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Dr Judith Kleine-Staarman

Senior Lecturer in Education, Programme Leader of MA Technology, Creativity and Thinking and Director of Thinking Schools @Exeter

2864

+44 (0) 1392 722864

North Cloisters NC 116

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Office hours:

I work part-time, Monday to Thursday. I am usually in Exeter on Mondays and Thursdays, although this depends somewhat on teaching and other work demands. My office hours are usually on Monday and Thursday between 12 and 1, but please email me beforehand to make sure I am actually there. I am happy to Skype as well, but please email me to arrange a Skype call.

Overview

I am a Senior Lecturer in Education the Graduate School of Education at the University of Exeter, Programme Leader of the MA Technology, Creativity and Thinking and Director of
Thinking Schools @Exeter.

In my research, I am interested in the process by which people learn, think and engage in creative processes together through collaboration and dialogue, both with and without technology. I also have a wider interest in the role of technology for teaching, learning and thinking, in particular in relation to education futures and how technology may change these possible futures.

In the past, I have been involved in research on the role of Interactive Whiteboards for teaching and learning, the use of wikis in primary school science and computer supported collaborative learning in primary education. I have also studied the notion of 'Dialogic Teaching' in a government (ESRC) funded research project called 'Dialogic Teaching in science classrooms' (with researchers in Leeds and Cambridge) and am involved in an ongoing research programme called 'Thinking Together', aimed at improving children's skills in communicating, learning and reasoning (with researchers in Cambridge and other universities).

I am currently investigating how to teach data analytical and coding skills to humanities and social science students in a HEFCE funded programme called the Institute of Coding (IoC). I am also involved (with Taro Fujita and other colleagues) in a project to test group thinking with iPads.

Qualifications

MSc Educational Studies (Radboud University Nijmegen, The Netherlands)

PhD Social Sciences (Radboud University Nijmegen, The Netherlands)

Career

University of Cambridge: Senior Research Associate

The Open University: Research Fellow

Radboud University Nijmegen: Research and Teaching Fellow

Research group links

Research

Research interests

Collaborative processes around learning, thinking and creativity
The role of language for teaching and learning
The role of technology for teaching and learning processes
Dialogic approaches to teaching and learning
Speaking, listening and learning
Technology and education futures
Sociocultural theories of learning
Teaching and learning in science education
Methods for analysing dialogue and joint activity
Classroom ethnographies

Research projects

HEFCE: Institute of Coding (2018-2021). With partners around the UK and within Exeter University): developing and evaluating a summer school to teach data analytics and coding to humanities and social science students. Also developing a cognitive career coach for students to develop skills in data analytics and science.

Daiwa Anglo-Japanese foundation (2017-2018): Measuring Group Thinking with iPads (lead by Dr Taro Fujita, with other partners in the UK and Japan).

Metafora (2010-2013). European Union 7th Framework Programme for R&D (FP7). With Rupert Wegerif, Yang Yang and other (international) partners. This project aims to develop a computer environment in which students use a visual language to help them to learn to learn together in science and mathematics.

Interactive Whiteboards and Collaborative Pupil Learning in Primary Science (2007-2009). ESRC. With Paul Warwick, Neil Mercer and Ruth Kershner, all University of Cambridge. This project aims to study children's semi-authonomous use of interactive whiteboards in primary science lessons.

Dialogic Teaching in the Science Classroom (2004-2007) ESRC  Coordinator: Neil Mercer (University of Cambridge), with Phil Scott (Leeds University) Project description: This project studied the incidence, nature and functions of teacher-student dialogue in science education in upper primary and lower secondary classrooms.

Interactive Whiteboards as Pedagogic Tools in Primary Schools (2005-2006) ESRC  With Julia Gillen, Karen Littleton (Open University) and Neil Mercer (University of Cambridge)  Researcher: Alison Twiner (OU) This project studied the impact of interactive whiteboards on teaching in primary schools.

Thinking Together, Clapham Park Project (2005-2006)  Clapham Park Project, London. This interventional project introduced the Thinking Together approach in primary and secondary schools, as part of a community renewal and development programme in south London.

Interaction Processes and Collaborative Learning in Primary School CSCL practices (2000 - 2005) NWO,  University of Nijmegen, The Netherlands. This project, which accumulated in a PhD thesis, studied collaborative processes and student interaction in a Computer Supported Collaborative Learning environment in a primary school in The Netherlands.

