches, R., Dommett, E., Devonshire, I.M., Hall, R.,
Higgins, S. & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis. Mind, Brain and Education
Allen, K., Giofrè, D., Higgins, S. & Adams, J. (2020). Working memory predictors of mathematics across the middle primary school years. British Journal of Educational Psychology
Allen, K., Giofrè, D., Higgins, S. & Adams, J. (2020). Working Memory Predictors of Written Mathematics in 7-8 Year Old Children. Quarterly Journal of Experimental Psychology 73(2): 239-248.
Xiao, Z., Higgins, S. & Kasim, A. (2019). An Empirical Unravelling of Lord’s Paradox. The Journal of Experimental Education 87(1): 17-32. Jack, C &
Higgins, S.E. (2019). Embedding educational technologies in early years education. Research in Learning Technology 27: 2033.
Torgerson, Carole, Brooks, Greg, Gascoine, Louise & Higgins, Steve (2019). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education 34(2): 208-238. Martin-Kerry, Jacqueline M, Knapp, Peter, Atkin, Karl, Bower, Peter, Watt, Ian, Stones, Catherine,
Higgins, Steven, Sheridan, Rebecca, Preston, Jenny, Horton Taylor, Danielle, Baines, Paul & Young, Bridget (2019). Supporting children and young people when making decisions about joining clinical trials: qualitative study to inform multimedia website development. BMJ Open 9(1): bmjopen-2018-023984. Sheridan, R., Martin-Kerry, J., Watt, I.,
Higgins, S., Stones, S., Horton-Taylor, D. & Knapp, P. (2019). User testing digital, multimedia information to inform children, adolescents and their parents about healthcare trials. Journal of Child Health Care 23(3): 468-482. Jack, C. &
Higgins, S.E. (2019). What is educational technology and how is it being used to support teaching and learning in the early years?. International Journal of Early Years Education 27(3): 222-237.
Tymms, P. & Higgins, S. (2018). Judging Research Papers for Research Excellence. Studies in Higher Education 43(9): 1548-1560.
Xiao,Z. & Higgins,S. (2018). The power of noise and the art of prediction. International Journal of Educational Research 87: 36-46. Martin-Kerry, J., Bower, P., Young, B., Graffy, J., Sheridan, R., Watt, I., Baines, P., Stones, C., Preston, J.,
Higgins, S., Gamble, C. & Knapp, P. (2017). Developing and evaluating multimedia information resources to improve engagement of children, adolescents and their parents with trials (TRECA study): Study Protocol for a series of linked randomised controlled trials. Trials 18: 265. Cooper, D.,
Higgins, S. & Beckmann, N. (2017). Online instructional videos as a complimentary method of teaching practical rehabilitation skills for groups and individuals. Journal of Educational Technology Systems 45(4): 546-560. 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.
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.
Alabdulaziz, M. & Higgins, S. (2017). Understanding technology use and constructivist strategies when addressing Saudi primary students' mathematics difficulties. International Journal of Innovative Research in Science, Engineering and Technology 6(1): 105, 586-593.
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. Hung, Y.-W. &
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.
Higgins, S. (2016). Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits. Review of Education 4(1): 31-53.
Alabdulaziz, M. & Higgins, S. (2016). Obstacles to Technology use When Addressing Saudi Primary Students' Mathematics Difficulties. International Journal of Engineering Research and Technology 5(10): 412-417.
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.
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. Preschool and Primary Education 4(2): 254-275. Mercier, Emma M.,
Higgins, Steven 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.
Katsipataki, M. & Higgins, S. (2016). What Works or What's Worked? Evidence from Education in the United Kingdom. Procedia - Social and Behavioral Sciences 217: 903-909.
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. Al-Shammari, M.O. &
Higgins, S.E. (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 19(1): 1-12. 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. 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. Mercier, E.M. &
Higgins, S.E. (2014). Creating Joint Representations of Collaborative Problem Solving with Multi-touch Technology. Journal of Computer Assisted Learning 30(6): 497-510.
Higgins, S.E. (2014). Critical thinking for 21st-century education: A cyber-tooth curriculum?. Prospects 14(4): 559-574. 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.
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.
Mercier, E.M. & Higgins, S. (2013). Collaborative learning with multi-touch technology: Developing adaptive expertise. Learning and Instruction 25: 13-23.
