Staff profile

Steve Higgins is Emeritus Professor of Education at Durham University.

Steve worked in the School of Education from 2006 to 2024. Before working in higher education he taught in a liberal arts college in Vermont and in primary schools in the North East where his interest in children’s thinking and learning developed.

His research interests have 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 have included 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 successfully supervised more than 40 doctoral students in these areas. Steve has taught across a number of undergraduate and post-graduate programmes including PGCE, Masters and taught doctorate programmes. He was a Fellow of the Academy of Social Sciences.

Some 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.

 

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

• 2000: 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.
• 2000: 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.
• 2000: Invited member: Invited member of the European CRELL Network on Learning to Learn (2007-9).
• 2000: 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).

• 2000: 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.
• 2000: ESRC Peer Review College member: Steve has been a member of the ESRC Peer Review College since 2010.
• 2000: Invited member: Invited member of the Design Council's School Learning Environments Expert Panel.

Authored book

• Higgins, S. (2018). Improving Learning: Meta-analysis of Intervention Research in Education. Cambridge University Press. https://doi.org/10.1017/9781139519618
• Goodbourn, R., Hartley, T., Higgins, S., & Wall, K. (2009). Learning to Learn for Life 3: Research and Practical Examples for Secondary Schools. Continuum
• Barmby, P., Bilsborough, L., Harries, T., & Higgins, S. (2009). Primary mathematics: Teaching for understanding. Oxford Univesity Press
• Wall, K., Higgins, S., & Packard, E. (2007). Talking about Learning: Using templates to find out pupils’ views. Southgate Publishers
• Moseley, D., Baumfield, V., Elliott, J., Gregson, M., Higgins, S., Miller, J., & Newton, D. (2005). Frameworks for thinking: a handbook for teaching and learning. Cambridge University Press. https://doi.org/10.2277/0521848318
• Higgins, S. (2001). Thinking Through Primary Teaching. Chris Kington Publishing

Chapter in book

• Gascoine, L., Wall, K., & Higgins, S. (2024). What can creative data analysis using word clouds tell us about student views of learning something new?. In H. Kara, D. Mannay, & A. Roy (Eds.), The Handbook of Creative Data Analysis. Policy Press
• Kay, J., Higgins, S., Villanueva Aguilera, A., Dobson, E., 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 J. Mercier (Ed.), Data and Evidence in Reimagining Education: The International Science andEvidence based Education Assessment. UNESCO MGIEP
• Higgins, S. (2017). Room in the Toolbox? The place of randomised controlled trials in educational research. In A. Childs, & I. Menter (Eds.), Mobilising teacher researchers : challenging educational inequality (97-112). Routledge
• Churches, R., Hall, R., & Higgins, S. (2017). The potential of teacher-led randomised controlled trials in education research. In A. Childs, & I. Menter (Eds.), Mobilising teacher researchers : challenging educational inequality. Routledge. https://doi.org/10.21125/iceri.2017.0176
• 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 M. Emme, & A. Kirova (Eds.), Good question : arts-based approaches to collaborative research with children and youth (211-227). The Canadian Society for Education through Art
• Higgins, S. (2017). Impact evaluation: a case study of the introduction of interactive whiteboards in schools in the UK. In R. Coe, M. Waring, L. Hedges, & J. Arthur (Eds.), Education research : methods and methodologies (145-152). (2nd). SAGE Publications
• Higgins, S. (2016). Dewey, Education, and Schooling. In S. Higgins, & F. Coffield (Eds.), John Dewey’s Democracy and Education: A British tribute. IOE Press
• 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)
• 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
• 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
• 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
• Higgins, S. (2013). Matching Style of Learning. In J. Hattie, & E. Anderman (Eds.), International Guide to Student Achievement (Educational Psychology Handbook) (337-438). Routledge
• Higgins, S. (2013). What can we Learn from Research?. In D. Waugh, & S. Neaum (Eds.), Beyond Early Reading. St. Albans: Critical Publishing Ltd
• Higgins, S. (2013). Self regulation and learning: evidence from meta-analysis and from classrooms. In D. Whitebread, N. Mercer, C. Howe, & A. Tolmie (Eds.), Self-regulation and dialogue in primary classrooms (111-126). The British Psychological Society
• Higgins, S. (2012). Impact evaluation: a case study of the introduction of interactive whiteboards in schools in the UK. In J. Arthur, M. Waring, R. Coe, & V. Hedges (Eds.), Research Methods and Methodologies in Education (131-136). SAGE Publications
• Barmby, P., Harries, A., & Higgins, S. (2010). Teaching for understanding/understanding for teaching. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools (45-57). McGraw-Hill
• Higgins, S. (2010). The impact of interactive whiteboards on classroom interaction and learning in primary schools in the UK. In M. Thomas, & E. Cutrim-Schmid (Eds.), Interactive whiteboards for education : theory, research and practice (86-101). IGI Global. https://doi.org/10.4018/978-1-61520-715-2
• Hall, E., Wall, K., Higgins, S., Stephens, L., Pooley, I., & Welham, J. (2010). Learning to Learn with Parents: lessons from two research projects. In A. Campbell, & S. Groundwater-Smith (Eds.), Action research in education : key examples of action research in schools within international settings (121-135). SAGE Publications
• Higgins, S. (2008). Mathematical learning and the use of information and communications technology in the early years. In I. Thompson (Ed.), Teaching and Learning Early Number (214-221). (2nd). Open University Press
• Higgins, S. (2003). Parlez-vous mathematics?. In I. Thompson (Ed.), Enhancing Primary Mathematics Teaching and Learning. Open University Press
• Higgins, S., & Moseley, D. (2002). Raising Achievement in Literacy through ICT. In M. Monteith (Ed.), Teaching Primary Literacy with ICT (30-45). Open University Press