Research networks

ISCAR

EARLI

AERA

Research grants

2018 HEFCE
The Institute of Coding is a UK-wide partnership between universities and Industry to influence government policy in data science, AI and the digital skills agenda, and guide public engagement with social and ethical issues arising from developments in data science and AI, amongst others. The University of Exeter's involvement is led by staff from Computer Science, the Graduate School of Education, the Q-Step Centre and the Institute for Data Science and Artificial Intelligence (IDSAI). Exeter will lead initiatives on digital skills education for students in disciplines outside Computer Science and on machine learning technologies for giving advice on skill acquisition personalised to individual students.
2010 European Union
METAFORA - Learning to learn together: A visual language for social orchestration of educational activities.
2007 ESRC
The project will investigate the use of IWBs as tools for primary children's group learning in science. A series of science activities will be agreed with the participating teachers, enabling children to consider options, plan activities and make joint decisions. The activities will exploit features of IWBs known, from our previous research, to offer distinctive support to pupils' learning. Twelve teachers will be involved, based in schools in Cambridgeshire. Data will consist of (a) video recordings of children's joint activity at the IWB; (b) interviews with children about their perceptions and use of IWB facilities in the context of collaborative work; (c) teacher assessments of the success of the activities in terms of children's motivation and learning outcomes. Analysis will focus on patterns of children's interaction during the activities. Of particular interest will be whether children's interaction at the IWB enables the expression and sharing of differing ideas on scientific topics and how the IWB is used to address such differences. In highlighting ways in which specific features of IWBs can be fully exploited and developed for children's science learning, the research outcomes will be important to IWB designers and software producers, as well as to teachers and research audiences.
2006 British Council/ Netherlands Organisation for Scientific Res
UK/NL Partnership in Science programme
2004 ESRC
Interactive Whiteboards as pedagogic tools in primary schools, ESRC: RES-000-22-1269

Publications

Key publications | Publications by category | Publications by year

Key publications

Kleine Staarman JAG, Ametller J (2019). Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning. In Mercer N, Wegerif R, Major L (Eds.) The Routledge International Handbook of Research on Dialogic Education, Routledge. Abstract. Full text.

Kershner R, Warwick P, Mercer N, Kleine Staarman J (2014). Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '. Education 3-13, 42(2), 201-216. Abstract.

Pifarre M, Kleine Staarman J (2011). Wiki-Supported collaborative learning in Primary Education: Analysis of how a “dialogic space” is created for thinking together. International Journal of Computer Supported Collaborative Learning, 6(2), 187-205. Full text.

Kleine Staarman J (2009). The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology. Language and Education, 23(1), 79-95. Full text.

Publications by category

Books

Littleton K, Wood C, Kleine Staarman J (In Press). International Handbook of Psychology in Education. Bingley, UK, Emerald Group Publishing Limited. Abstract.

Journal articles

Mercer N, Warwick P, Kershner R, Kleine Staarman J (2010). Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?. Language and Education Abstract.

Kershner R, Mercer N, Warwick P, Kleine Staarman J (2010). Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?. ijCSCL, 5(4), 359-383.

Interactive whiteboards (IWBs) have been widely introduced to English primary schools (5-11 years) in the last decade and this has generated much research interest. In the past, research has focused on IWB-use in teacher-led sessions, attending particularly to the nature of teacher-pupil interaction at the IWB and the apparent motivational advantages for children. In contrast, this study focuses on children's communication and thinking during their semi-autonomous use of the IWB during collaborative groupwork in primary school science lessons, aiming in part to see if the IWB is suited to this type of use. Over the course of one school year, twelve primary teachers of Years 4 and 5 (8-10 years) took part in a professional development and research programme which involved them in devising a sequence of three science lessons incorporating small-group activity at the IWB. The functionality of the IWB is analysed here as means for supporting the children's joint communication and thinking, using embedded cues and the availability of certain features in the IWB technology. Our observational analysis of two examples of children's collaborative activity in different classrooms, together with subsequent group interviews, suggests that the IWB can make some identifiable contributions to children's productive communication and thinking. However the IWB is not seen to be an entirely distinctive or pedagogically transformative learning resource in the primary classroom. In our developing conceptual framework, the children's knowledge building is closely related to their active engagement in using IWB affordances and their productive dialogue, essentially supported by the teacher's scaffolding strategies, the establishment and use of "talk rules" in conversation, and the opportunities and constraints applying in classroom participation structures. These conditions help the children to deal with interconnected social, cognitive, and technical problems arising over time. Certain aspects of this form of computer-supported collaborative learning (CSCL) are discussed. These relate to the integration of the IWB with other classroom learning systems and resources, and to the nature of progression in children's activity and learning with this new type of highly integrated system of CSCL.