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. Al-Qahtani, A.A.Y. &
Higgins, S.E. (2013). Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning 29(3 ): 220-234. 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.
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.
Barmby, Patrick, Bolden, David, Higgins, Steve & Tymms, Peter (2012). Predicting success on a Bachelor of Arts Primary Education degree course. Educational Research 54(3): 323-330.
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. Albaaly, E. &
Higgins, S. (2011). The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt. Language Learning Journal 40(2): 207-222. Baumfield, V.M., Hall, E.,
Higgins, S. & Wall, K. (2009). Catalytic tools: understanding the interaction of enquiry and feedback in teachers' learning. European Journal of Teacher Education 32(4): 423-435. Resing, W.,
Elliott, J.G. & Higgins, S.E. (2009). Reasoning in children and adolescents. Educational and Child Psychology 26(3). Wall, K.,
Higgins, S., Glasner, E., Mahmout, U. & Gormally, J. (2009). Teacher enquiry as a tool for professional development: investigating pupils' effective talk while learning. Australian Educational Researcher 36(2): 93-117.
Barmby, P., Harries, T., Higgins, S. & Suggate, J. (2009). The array representation and primary children's understanding and reasoning in multiplication. Educational Studies in Mathematics 70(3): 217-241. Woolner, P., Hall, E.,
Higgins, S., McCaughey, C. & Wall, K. (2007). A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future. Oxford Review of Education 33(1): 47-70. Smith, F., Hardman, F. &
Higgins, S. (2007). Gender inequality in the primary classroom: will interactive whiteboards help?. Gender and Education 19(4): 455-469.
Higgins, S., Beauchamp, G. & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology 32(3): 213-225. 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.
Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: a research and learning tool. International Journal of Research and Method in Education 29(1): 39-53. Wall, K. &
Higgins, S. (2006). Facilitating metacognitive talk: a research and learning tool. International Journal of Research & Method in Education 29(1): 39-53. 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. Smith, H. &
Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education 36(4): 485-502. 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.
Higgins, S., Wall, K. & Smith, H. (2005). 'The visual helps me understand the complicated things': pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology 36(5): 851-867. Smith, H.J.,
Higgins, S., Wall, K. & Miller, J. (2005). Interactive Whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning 21(2): 91-101. Hall, E., Wall, K.,
Higgins, S., Stephens, L., Pooley, I. & Welham, J. (2005). Learning to Learn with Parents: lessons from two research projects. Improving Schools 8(2): 179-191. Hall, I. &
Higgins, S. (2005). Primary school students' perceptions of interactive whiteboards. Journal of Computer Assisted Learning 21(2): 102-117. Moseley, D.,
Elliott, J., Gregson, M. & Higgins, S. (2005). Thinking Skills Frameworks for Use in Education and Training. British Educational Research Journal 31(3): 367-390. Leat, D. & Higgins, S. (2002).
The role of powerful pedagogical strategies in curriculum development. Curriculum Journal 13(1): 71-85.
Higgins, S. & Moseley, D. (2001). Teachers' thinking about information and communications technology and learning: beliefs and outcomes. Teacher Development 5(2): 191-210. Authored book
Higgins, S (2018). . Improving Learning: Meta-analysis of Intervention Research in Education Goodbourn, R., Hartley, T.,
Higgins, S. & Wall, K. (2009). Learning to Learn for Life 3: Research and Practical Examples for Secondary Schools. Continuum Publishing.
Barmby, P., Bilsborough, L., Harries, T. & Higgins, S. (2009). Primary mathematics: Teaching for understanding. Buckingham: Oxford Univesity Press. Wall, K.,
Higgins, S. & Packard, E. (2007). . Devon: Southgate Publishers. Talking about Learning: Using templates to find out pupils’ views Moseley, D., Baumfield, V.,
Elliott, J., Gregson, M., Higgins, S., Miller, J. & Newton, D.P. (2005). . Cambridge: Cambridge University Press. Frameworks for thinking: a handbook for teaching and learning
Higgins, S. (2001). Thinking Through Primary Teaching. Cambridge: Chris Kington Publishing. Edited book Monograph Chapter in book
Higgins, S. (2017). Impact evaluation: a case study of the introduction of interactive whiteboards in schools in the UK. In Education Research: Methods and Methodologies. Coe, R., Waring, M., Hedges, L.V. & Arthur, J. London: Sage. 145-152.