Conference Paper

• Uwimpuhwe, G., Singh, A., Akhter, N., Ashraf, B., Coolen-Maturi, T., Robinson, T., Higgins, S., & Einbeck, J. (2023, July). Individual participant data meta-analysis: pooled effect of EEF funded educational trials on low baseline attaining group. Presented at International Workshop on Statistical Modelling, Dortmund
• 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
• Mercier, E., Higgins, S., Burd, E., & Joyce-Gibbons, A. (2012, December). Multi-Touch Technology to Support Multiple Levels of Collaborative Learning in the Classroom. Presented at The Future of Learning: 10th International Conference of the Learning Sciences (ICLS 2012)
• Mercier, E., McNaughton, J., Higgins, S., & Burd, E. (2012, December). Orchestrating Learning in the Multi-touch Classroom: Developing Appropriate Tools. Presented at The Future of Learning: 10th International Conference of the Learning Sciences (ICLS 2012)
• Alagha, I., Burd, E., Higgins, S., & Mercier, E. (2011, December). SynergyNet Exploring Design and Pedagogy in a Supported Collaborative Learning to Policy and Practice. Presented at 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011)., Hong Kong, China
• Mercier, E., Higgins, S., & Burd, E. (2011, December). Interdisciplinary design research: developing educational technology. Presented at 14th Biennial Conference of the European Association of Research into Learning and Instruction., Exeter
• Hatch, A., Higgins, S., Joyce-Gibbons, A., & Mercier, E. (2011, December). NumberNet: Using Multi-tough Technology to Support Within and Between Group Mathematics Learning. Presented at Connecting CSCL to Policy and Practice: CSCL2011