Abstract.

Warwick P, Mercer N, Kershner R, Kleine Staarman J (2010). In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard. Computers & Education, 55(1), 350-362.

The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,1 which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison.

This paper focuses in particular on the nature of the ‘vicarious presence’ of the teacher evident in the group interactions at the board. We address the following questions: How is the teacher’s vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities?

In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways. Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils’ actions, enabling them to connect with, interpret and act upon the teacher intentions for the task. Here, the teacher’s vicarious presence is in the technology.

We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency.

Abstract. Full text.

Mercer N, Dawes L, Kleine Staarman J (2009). Dialogic Teaching in the primary science classroom. Language and Education, 23(4), 353-369.

Kleine Staarman J (2009). The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology. Language and Education, 23(1), 79-95. Full text.

Gillen J, Littleton K, Twiner A, Kleine Staarman J, Mercer N (2008). Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroom. Journal of Computer Assisted Learning, 4(24), 348-358.

Gillen J, Kleine Staarman J, Littleton K, Mercer N, Twiner A (2007). A “learning revolution”? Investigating pedagogic practices around Interactive Whiteboards in British Primary Classrooms. Learning, Media and Technology, 32(3), 243-256.

Kleine Staarman J, Krol K, Van der Meijden H (2005). Peer interaction in three collaborative. learning environments. Journal of Classroom Interaction, 40(1), 29-39.

De Jong F, Kollöffel B, Van Der Meijden H, Staarman JK, Janssen J (2005). Regulative processes in individual, 3D and computer supported cooperative learning contexts. Computers in Human Behavior, 21(4), 645-670. Abstract.

Kleine Staarman J, Verhoeven L, Aarnoutse C (2003). Connecting discourses: intertextuality. in a primary school CSCL practice. International Journal of Educational Research, 39, 807-816.

Chapters

Kleine Staarman J, Mercer N (2010). The Guided Construction of Knowledge: Talk between Teachers and Students. In Littleton, K, Wood, C, Staarman K, J (Eds.) International Handbook of Psychology in Education, Bingley, UK: Emerald Group Publishing Limited.

Mercer N, Gillen J, Kleine Staarman J, Littleton K, Twiner A (2009). Interactive Whiteboards: does new technology transform teaching?. In Ludvigsen, S, Lund, A, Rasmussen, I, Säljö, R (Eds.) Learning across sites; new tools, infrastructures and practices.

Kleine Staarman J, Trimpe J (2000). Multipele Representaties [Multiple Respresentation]. In Simons PRJ (Ed) Leren en Instructie: Reviewstudie in opdracht van NWO/PROO, Nijmegen: Department of Educational Sciences, University of Nijmegen.

Conferences

Sazalli N, Wegerif R, Kleine-Staarman J (2014). The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook. Abstract.

Publications by year

In Press

Littleton K, Wood C, Kleine Staarman J (In Press). International Handbook of Psychology in Education. Bingley, UK, Emerald Group Publishing Limited. Abstract.

2019

Alharthi A (2019). Fostering Thinking Skills Through Creative Drama with Primary School Children with Learning Difficulties (LD) in Saudi Arabia.

This study aimed to understand how the thinking skills of children with learning difficulties (LD) can be fostered by using ‘creative drama’ in the context of two primary schools for girls in Saudi Arabia. The educational vision of Saudi Arabia Vision 2030 emphasises the importance of the development of skills, such as thinking skills, in addition to knowledge to prepare children for a modern, 21st-century world. Within the Saudi educational system, relatively little attention has been paid to learners with LD, especially with thinking skills as a focus.
The study utilised a design-based research approach involving multiple iterations of creative drama sessions incorporating different thinking skills, designed and co-led by the researcher and the teachers. The participants were 14 children with LD (ages 7 to 12) and two teachers with backgrounds in special educational needs. The study was designed in two phases. Phase One was carried out in School a to test and then revise the initial design principles empirically. The findings of this phase were an advanced version of the design principles, which then guided Phase Two in School B. The main findings of this intervention were introducing the elements of the dynamic and collaborative culture established through the use of creative drama for fostering thinking skills. The findings contribute to the empirical and theoretical field of fostering thinking skills using tested design principles for utilising ‘creative drama’ as a medium for teaching.
The data were collected by multiple methods: teacher conversations, participant observations, focus groups, and a research journal. The findings suggest that using creative drama as a medium of learning might foster thinking skills by creating a dynamic and inclusive environment. Moreover, promoting the thinking skills of children with LD requires a balance between the facilitator’s role and the learners’ agency. It also requires a collaborative learning culture that supports the children emotionally and provides a safe atmosphere. This DBR concluded that the implementation of creative drama fostered the thinking skills of children with LD and allowed them to practise a variety of thinking skills in a safe, supportive environment and a collaborative culture. By considering the context of the Saudi educational system, this study suggests that there is a need to further investigate a thinking skills approach that supports learners with LD, and suggests the importance of investigating multi-modality and embodied cognition in special education, especially at the primary school level.