Higgins, S. (2017). Room in the Toolbox? The place of randomised controlled trials in educational research. In Mobilising Teacher Researchers: Challenging Educational Inequality. Childs, A. & Menter, I. Abingdon, Oxon: Routledge. 97-112. Churches, R., Hall, R. &
Higgins, S. (2017). The potential of teacher-led randomised controlled trials in education research. In Mobilising Teacher Researchers: Challenging Educational Inequality. Childs, A. & Menter, I. Abingdon, Oxon: Routledge.
Wall, K., Higgins, S., Hall, E. & Gascoine, L. (2017). What does learning look like? Using cartoon story boards to investigate student perceptions (from 4 to 15) of learning something new. In Good Question: Arts-based Approaches to Collaborative Research with Children and Youth. Emme, Michael & Kirova, Anna Victoria, BC: The Canadian Society for Education through Art. 211-227.
Higgins, S. (2016). Dewey, Education, and Schooling. In John Dewey’s Democracy and Education: A British tribute. Higgins, S. & Coffield, F. London: IoE Press.
Higgins, S. (2016). New (and Old) Technologies for Learning: Innovation and Educational Growth. In Psicología y Educación: Presente y Futuro. Castejón Costa, J.L.(coord.). Alicante: Asociación Científica de Psicología y Educación (ACIPE). 45-52.
Higgins, S. (2015). A Recent History of Teaching Thinking. In The Routledge International Handbook of Research on Teaching Thinking. Wegerif, R., Li, L. & Kaufman, J. C. Routledge. 19-28.
Xiao, Z. & Higgins, S. (2015). When English Meets Chinese in Tibetan Schools: Towards an Understanding of Multilingual Education in Tibet. In Trilingualism in Education in China: Models and Challenges. Feng, A. & Adamson, B. Dordrecht: Springer. 117-140.
Higgins, S.E. (2014). Formative assessment and feedback to learners. In Proven Programs in Education: Classroom Management and Assessment. Slavin, R.E. Thousand Oaks, CA: Corwin Press. 11-15.
Higgins, S.E. (2013). Matching Style of Learning. In International Guide to Student Achievement (Educational Psychology Handbook). Hattie, J. & Anderman, E.M. London: Routledge. 337-438.
Higgins, S. (2013). Self regulation and learning: evidence from meta-analysis and from classrooms. In British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education - Current Trends: No. 10. Self-regulation and dialogue in primary classrooms. Whitebread, D., Mercer, N., Howe, C. & Tolmie, A. Leicester: British Psychological Society. 111-126.
Higgins, S.E. (2013). What can we Learn from Research? In Beyond Early Reading. Waugh, D. & Neaum, S. St. Albans: Critical Publishing Ltd. Higgins, S.E. (2012).
Impact evaluation: a case study of the introduction of interactive whiteboards in schools in the UK. In Research Methods and Methodologies in Education. Arthur, J., Waring, M., Coe, R. & Hedges, V. Sage. 131-136. Hall, E., Wall, K.,
Higgins, S., Stephens, L., Pooley, I & Welham, J. (2010). Learning to Learn with Parents: lessons from two research projects. In Action Research in Education: Volume 3: Key Examples of Action Research in Schools within International Settings. Campbell, A. & Groundwater-Smith, S. London: Sage Publications. 3: 121-135.
Barmby, P., Harries, A.V. & Higgins, S.E. (2010). Teaching for understanding/understanding for teaching. In Issues in teaching numeracy in primary schools. Thompson, I. Open University Press. 45-57.
Higgins, S.E. (2010). The impact of interactive whiteboards on classroom interaction and learning in primary schools in the UK. In Interactive Whiteboards for Education: Theory, Research and Practice. Thomas, M. & Cutrim-Schmid, E. Hershey, Pa: IGI Global. 86-101.
Higgins, S. (2008). Mathematical learning and the use of information and communications technology in the early years. In Teaching and Learning Early Number. Thompson, I. (Ed) Maidenhead: Open University Press. 214-221.
