Stasia Higgin
Biographic Data
| ID | 354669 |
|---|---|
| NAME | Stasia Higgin |
| GIVEN NAMES | Stasia |
| FAMILY NAME | Higgin |
| SIGNATURE | HIGGIN S |
| AFFILIATIONS | Durham University |
| ORCID | 0000-0003-0314-4846 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 41 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Teaching Style and Storybook Format
The increasing integration of digital storybooks into early childhood education, alongside growing linguistic diversity in classrooms, raises important questions about how print and digital texts support language development in children learning English as an Additional Language (EAL). While shared print reading is well established as a context for vocabulary and comprehension development, evidence regarding the educational value of e-books remai…
How Mass Public Shooters Use Social Media
This mixed-methods study examines social media use among public mass shooters in the United States as an extension of a comprehensive database of 170 mass shooters from 1966 to 2021. Here, we report findings from a systematic content analysis of public data and detailed timelines that were constructed for 44 mass shooters' social media habits and changes to those habits during the period of time leading up to their shooting. The paper also presen…
Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2
Psychosis and mass shootings
Using working memory performance to predict mathematics performance 2 years on
A number of previous studies have used working memory components to predict mathematical performance in a variety of ways; however, there is no consideration of the contributions of the subcomponents of visuospatial working memory to this prediction. In this paper we conducted a 2-year follow-up to the data presented in Allen et al. (Q J Exp Psychol 73(2):239–248, 2020b) to ascertain how these subcomponents of visuospatial working memory related …
Individual participant data meta‐analysis of the impact of educational interventions on pupils eligible for Free School Meals
Meta‐analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two‐stage meta‐analysis with standardised outcome data and individual participant data meta‐analyses. The research estimates the overall impact of educational trials on pupils …
Working memory predictors of mathematics across the middle primary school years
BackgroundWork surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment.AimsThis study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years.SampleA sample of 111 children in years 2-5 were assessed (Mage = 100.06 months, S…
Judging research papers for research excellence
The UK’s Research Excellence Framework of 2014 was an expensive high stakes evaluation which had a range of impacts on higher education institutions across the country. One component was an assessment of the quality of research outputs where a major feature was a series of panels organised to read and rate the outputs of their peers. Quality control was strengthened after the Research Assessment Exercise of 2008, but questions still remain about …
Phonics
Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international eviden…
When English Meets Chinese in Tibetan Schools
Evidence from meta-analysis about parental involvement in education which supports their children’s learning
Purpose – The purpose of this paper is to contribute to understanding of different ways that parents and schools develop and maintain working partnerships to improve outcomes for children by focusing on quantitative evidence about parental involvement (PI). The key questions for this synthesis are: what is the evidence about the extent of impact of PI on cognitive or academic outcomes for children, and how consistent and reliable is this evidence…
Comparing Analysis Frames for Visual Data Sets
A key challenge of visual methodology is how to combine large-scale qualitative data sets with epistemologically acceptable and rigorous analysis techniques. The authors argue that a pragmatic approach drawing on ideas from mixed methods is helpful to open up the full potential of visual data. However, before one starts to “mix” the stages of analysis one needs to be aware of the strengths and weaknesses provided by the various qualitative and qu…
Gender inequality in the primary classroom
This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the Nat…
The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample o…
Thinking skills frameworks for use in education and training
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed
A Defence of Teaching General Thinking Skills
There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it i…
Powerlessness in Professional and Parent Partnerships
Power is both implicit and explicit in relationships between parents and professional educators, even in situations where both parties have a common goal in supporting the education of a child or children. We feel that in much previous work the notion of power has either been absent or undertheorised. In this paper, we discuss some of the ways in which the structuring of home‐school relations around power leads to particular difficulties and comp…
Powerlessness in Professional and Parent Partnerships
Power is both implicit and explicit in relationships between parents and professional educators, even in situations where both parties have a common goal in supporting the education of a child or children. We feel that in much previous work the notion of power has either been absent or undertheorised. In this paper, we discuss some of the ways in which the structuring of home‐school relations around power leads to particular difficulties and comp…
Evidence from meta-analysis about parental involvement in education which supports their children’s learning
Purpose – The purpose of this paper is to contribute to understanding of different ways that parents and schools develop and maintain working partnerships to improve outcomes for children by focusing on quantitative evidence about parental involvement (PI). The key questions for this synthesis are: what is the evidence about the extent of impact of PI on cognitive or academic outcomes for children, and how consistent and reliable is this evidence…
Phonics
Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international eviden…
Comparing Analysis Frames for Visual Data Sets
A key challenge of visual methodology is how to combine large-scale qualitative data sets with epistemologically acceptable and rigorous analysis techniques. The authors argue that a pragmatic approach drawing on ideas from mixed methods is helpful to open up the full potential of visual data. However, before one starts to “mix” the stages of analysis one needs to be aware of the strengths and weaknesses provided by the various qualitative and qu…
Psychosis and mass shootings
Individual participant data meta‐analysis of the impact of educational interventions on pupils eligible for Free School Meals
Meta‐analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two‐stage meta‐analysis with standardised outcome data and individual participant data meta‐analyses. The research estimates the overall impact of educational trials on pupils …
Thinking skills frameworks for use in education and training
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed
Working memory predictors of mathematics across the middle primary school years