Abstract. Full text.

2014

Sazalli N, Wegerif R, Kleine-Staarman J (2014). The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook. Abstract.

2011

2010

Abstract.

Abstract. Full text.

2009

Kleine Staarman J (2009). Collaboration and technology: the nature of discourse in primary school computer-supported collaborative learning practices.

Mercer N, Dawes L, Kleine Staarman J (2009). Dialogic Teaching in the primary science classroom. Language and Education, 23(4), 353-369.

Kleine Staarman J (2009). The joint negotiation of ground rules: establishing a shared collaborative practice with new classroom technology. Language and Education, 23(1), 79-95. Full text.

2008

2007

2005

Kleine Staarman J, Krol K, Van der Meijden H (2005). Peer interaction in three collaborative. learning environments. Journal of Classroom Interaction, 40(1), 29-39.

2003

Kleine Staarman J, Verhoeven L, Aarnoutse C (2003). Connecting discourses: intertextuality. in a primary school CSCL practice. International Journal of Educational Research, 39, 807-816.

2000

judith_kleine-staarman Details from cache as at 2020-06-03 09:59:46

Refresh publications

External Engagement and Impact

Editorial responsibilities

Co-Editor (with Karen Littleton and Claire Wood) of The International Handbook of Psychology in Education. Published by Emerald Publishing Group Limited, June 2010.

2010-2017: Member of Editorial Board International Journal of Early Years Education

2018-current: Member of Editorial Board Digital Culture and Education

Competitively won research fellowships

RCUK Academic Fellowship, The Open University (won, but not taken up due to relocation)

International recognition, such as international research collaborations, visiting research posts in overseas institutions, involvement at senior levels in international research associations, acting as referee for national and international research councils.

Visiting lecturer, University of Lleida, Spain

Visiting Research Fellow, The Open University (2004-2005)

Invited lectures & workshops

2018: Technology for teaching thinking. Invited talk at University of Lleida International Week

2011: Qualitative Analysis of Classroom Dialogue. Invited workshop at the EARLI Jure Conference, Exeter 2011.

2006: Analysing Classroom Interaction. Invited seminar at the University of Lleida, Spain

2006: Sociocultural Analysis of Classroom Dialogue (with Neil Mercer). Invited seminar for the EARLI Social Interaction in Learning and Instruction Special Interest Group at Leiden University, The Netherlands

Research-based contributions to practitioner and academic conferences

Kleine Staarman, J., & Piffare, M. (2011). Dialogic interaction among primary pupils in a wiki- environment in science. Paper presented at the European Association for Research in Learning and Instruction (EARLI) 2011 conference, Exeter, UK.

Kleine Staarman, J., Warwick, P., Mercer, N. & Kershner, R. (2008). Interactive whiteboards and collaborative pupil learning in primary science. Paper presented at the ISCAR 2008 conference, San Diego.

Mercer, N., Kleine Staarman, J. & Dawes, L. (2008). Time for talk in the science classroom: the dynamics of teaching through dialogue. Paper presented at the ISCAR 2008 conference, San Diego.

Kleine Staarman, J. (2006). Learning to collaborate: Interactions in a in a primary school learning environment with ICT. [ Leren samenwerken: Interacties in een ICT leeromgeving op de basisschool]. Paper presented at the Educational Research Days 2006, Amsterdam, The Netherlands.

Gillen, J., Kleine Staarman, J., Littleton, K., Mercer, N., Twiner, A. (2006). A “learning revolution”? Investigating pedagogic practices around Interactive Whiteboards in British Primary classrooms. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, USA.