Edited book

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

Journal Article

• Uwimpuhwe, G., Singh, A., Higgins, S., & Kasim, A. (online). Application of Bayesian Posterior Probabilistic Inference in Educational Trials. International Journal of Research & Method in Education, 44(5), 533-554. https://doi.org/10.1080/1743727X.2020.1856067
• Antony, E., Beckmann, N., & Higgins, S. (2025). Reconceptualising emotion dysregulation in the context of middle childhood: A scoping review of reviews. JCPP Advances, 5(1), Article e12296. https://doi.org/10.1002/jcv2.12296
• Peart, M., Higgins, S., Gutiérrez-Esteban, P., & Cubo Delgado, S. (2024). Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK. Education, Citizenship and Social Justice, 19(3), 463-475. https://doi.org/10.1177/17461979231170232
• Xiao, Z., Hauser, O., Kirkwood, C., Li, D. Z., Ford, T., & Higgins, S. (2024). Uncovering individualised treatment effects for educational trials. Scientific Reports, 14(1), Article 22606. https://doi.org/10.1038/s41598-024-73714-z
• Martin-Kerry, J., Higgins, S., Knapp, P., Liabo, K., & Young, B. (2024). 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, 28(1), 181-195. https://doi.org/10.1177/13674935221109684
• Knapp, P., Martin-Kerry, J., Moe-Byrne, T., Sheridan, R., Coleman, E., Roche, J., Young, B., Higgins, S., Preston, J., Bower, P., Gamble, C., & Stones, C. (2023). The effectiveness and acceptability of multimedia information when recruiting children and young people to trials: the TRECA meta-analysis of SWATs. Health and Social Care Delivery Research, 11(24), Article 24. https://doi.org/10.3310/HTPM3841
• Oliver, M., & Higgins, S. (2023). Exploring task design to promote discipline-specific reasoning in primary English. Thinking Skills and Creativity, 47, Article 101230. https://doi.org/10.1016/j.tsc.2022.101230
• Knapp, P., Moe-Byrne, T., Martin-Kerry, J., Sheridan, R., Roche, J., Coleman, E., Bower, P., Higgins, S., Stones, C., Graffy, J., Preston, J., Gamble, C., Young, B., Perry, D., Dahlmann-Noor, A., Abbas, M., Khandelwal, P., Ludden, S., Azuara-Blanco, A., McConnell, E., …Ainsworth, J. (2023). Providing multimedia information to children and young people increases recruitment to trials: pre-planned meta-analysis of SWATs. BMC Medicine, 21(1), Article 244. https://doi.org/10.1186/s12916-023-02936-1
• 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), Article e3327. https://doi.org/10.1002/rev3.3327
• Savva, M., Higgins, S., & 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. https://doi.org/10.1111/jcal.12623
• 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. https://doi.org/10.1080/1743727x.2021.1882416
• Moe-Byrne, T., Knapp, P., Perry, D., Achten, J., Spoors, L., Appelbe, D., Roche, J., Martin-Kerry, J. M., Sheridan, R., & Higgins, S. (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), Article e057508. https://doi.org/10.1136/bmjopen-2021-057508
• Uwimpuhwe, G., Singh, A., Higgins, S., Coux, M., Xiao, Z., Shkedy, Z., & Kasim, A. (2022). Latent Class Evaluation in Educational Trials: What Percentage of Children Benefits from an Intervention?. The Journal of Experimental Education, 90(2), 404-418. https://doi.org/10.1080/00220973.2020.1767021
• 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. https://doi.org/10.1002/berj.3749
• 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. https://doi.org/10.1177/14653125211024250
• Uwimpuhwe, G., Singh, A., Higgins, S., & Kasim, A. (2021). Application of Bayesian posterior probabilistic inference in educational trials. International Journal of Research & Method in Education, 44(5), 533-554. https://doi.org/10.1080/1743727X.2020.1856067
• Xiao, Z., & Higgins, S. (2021). Of Young People and Internet Cafés. Frontiers in Psychology, 12, Article 603992. https://doi.org/10.3389/fpsyg.2021.603992
• Blower, S., Swallow, V., Maturana, C., Stones, S., Phillips, R., Dimitri, P., Marshman, Z., Knapp, P., Dean, A., Higgins, S., Kellar, I., Curtis, P., Mills, N., & Martin-Kerry, J. (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. https://doi.org/10.1136/archdischild-2020-319103
• 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. https://doi.org/10.1111/bjep.12339
• Churches, R., Dommett, E., Devonshire, I., 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. https://doi.org/10.1111/mbe.12243
• 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. https://doi.org/10.1177/1747021819871243
• Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Using working memory performance to predict mathematics performance 2 years on. Psychological Research, 85(5), 1986-1996. https://doi.org/10.1007/s00426-020-01382-5
• 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. https://doi.org/10.1177/1367493518807325
• Martin-Kerry, J. M., Knapp, P., Atkin, K., Bower, P., Watt, I., Stones, C., Higgins, S., Sheridan, R., Preston, J., Horton Taylor, D., Baines, P., & Young, B. (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. https://doi.org/10.1136/bmjopen-2018-023984
• Torgerson, C., Brooks, G., Gascoine, L., & Higgins, S. (2019). Phonics: reading policy and the evidence of effectiveness from a systematic ‘tertiary’ review. Research Papers in Education, 34(2), 208-238. https://doi.org/10.1080/02671522.2017.1420816
