Staff profile

Steve Higgins is Professor of Education at Durham University.

Steve joined the School of Education in September 2006. Before working in higher education he taught in primary schools in the North East where his interest in children’s thinking and learning developed.

His research interests include the use of evidence from research to support policy and practice decisions in education, the effective use of digital technologies for learning in schools, understanding how children's thinking and reasoning develops, and how teachers can be supported in developing the quality of teaching and learning in their classrooms. He has a particular interest in the educational philosophy of Pragmatism and the implications for teaching and learning, particularly relating to the use of research evidence to develop practice in schools.

He was a member of the TLRP/TEL-funded SynergyNet research team from 2008 -12, investigating the use of multi-touch tables in classroom learning. He has also contributed to ESRC Research Development Initiatives and the development of research capacity in Visual Methods (2006-9) and the use of meta-analysis in education research (2008-11).

He is the lead author of the Sutton Trust/EEF Teaching and Learning Toolkit and has an interest the use of meta-analysis in developing understanding of effective use of research evidence for policy and practice.

His teaching areas include primary mathematics, the use of new and emerging technologies in education and supporting effective professional development of teachers. This is particularly using approaches which focus on the development of children's thinking, reasoning and understanding. He supervises doctoral students in these areas. Steve teaches across a number of undergraduate and post-graduate programmes including PGCE, Masters and taught doctorate programmes. He is a Fellow of the Academy of Social Sciences.

Affiliate of the Durham University Evidence Centre for Education

Information for prospective doctoral research student supervisions

Steve is looking for potential doctoral students who wish to study the use of meta-analysis as a means to synthesise research evidence in education, the role of evidence-based practice in schools, the development of trials and evaluation methodologies and the analysis of trials data in education in particular as well as the use of digital technologies for learning in schools.

Completed Supervisions

The Impact of the Interactive Whiteboard on Medical School Students' ESL Essay Writing

Evaluating the Effectiveness of the E-learning Experience in Some Universities in Saudi Arabia from Male Students’ Perceptions

The effectiveness of a CALL multimedia classroom on L2 learners' achievements, attitudes and the word solving strategies' frequencies and the perceptions of helpfulness, when compared with learners in traditional classrooms: A quasi-experimental study

The Effectiveness of Using E-learning, Blended Learning and Traditional Learning on Students' Achievement and Attitudes in a Course on Islamic Culture: an Experimental study

What is 'digital literacy'? A Pragmatic investigation

An Exploratory Study on the Beliefs and Practices of Teacher-Child Interactions of Selected Early Childhood Educators in Singapore

“You are too out!”: a mixed methods approach to the study of “digital divides” in three Chinese senior secondary schools.

An exploratory study of teacher orchestration of collaborative Mathematics tasks in relation to learning and interaction in primary schools.

Can Motor Skills Training ImproveAcademic Performance? A Structured Motor Skills Intervention for Young Children.

The Assessment Of A New Approach To Learning Number To Achieve Arithmetical Automaticity Based On The Use Of Dedicated Manipulatives.

An ethnographic case study of young children’s experiences of technology use at home and school

Institutional Support for Academic Staff to Adopt Virtual Learning Environments (VLEs) in Saudi Arabian Universities

Investigating Academic Staff Members’ Perspectives Of The Effectiveness Of The Use Of E-learning Skills In Teaching In Saudi Arabia Universities

The Effectiveness of Instructional Video in the Acquisition of Cognitive, Affective and Psychomotor Skills in Practical Sports Therapy Rehabilitation.

Investigating Developmental Trends in Metacognitive Knowledge with School-aged Children using Pupil Views Templates

Factors influencing the effective use of an online collaborative learning environment as experienced by Saudi male students in King Abdulaziz University.

Investigating younger pupils' beliefs in Cyprus on the value of classroom talk for their mathematical learning related to the use of the Interactive Whiteboard: understanding dialogic teaching.

The obstacles to using technologies in primary schools to help students with mathematics difficulties in the Kingdom of Saudi Arabia.

