Steven Higgins
Biographic Data
| ID | 6156879 |
|---|---|
| NAME | Steven Higgins |
| GIVEN NAMES | Steven |
| FAMILY NAME | Higgins |
| SIGNATURE | HIGGINS S |
| AFFILIATIONS | Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU, UK |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 2 |
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…
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…
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…
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…
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…
Pedagogy (3 works) · Psychology (3 works) · Parental Involvement in Education (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Consistency (knowledge bases (1 work) · Critical thinking (1 work)