• Jack, C., & Higgins, S. (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. https://doi.org/10.1080/09669760.2018.1504754
• Xiao, Z., Higgins, S., & Kasim, A. (2019). An Empirical Unravelling of Lord’s Paradox. The Journal of Experimental Education, 87(1), 17-32. https://doi.org/10.1080/00220973.2017.1380591
• Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education. Research in Learning Technology, 27, Article 2033. https://doi.org/10.25304/rlt.v27.2033
• Tymms, P., & Higgins, S. (2018). Judging Research Papers for Research Excellence. Studies in Higher Education, 43(9), 1548-1560. https://doi.org/10.1080/03075079.2016.1266609
• Xiao, Z., & Higgins, S. (2018). The power of noise and the art of prediction. International Journal of Educational Research, 87, 36-46. https://doi.org/10.1016/j.ijer.2017.10.006
• 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, Article 265. https://doi.org/10.1186/s13063-017-1962-z
• 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. https://doi.org/10.1177/0047239516669104
• 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
• 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), Article 105. https://doi.org/10.15680/ijirset.2017.0601105
• 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
• 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
• 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
• 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
• 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. https://doi.org/10.1080/09588221.2015.1074589
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Al-Qahtani, A., & Higgins, S. (2013). Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning, 29(3), 220-234. https://doi.org/10.1111/j.1365-2729.2012.00490.x
• Mercier, E., & Higgins, S. (2013). Collaborative learning with multi-touch technology: Developing adaptive expertise. Learning and Instruction, 25, 13-23. https://doi.org/10.1016/j.learninstruc.2012.10.004
• 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. https://doi.org/10.1177/1558689812450211
• 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. https://doi.org/10.1080/1743727x.2012.730278
• 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. https://doi.org/10.1111/j.1467-8535.2011.01259.x
• 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. https://doi.org/10.1177/1365480211434796
• Barmby, P., Bolden, D., Higgins, S., & Tymms, P. (2012). Predicting success on a Bachelor of Arts Primary Education degree course. Educational Research, 54(3), 323-330. https://doi.org/10.1080/00131881.2012.710090
• Albaaly, E., & Higgins, S. (2011). The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt. The Language Learning Journal, 40(2), 207-222. https://doi.org/10.1080/09571736.2010.543953
• 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. https://doi.org/10.1007/s11412-011-9131-y
• 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. https://doi.org/10.1007/bf03216901
• 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. https://doi.org/10.1007/s10649-008-9145-1
• Resing, W., Elliott, J., & Higgins, S. (2009). Reasoning in children and adolescents. Educational and Child Psychology, 26(3),
• Baumfield, V., 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. https://doi.org/10.1080/02619760903005815
• Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32(3), 213-225. https://doi.org/10.1080/17439880701511040
• Smith, F., Hardman, F., & Higgins, S. (2007). Gender inequality in the primary classroom: will interactive whiteboards help?. Gender and Education, 19(4), 455-469. https://doi.org/10.1080/09540250701442658
• 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. https://doi.org/10.1080/03054980601094693
• 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
• 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
• 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
• 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
• 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
• Wall, K., & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: a research and learning tool. International Journal of Research & Method in Education, 29(1), 39-53
• 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. https://doi.org/10.1111/j.1467-8535.2005.00508.x
• 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. https://doi.org/10.1080/01411920500082219
• Smith, H., 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. https://doi.org/10.1111/j.1365-2729.2005.00117.x
• Hall, I., & Higgins, S. (2005). Primary school students' perceptions of interactive whiteboards. Journal of Computer Assisted Learning, 21(2), 102-117. https://doi.org/10.1111/j.1365-2729.2005.00118.x
• 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. https://doi.org/10.1177/1365480205057706
• Leat, D., & Higgins, S. (2002). The role of powerful pedagogical strategies in curriculum development. The Curriculum Journal, 13(1), 71-85. https://doi.org/10.1080/09585170110115286
• Higgins, S., & Moseley, D. (2001). Teachers' thinking about information and communications technology and learning: beliefs and outcomes. Teacher Development, 5(2), 191-210. https://doi.org/10.1080/13664530100200138