How can K12 Education reduce prejudice?

Challenges to Pedagogical Content Knowledge in lesson planning during curriculum transition: a multiple case study of teachers of ICT and Computing in England.

Islamic Studies Teachers’ Perceptions of Using a Blended Approach for Teaching Islamic Education Modules in Primary Schools in Saudi Arabia.

Can Digital Mind Mapping with Collaborative Learning enhance learning in Saudi primary schools?

TEACHERS IN TATWEER PRIMARY SCHOOLS IN SAUDI ARABIA AND INTERACTIVE WHITE BOARDS: TOWARDS A PROFESSIONAL DEVELOPMENT MODEL.

Seek, Read, Present, Question (SRPQ): A feasibility study of an integrated strategy to teach history and critical thinking in a high school in Saudi Arabia.

To what extent do university students in Saudi Arabia find a social media tool (Twitter) useful in their respective learning environments?

Enhancing the use of Educational Technologies in the Early Years.

The Function and Purpose of the Shadow Education System: An Action Research Study of Post-16 Students’ Perceptions of Private Tutoring.

A STUDY OF HOW IS TWITTER BEING USED FOR ENGLISH LANGUAGE LEARNING: A GROUNDED THEORY STUDY.

 

Keynote presentations

How to give research results back to teachers? 3rd meeting of the Nordic Forum November 10th, 2016 Danmarks Pædagogiske Universitet, Emdrup, Denmark.

‘Engaging teachers in and with Research’ Evidence Informed Policy and Practice in Education in Europe (EIPPEE), November 2016, Copenhagen. 

Using evidence from research to improve teaching and learning. Norwegian Business School, 3rd November, 2016, Nydalen, Oslo, Norway.

New (and Old) Technologies for Learning: Innovation and Educational Growth’ VIII Congreso Internacional de Psicología y Educación (CIPE 2016), June 2016, Alicante.

Steve Higgins 'Technology and learning: from the past to the future’ ‘The Future of Learning, Knowledge and Skills (TULOS) Programme Launch’, Helsinki, 5th February, 2014

Steve Higgins ‘Technology trends for language teaching: looking back and to the future’ Learning and Teaching English in the Digital Age: Policy and Practice in Europe, British Council, Barcelona, 4th December, 2013

Steve Higgins ‘The Future of Collaborative Learning Strategies: Teaching Methods with Multi-Touch Technology’ Keynote presentation to the 2nd Annual Education Technology Strategies Summit Keynote, Toronto, February 28-29, 2012

Steve Higgins ‘New digital technologies and new opportunities for lifelong learning’ Keynote presentation to the Vivere E Crescere Nella Comunicazione Conference, Bressanone, Italy 16-17th December 2011

Steve Higgins How Should Education Respond To The Changing World? Tools, Technologies and Techniques For Teachers Keynote Presentation to the Finnish Education Research Association Conference, East Finland University, Joensuu, Finland 24th- 25th November 2011

Steve Higgins, Self regulation and learning: evidence from meta-analysis and from the classroom Conference Keynote for Self-Regulation and Dialogue in Primary Classrooms Psychological Aspects of Education Current Trends Conference, British Journal of Educational Psychology Conference Cambridge, June 2-3^rd, 2011.

• Digital technologies and Learning
• Meta-analysis and Research Evidence in Education
• Classroom Interaction and Discourse in Primary Schools

• Durham University Evidence Centre for Education (DECE)
• Medical Education

• An Evaluation of progress towards an evidence based teaching system, including DfE’s role in facilitating progress
• Building Capacity In Visual Methods
• Campaign for Learning, Phase 4
• Cross Age Peer Tutoring
• Development and support of the Teaching and Learning Toolkit, the EEF Database
• Development of the Teaching and Learning Toolkit
• Development of the Teaching and Learning Toolkit , the EEF Database and NPD Analysis and Data Archive 2018-2021
• Development of the Teaching and Learning Toolkit and NPD Analysis and Data Archive Support
• DIY Evaluation Guide Version 3
• Evaluation of EdTech Innovation Testbed
• Evaluation Of Next Practice Model
• Improving Learning for Disadvantaged Learners
• RDI In Quantitative Synthesis
• Strategies for Improving Learning
• SynergyNet
• The TRECA Study : TRials Engagement in Children and Adolescents
• Toolkit Impact in Chile