BackgroundWork surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment.AimsThis study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years.SampleA sample of 111 children in years 2-5 were assessed (Mage = 100.06 months, S…
The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample o…
A Defence of Teaching General Thinking Skills
There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it i…
Gender inequality in the primary classroom
This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the Nat…
A Defence of Teaching General Thinking Skills
There has been developing interest in thinking skills in schools over the past decade. However in the UK the consensus seems to have been against the possibility of the very existence of general thinking skills. We present three main arguments in defence of general thinking skills which hinge upon assumptions in a priori arguments about transfer, we suggest that a clearer definition of the domains of knowledge theory is necessary for the way it i…
Powerlessness in Professional and Parent Partnerships
Power is both implicit and explicit in relationships between parents and professional educators, even in situations where both parties have a common goal in supporting the education of a child or children. We feel that in much previous work the notion of power has either been absent or undertheorised. In this paper, we discuss some of the ways in which the structuring of home‐school relations around power leads to particular difficulties and comp…
Thinking skills frameworks for use in education and training
This article details findings from a systematic review and evaluation of frameworks and taxonomies for understanding thinking, with particular reference to learning in post‐16 contexts. It describes the means used to identify and evaluate 35 frameworks and identifies three that appear to be particularly useful in the context of lifelong learning. In the light of this analysis, a schematic integrated model of thinking is outlined and discussed
The impact of interactive whiteboards on teacher—pupil interaction in the National Literacy and Numeracy Strategies
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample o…
Gender inequality in the primary classroom
This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short-term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher-student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the Nat…
Comparing Analysis Frames for Visual Data Sets
A key challenge of visual methodology is how to combine large-scale qualitative data sets with epistemologically acceptable and rigorous analysis techniques. The authors argue that a pragmatic approach drawing on ideas from mixed methods is helpful to open up the full potential of visual data. However, before one starts to “mix” the stages of analysis one needs to be aware of the strengths and weaknesses provided by the various qualitative and qu…
When English Meets Chinese in Tibetan Schools
Evidence from meta-analysis about parental involvement in education which supports their children’s learning
Purpose – The purpose of this paper is to contribute to understanding of different ways that parents and schools develop and maintain working partnerships to improve outcomes for children by focusing on quantitative evidence about parental involvement (PI). The key questions for this synthesis are: what is the evidence about the extent of impact of PI on cognitive or academic outcomes for children, and how consistent and reliable is this evidence…
Judging research papers for research excellence
The UK’s Research Excellence Framework of 2014 was an expensive high stakes evaluation which had a range of impacts on higher education institutions across the country. One component was an assessment of the quality of research outputs where a major feature was a series of panels organised to read and rate the outputs of their peers. Quality control was strengthened after the Research Assessment Exercise of 2008, but questions still remain about …
Phonics
Ten years after publication of two reviews of the evidence on phonics, a number of British policy initiatives have firmly embedded phonics in the curriculum for early reading development. However, uncertainty about the most effective approaches to teaching reading remains. A definitive trial comparing different approaches was recommended in 2006, but never undertaken. However, since then, a number of systematic reviews of the international eviden…
Working memory predictors of mathematics across the middle primary school years
BackgroundWork surrounding the relationship between visuospatial working memory (WM) and mathematics performance is gaining significant traction as a result of a focus on improving academic attainment.AimsThis study examined the relative contributions of verbal and visuospatial simple and complex WM measures to mathematics in primary school children aged 6-10 years.SampleA sample of 111 children in years 2-5 were assessed (Mage = 100.06 months, S…
Using working memory performance to predict mathematics performance 2 years on
A number of previous studies have used working memory components to predict mathematical performance in a variety of ways; however, there is no consideration of the contributions of the subcomponents of visuospatial working memory to this prediction. In this paper we conducted a 2-year follow-up to the data presented in Allen et al. (Q J Exp Psychol 73(2):239–248, 2020b) to ascertain how these subcomponents of visuospatial working memory related …
Individual participant data meta‐analysis of the impact of educational interventions on pupils eligible for Free School Meals
Meta‐analysis is the synthesis of findings from research projects, which enables an estimate of the average or pooled effect across various studies. This study presents findings from the intention to treat analysis for a series of educational evaluations in England using a two‐stage meta‐analysis with standardised outcome data and individual participant data meta‐analyses. The research estimates the overall impact of educational trials on pupils …
Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2
Psychosis and mass shootings
How Mass Public Shooters Use Social Media
This mixed-methods study examines social media use among public mass shooters in the United States as an extension of a comprehensive database of 170 mass shooters from 1966 to 2021. Here, we report findings from a systematic content analysis of public data and detailed timelines that were constructed for 44 mass shooters' social media habits and changes to those habits during the period of time leading up to their shooting. The paper also presen…
Teaching Style and Storybook Format
The increasing integration of digital storybooks into early childhood education, alongside growing linguistic diversity in classrooms, raises important questions about how print and digital texts support language development in children learning English as an Additional Language (EAL). While shared print reading is well established as a context for vocabulary and comprehension development, evidence regarding the educational value of e-books remai…
Psychology (16 works) · Pedagogy (9 works) · Mathematics education (7 works) · Computer Science (5 works) · Literacy (5 works) · Medicine (5 works) · Political science (5 works) · Reading and Literacy Development (5 works) · Sociology (5 works) · Developmental psychology (4 works)