Monograph

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

Other (Digital/Visual Media)

• Thomas, J., Graziosi, S., Higgins, S., Coe, R., Torgerson, C., & Newman, M. (2012). Teaching meta-analysis using MetaLight

Other (Print)

• Higgins, S., Baumfield, V., Newton, D., & Elliott, J. (2009). Developing effective multimedia instruction for expert learners

Presentation

• Antony, E. (2023, March). 'Reconceptualising Emotional Dysregulation': Considering a Multidimensional Approach to Youth Psychopathology. Poster presented at Psychology & Education Cluster Poster Session, School of Education, Durham University, Durham

Report

• Singh, A., Uwimpuhwe, G., Vallis, D., Akhter, N., Coolen-Maturi, T., Einbeck, J., Higgins, S., Culliney, M., & Demack, S. (2023). Improving power calculations in educational trials. Education Endowment Foundation
• Ashraf, B., Singh, A., Uwimpuhwe, G., Coolen-Maturi, T., Einbeck, J., Higgins, S., & Kasim, A. (2021). Individual-participant-data-meta-analysis-of-the-impact-of-EEF-trials-on-the-educational-attainment-of-pupils-on-Free-School-Meals. EEF
• 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). [No known commissioning body]
• 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. July 2017 (DFE- RR696a). [No known commissioning body]
• Higgins, S., Martell, T., Waugh, D., Henderson, P., & Sharples, J. (2017). Improving Literacy In Key Stage 2 : Guidance Report. [No known commissioning body]
• Higgins, S., Katsipataki, M., Villanueva-Aguilera, A., Coleman, R., Henderson, P., Major, L., Coe, R., & Mason, D. (2016). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. [No known commissioning body]
• Higgins, S., Henderson, P., Martell, T., Sharples, J., & Waugh, D. (2016). Improving Literacy in Key Stage 1 : Guidance Report. [No known commissioning body]
• 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. [No known commissioning body]
• 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. [No known commissioning body]
• Coe, R., Aloisi, C., Higgins, S., & Major, L. (2014). What makes great teaching? Review of the underpinning research. Sutton Trust
• Higgins, S., Katsipataki, M., & Coleman, R. (2014). Reading at the Transition. [No known commissioning body]
• Higgins, S., Katsipataki, M., Kokotsaki, D., Coleman, R., Major, L., & Coe, R. (2013). The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit. [No known commissioning body]
• Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. [No known commissioning body]
• Torgerson, C., Wiggins, A., Torgerson, D., 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. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium: Technical Appendices. [No known commissioning body]
• Torgerson, C., Wiggins, A., Torgerson, D., 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. [No known commissioning body]
• Higgins, S., Kokotsaki, D., & Coe, R. (2011). Toolkit of Strategies to Improve Learning: Summary for Schools Spending the Pupil Premium. [No known commissioning body]
• 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. Research Centre for Learning and Teaching
• 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. [No known commissioning body]
• Higgins, S., Baumfield, V., Hall, E., Moseley, D., Wall, K., & Woolner, P. (2008). Learning to Learn Phase 3 evaluation: Final report. [No known commissioning body]
• Higgins, S., Wiggins, A., & Searle, J. (2008). Bridge Model Evaluation Final Report for the National College for School Leadership. [No known commissioning body]
• Robinson, C., Sebba, J., Mackrill, D., & Higgins, S. (2008). Personalising learning: the learner perspective and their influence on demand Final report. Becta
• Higgins, S., Sebba, J., roninson, C., & Mackrill, D. (2008). Personalising learning: the learner perspective and their influence on demand Review report. Becta
• Higgins, S., Baumfield, V., & Hall, E. (2007). Learning skills and the development of learning capabilities. Technical Report. EPPI-Centre, Institute of Education
• Higgins, S., Hall, E., Baumfield, V., & Moseley, D. (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. [No known commissioning body]
• 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. [No known commissioning body]
• Woolner, P., Hall, E., Wall, K., Higgins, S., Blake, A., & McCaughey, C. (2005). School building programmes: Motivations, consequences and implications. [No known commissioning body]
• Higgins, S., Hall, E., Wall, K., Woolner, P., & McCaughey, C. (2005). The Impact of School Environments: A literature review. [No known commissioning body]
• 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?. [No known commissioning body]
• 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. [No known commissioning body]
• 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. [No known commissioning body]