• 2019: Evaluation of EdTech innovation testbed, £723K, DfE/Nesta
• 2018: Research to Support the Development of the Teaching and Learning Toolkit and EEF Archive of Educational Trials(£762147.00 from Education Endowment Foundation)
• 2016: GCRF-IAA - TOOLKIT IMPACT IN CHILE(£10662.00 from ESRC)
• 2016: Standard Deviation as an Outcome of Interventions: A Methodological Investigation(£0.00 from Education Endowment Foundation)
• 2016: The TRECA Study: TRials Engagement in Children and Adolescents(£6887.00 from National Institute for Health Research)
• 2015: RF230085: Development of the Teaching and Learning Toolkit and NPD Analysis and Data Archive Support
• 2014: Development of an Interactive DIY evaluation guide(£782.00 from Education Endowment Foundation)
• 2014: Evaluation of progress towards an evidence based teaching system, including DfE's role in facilitating progress(£19095.00 from Department for Education)
• 2012: Cross Age Peer Tutoring(£93924.36 from Education Endowment Foundation)
• 2012: Development of the Teaching and Learning Toolkit and EEF Overarching Evaluation(£131125.14 from Education Endowment Foundation)
• 2011: Improving Learning for Disadvantaged Learners: Evidence Review(£27572.00 from The Sutton Trust)
• 2010: Strategies for Improving Learning(£6000.00 from The Sutton Trust)
• 2008: CAMPAIGN FOR LEARNING: PHASE 4(£18786.00 from Campaign for Learning)
• 2008: RDI IN QUANTITATIVE SYNTHESIS(£63435.52 from ESRC)
• 2008: SynergyNet(£254243.22 from ESRC)
• 2007: EVALUATION OF NEXT PRACTICE MODEL ITT 108(£44400.00 from National College for School Leadership)
• 2006: BUILDING CAPACITY IN VISUAL METHODS(£1371.00 from ESRC)
• 2006: LEARNING TO LEARN PHASE 3(£32119.01 from Campaign for Learning)

• 0000: Address: He has addressed an All Parliamentary Committee for Scientific Learning and Education about the limitations of learning styles approaches and the importance of developing of learning skills and capabilities.
• 0000: Advisor to a range of international bodies : Steve has acted as advisor to a range of international bodies such as the Italian Ministry of Education about Learning to Learn and transveral competences (2008-9) and he was a member of the European CRELL Network on Learning to Learn (2007-9). He previously served as a member of Design Council’s Learning Environments Expert Panel (2003-5). He is currently a member of the Education Endowment Foundation’s [link to: http://educationendowmentfoundation.org.uk ] Evaluation Advisory Group.
• 0000: Editorships and Editorial Boards: Member of the Editorial Team of The Curriculum Journal (2012-2018)
  Editor of ERIE (2001- 2003)

  Steve ;was a member of the Editorial Board of the British Educational Research Journal (BERJ) from 2009-13 and is currently and Editorial Board member for the International Journal of Virtual and Personal Learning Environments (IJVPLE) and Thinking Skills and Creativity. He reviews for a number of further journals including the British Journal of Educational Technology (BJET), Computers and Education, Journal of Computer Assisted Learning (JCAL) and the International Journal of Computer Supported Collaborative Learning (IJCSCL).