Higgins, S. (2003). Parlez-vous mathematics? In Enhancing Primary Mathematics Teaching and Learning. Thompson, I. Buckingham: Open University Press.
Higgins, S. & Moseley, D. (2002). Raising Achievement in Literacy through ICT. In Teaching Primary Literacy with ICT. Monteith, M. Buckingham: Open University Press. 30-45. Conference Paper
Gascoine, L., Higgins, S. & Wall, K. (2014), 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, 6th biennial meeting of the EARLI Special Interest Group 16 – Metacognition. Istanbul.
Mercier, E., Higgins, S.E., Burd, E.L. & Joyce-Gibbons, A. (2012), Multi-Touch Technology to Support Multiple Levels of Collaborative Learning in the Classroom, in van Aalst, J., Thompson, K., Jacobson, M.J. & Reimann, P. eds, Short Papers, Symposia and Abstracts 2: The Future of Learning: 10th International Conference of the Learning Sciences (ICLS 2012).
Mercier, E., McNaughton, J., Higgins, S. & Burd, E. (2012), Orchestrating Learning in the Multi-touch Classroom: Developing Appropriate Tools, in van Aalst, J., Thompson, K., Jacobson, M.J. & Reimann, P. eds, Short Papers, Suymposia and Abstracts 2: The Future of Learning: 10th International Conference of the Learning Sciences (ICLS 2012).
Mercier, E., Higgins, S. & Burd, E. (2011), Interdisciplinary design research: developing educational technology, 14th Biennial Conference of the European Association of Research into Learning and Instruction. Exeter, Exeter. Hatch, A.,
Higgins, S.E., Joyce-Gibbons, A. & Mercier, E. (2011), NumberNet: Using Multi-tough Technology to Support Within and Between Group Mathematics Learning, in Spada, H., Stahl, G., Miyake, N. & Law, N. eds, 1: Connecting CSCL to Policy and Practice: CSCL2011. 176-183. Alagha, I.,
Burd, E., Higgins, S. & Mercier, E. (2011), SynergyNet Exploring Design and Pedagogy in a Supported Collaborative Learning to Policy and Practice, in Spada, H., Stahl, G., Miyake, N. & Law, N. eds, Vol. III - Community Events Proceedings: 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011). Hong Kong, China, International Society of the Learning Sciences, Hong Kong, 1081-1082. Other (Digital/Visual Media) Thomas, J., Graziosi, S.,
Higgins, S., Coe, R., Torgerson, C. & Newman, M. (2012). Teaching meta-analysis using MetaLight. BMC Research Notes 5: 571. Other (Print)
Higgins, S., Baumfield, V., Newton, D. & Elliott, J. (2009). Developing effective multimedia instruction for expert learners. American Journal of Psychology 567-569. Report
Coldwell, M., Greany, T.,
Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B. & Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Appendices. Research Report July 2017 (DFE- RR696a). London, Department for Education. Coldwell, M., Greany, T.,
Higgins, S., Brown, C., Maxwell, B., Stiell, B., Stoll, L., Willis, B. & Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Research report July 2017 (DFE- RR696). London, Department for Education.
Higgins, S., Martell, T., Waugh, D., Henderson, P. & Sharples, J. (2017). Improving Literacy In Key Stage 2 Guidance Report. London, Education Endowment Foundation.
Higgins, Steve , Henderson, Peter, Martell, Thomas, Sharples, Jonathan & Waugh, David (2016). Improving Literacy in Key Stage 1 Guidance Report. London, Education Endowment Foundation.
Higgins, S., Katsipataki, M., Villanueva-Aguilera, A.B., Coleman, R., Henderson, P., Major, L.E., Coe, R. & Mason, D. (2016). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. London, Education Endowment Foundation. Cordingley, P.,
Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L. & Coe, R. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development. London, Teacher Development Trust. Macleod, S., Sharp, C., Bernardinelli, D., Skipp, A. &
Higgins, S. (2015). Supporting the attainment of disadvantaged pupils: articulating success and good practice: Research report November 2015. London, Department for Education.
Higgins, S., Katsipataki, M. & Coleman, R. (2014). Reading at the Transition. London: Education Endowment Foundation.
Coe, R., Aloisi, C., Higgins, S. & Major, L.E. (2014). What makes great teaching? Review of the underpinning research. London: Sutton Trust.