• 0000: ESRC Peer Review College member: Steve has been a member of the ESRC Peer Review College since ;2010.
• 0000: International: Hes has been a reviewer for the Academy of Finland's TULOS programme, the ;Netherlands' ;NRO Open and online higher education and ;Programme Council for Fundamental Scientific Education Research (PROO), Luxembourg's ;Fonds National de la Recherche Luxembourg ‘CORE Multi-Annual Thematic Research Programme’, ;NPRP Proposals, Qatar National Research Fund, the ;Archimedes and Thalis Research Programmes, NSRF Greece. ;Advisor to the Italian Education Ministry (Ministero della Pubblica Istruzione) on Learning to Learn in schools. ;
• 0000: Invited member: Invited member of the European CRELL Network on Learning to Learn (2007-9).
• 0000: Invited member: Invited member of the Design Council's School Learning Environments Expert Panel.

Available for media contact about:

• Education: Expertise regarding the effective use of information and communications technology (ICT) for learning in schools.
• Education: Meta-analysis and systematic reviewing
• Education: Evidence-based policy and practice in education

Authored book

• Higgins, S (2018). Improving Learning: Meta-analysis of Intervention Research in Education. Cambridge: Cambridge University Press.
• 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). Talking about Learning: Using templates to find out pupils’ views. Devon: Southgate Publishers.
• Moseley, D., Baumfield, V., Elliott, J., Gregson, M., Higgins, S., Miller, J. & Newton, D.P. (2005). Frameworks for thinking: a handbook for teaching and learning. Cambridge: Cambridge University Press.
• Higgins, S. (2001). Thinking Through Primary Teaching. Cambridge: Chris Kington Publishing.

Chapter in book

• Kay, J., Higgins, S.E., Villanueva Aguilera, A.B., Dobson, E.S., Gascoine, L., Katsipataki, M., Rajab, T., Zaman, M., Ellis-Thompson, A., Madgwick, H., Patel, R. & Blausten, H. (2022). The extent to which education interventions have been studied and the range of effects typically observed. In Data and Evidence in Reimagining Education: The International Science and Evidence based Education Assessment. Mercier, J. New Delhi: UNESCO MGIEP.
• 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.
• 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.
• 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. (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. (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. (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. (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.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.
• 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.
• 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. (2008). Mathematical learning and the use of information and communications technology in the early years. In Teaching and Learning Early Number. Thompson, I. 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., 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.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).
• 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.
• 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.

Edited book

• Higgins, S. & Coffield, F. (2016). John Dewey’s Democracy and Education: A British tribute. London: IoE Press.
• Passey, D. & Higgins, S. (2013). Learning platforms and learning outcomes. London: Routledge.