Higgins, S., Katsipataki, M., Kokotsaki, D., Coleman, R., Major, L.E. & Coe, R. (2013). The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit. London, Education Endowment Foundation.
Higgins, S., Xiao, Z. & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. London, Education Endowment Foundation.
Torgerson, C.J., Wiggins, A., Torgerson, D.J., Ainsworth, H., Barmby, P., Hewitt, C., Jones, K., Hendry, V., Askew, M., Bland, M., Coe, R., Higgins, S., Hodgen, J., Hulme, C. & Tymms, P. (2011). Every Child Counts: The Independent evaluation Executive Summary. Department for Education (DfE).
Torgerson, C.J., Wiggins, A., Torgerson, D.J., Ainsworth, H., Barmby, P., Hewitt, C., Jones, K., Hendry, V., Askew, M., Bland, M., Coe, R., Higgins, S., Hodgen, J., Hulme, C. & Tymms, P. (2011). The Every Child Counts Independent Evaluation Report to DfE.
Higgins, S., Kokotsaki, D. & Coe, R.J. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium: Technical Appendices. Sutton Trust.
Higgins, S., Kokotsaki, D. & Coe, R.J. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium. Sutton Trust. Wall, K., Hall, E., Baumfield, V.,
Higgins, S., Rafferty, V., Remedios, R., Thomas, U., Tiplady, L., Towler, C. & Woolner, P. (2010). Learning to learn in schools phase 4 and Learning to learn in further education. Newcastle
Wall, K., Hall, E., Higgins, S., Leat, D., Thomas, U., Tiplady, L., Towle, C. & Woolner, P. (2009). Learning to Learn in Schools Phase 4 Year One Report. Campaign for Learning.
Higgins, S., Wiggins, A. & Searle, J. (2008). Bridge Model Evaluation Final Report for the National College for School Leadership. CEM Centre/School of Education. Durham.
Higgins, S., Baumfield, V., Hall, E., Moseley, D., Wall, K. & Woolner, P. (2008). Learning to Learn Phase 3 evaluation: Final report. London, Campaign for Learning. Robinson, C., Sebba, J., Mackrill, D. &
Higgins, S. (2008). Personalising learning: the learner perspective and their influence on demand Final report. Coventry.
Higgins, S., Sebba, J., roninson, C. & Mackrill, D. (2008). Personalising learning: the learner perspective and their influence on demand Review report. Coventry.
Higgins, S., Baumfield, V. & Hall, E. (2007). Learning skills and the development of learning capabilities. Technical Report. London.
Higgins, S., Hall, E., Baumfield, V. & Moseley, D. (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. EPPI-Centre, Social Science Research Unit, Institute of Education. London, University of London, Institute of Education.
Higgins, S., Falzon, C., Hall, I., Moseley, D., Smith, F., Smith, H. & Wall, K. (2005). Embedding ICT in The Literacy and Numeracy Strategies: Final Report. Centre for Learning and Teaching, School of Education, Communication and Language Sciences. Newcastle, University of Newcastle upon Tyne. Woolner, P., Hall, E., Wall, K.,
Higgins, S., Blake, A. & McCaughey, C. (2005). School building programmes: Motivations, consequences and implications. Reading: CfBT.
Higgins, S., Hall, E., Wall, K., Woolner, P. & McCaughey, C. (2005). The Impact of School Environments: A literature review. London, The Design Council.
Higgins, S., Baumfield, V., Lin, M., Moseley, D., Butterworth, M., Downey, G., Gregson, M., Oberski, I., Rockett, M. & Thacker, D. (2004). Thinking skills approaches to effective teaching and learning: what is the evidence for impact on learners? London, EPPI-Centre, Social Science Research Unit. Moseley, D., Baumfield, V., Lin, M.,
Higgins, S., Miller, J., Newton, D., Robson, S., Elliott, J. & Gregson, M. (2003). Thinking Skill Frameworks for post-16 Learners: an Evaluation. London, Learning Skills Development Agency. Mercer, N., Wegerif, R., Dawes, L., Sams, C. &
Higgins, S. (2002). Language, Thinking and ICT in the primary curriculum: Final project report to the Nuffield Foundation. Milton Keynes.
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