Journal Article

• Oliver, Michaela & Higgins, Steve (2023). Exploring task design to promote discipline-specific reasoning in primary English. Thinking Skills and Creativity 47: 101230.
• Moe-Byrne, Thirimon, Knapp, Peter, Perry, Daniel, Achten, Juul, Spoors, Louise, Appelbe, Duncan, Roche, Jenny, Martin-Kerry, Jacqueline M, Sheridan, Rebecca & Higgins, Steven (2022). Does digital, multimedia information increase recruitment and retention in a children’s wrist fracture treatment trial, and what do people think of it? A randomised controlled Study Within A Trial (SWAT). BMJ Open 12(7): e057508.
• Martin-Kerry, Jacqueline, Higgins, Steven, Knapp, Peter, Liabo, Kristin & Young, Bridget (2022). Engaging children, young people, parents and health professionals in interviews: Using an interactive ranking exercise within the co-design of multimedia websites. Journal of Child Health Care
• Higgins, S., Katsipataki, M., Villanueva Aguilera, A., Alaidde, B., Dobson, E., Gascoine, L., Rajab, T., Reardon, J., Stafford, J. & Uwimpuhwe, G. (2022). The Teaching and Learning Toolkit: Communicating research evidence to inform decision‐making for policy and practice in education. Review of Education 10(1): e3327.
• Singh, A., Uwimpuhwe, G., Li, M., Einbeck, J., Higgins, S. & Kasim, A. (2022). Multisite educational trials: estimating the effect size and its confidence intervals. International Journal of Research & Method in Education 45(1): 18-38.
• Uwimpuhwe, Germaine, Singh, Akansha, Higgins, Steve, Coux, Mickael, Xiao, ZhiMin, Shkedy, Ziv & Kasim, Adetayo (2022). Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention? The Journal of Experimental Education 90(2): 404-418.
• Savva, M., Higgins, S. E. & Beckmann, N. (2022). Meta-analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre-K to grade 2. Journal of Computer Assisted Learning 38(2): 526-564.
• Xiao, Z. & Higgins, S. (2021). Of Young People and Internet Cafés. Frontiers in Psychology 12: 603992.
• Ashraf, B., Singh, A., Uwimpuhwe, G., Higgins, S. & Kasim, A. (2021). Individual Participant Data Meta-analysis of the Impact of Educational Interventions on Pupils Eligible for Free School Meals. British Educational Research Journal 47(6): 1675-1699.
• Knapp, P., Mandall, N., Hulse, W., Roche, J., Moe-Byrne, T., Martin-Kerry, J., Sheridan, R. & Higgins, S. (2021). Evaluating the use of multimedia information when recruiting adolescents to orthodontics research: a randomised controlled trial. Journal of Orthodontics 48(4): 343-351.
• Uwimpuhwe, Germaine, Singh, Akansha, Higgins, Steve & Kasim, Adetayo (2021). Application of Bayesian posterior probabilistic inference in educational trials. International Journal of Research & Method in Education 44(5): 533-554.
• Allen, Katie, Giofrè, David, Higgins, Steve & Adams, John (2020). Using working memory performance to predict mathematics performance 2 years on. Psychological Research 85(5): 1986-1996.
• 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 14(3): 292-302.
• 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 105(11): 1093-1104.
• 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 90(3): 848-869.
• 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.
• Jack, C & Higgins, S.E. (2019). Embedding educational technologies in early years education. Research in Learning Technology 27: 2033.
• 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.
• 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.
• 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). 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Higgins, S. (2016). Meta-synthesis and comparative meta-analysis of education research findings: some risks and benefits. Review of Education 4(1): 31-53.
• 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.
• 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.
• 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.
• 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.
• 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. & 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.
• 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.
• 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.
• 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.
• 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.
• 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., 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Resing, W., Elliott, J.G. & Higgins, S.E. (2009). Reasoning in children and adolescents. Educational and Child Psychology 26(3).
• 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.
• 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.
• 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.
• Smith, F., Hardman, F. & Higgins, S. (2007). Gender inequality in the primary classroom: will interactive whiteboards help? Gender and Education 19(4): 455-469.
• 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.
• 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. (2006). Facilitating metacognitive talk: a research and learning tool. International Journal of Research & Method in Education 29(1): 39-53.
• 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.
• 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.
• 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.
• Smith, H. & Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education 36(4): 485-502.
• 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.
• 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.
• 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, 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.
• 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.
• 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.

Monograph

• Higgins, S. (2003). Does ICT Improve Learning and Teaching in Schools?. Nottingham: British Educational Research Association.

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.
• Higgins, S., Martell, T., Waugh, D., Henderson, P. & Sharples, J. (2017). Improving Literacy In Key Stage 2 Guidance Report. London, Education Endowment Foundation.
• 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, 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.
• 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.
• 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.
• 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. & Coleman, R. (2014). Reading at the Transition. London: Education Endowment Foundation.
• 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).
• Higgins, S., Kokotsaki, D. & Coe, R.J. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium. Sutton Trust.
• 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.
• 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.
• 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., Baumfield, V., Hall, E., Moseley, D., Wall, K. & Woolner, P. (2008). Learning to Learn Phase 3 evaluation: Final report. London, 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.
• 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., 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.
• Higgins, S., Hall, E., Wall, K., Woolner, P. & McCaughey, C. (2005). The Impact of School Environments: A literature review. London, The Design Council.
• 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., 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., 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.