Kleine Staarman, J. (2005). Analysing the long conversation in the classroom: Collaborative learning trajectories in primary school children’s computer supported literacy practices. Paper presented at the First ISCAR Congress (International Society for Cultural and Activity Research), Seville, Spain.

Mercer, N. & Kleine Staarman, J. (2005). Dialogue and Activity: A methodological gap that needs to be filled. Paper presented at the First ISCAR Congress (International Society for Cultural and Activity Research), Seville, Spain.

Kleine Staarman, J. (2005). Learning to collaborate: the role of intertextuality in the joint construction of meaning in a primary school CSCL project. Paper presented at the EARLI 2005 conference, Nicosia, Cyprus.

Teaching

I am programme leader of the MA Technology, Creativity and Thinking and module leader for the Digital Futures and Teaching Thinking in the Internet Age modules within this specialism. I also teach on the MA Education Dissertation module and teach research methods on the MSc Education and EdD programmes. In addition, I am involved in the PGCE Professional Studies programme and I supervise a large number of MA, MSc, EdD and PhD students.

Modules

2019/20

Supervision / Group

Postgraduate researchers

Nadia Abdallah EDD
Said Al Abri
Laila Al Balushi PhD: Blogs in Language Learning: Enhancing students' writing skill in English Language through Blogs
Mansour Alfayez PhD: The Use of Twitter for Teachers' Professional Developments in the Kingdom of Saudi Arabia
Fawzeya Alghamdi PhD: The Role of Social Media on the Academic Practices in Higher Education
Arwa Alharthi PhD: Collaborative Action Research of the Use of �Creative Drama and Storytelling� for Teaching Thinking Skills to Children with Moderate Learning Difficulties (MLD)
Naser Ali PhD: How do Kuwaiti higher education students use technology for academic and social life
Yaser Alkhabra PhD: The Implementation of e-learning 2.0 in Higher Education context
Sahar Alkhathlan PhD: Effective Social interaction in blended learning in the context of SA higher education
Hind Alqirnas PhD: The use of Social Networking Sites (SNS) for self-study by the Saudi Arabian university students
Ceren Aras PhD: Investigation of Collaboration and Interaction among Students in Augmented Reality and non-Augmented Reality Collaborative Tasks.
Bashar Awadh PhD: The Role of Social Media on the Academic Practices in Higher EducationPedagogical Affordances of �YouTube� (Online video sharing) for Higher Education in the State of Kuwait
Matt Love Developing effective EFL student-generated digital video products and pedagogy in an active learning environment.
Hanane Maita PhD: Collaborative Work in the EFL Classroom: The Case Study in the Use of ICT among Algerian College Students”
Georgina Tarling PhD: Making �good� use of the internet? How use of the internet is shaped for 5-7 year olds by the home and school contexts
Bilal Tayan Implementing and assessing electronic and mobile learning applications: Putting theories into practice

Alumni

Bader Afelai PhD: The Pedagogical Affordances of Smartphone Applications for Collaborative Learning amongst Pre-service Teachers in Kuwait
Amal Al Ibrahim PhD: The Pedagogical Affordances of a Social Networking Site in Higher Education
Wafa Al-Mawaali PhD: Implementing iPad to Support Creative Writing in Second Language Teaching: Oman Higher Education
Munthir Alblaihed PhD: Factors influencing student teacher's use of ICT in education
Anwar Alshuaib PhD: Investigating the impact of using Web 2.0 in Kuwaiti Higher Education
Kim DeVidts EdD: IMPLICATIONS OF FREE ACCESS TO ONLINE LEARNING: Philosophical, Educational, Political, Social, Democratic (Critical) Considerations
Annie Fisher MEd
Peter Ilic PhD: The Impact of Mobile Phones on Collaborative Learning Activities
Napoleon Mannering PhD: Writing processes in wiki-based environments
Nick Napper PhD:After 16,000 years of visual communication, are text-based slides the best we can offer our students?
Ibe- Enwo Ogbonnia PhD
Maria Papayianni EdD
Nurhasmiza Sazalli PhD: THE AFFORDANCES OF SMARTPHONES AND FACEBOOK TO ENHANCE THE TEACHING AND LEARNING OF ENGLISH FOR SECOND LANGUAGE LEARNERS.
Paul Stone PhD: An investigation into multimodal identity construction in the EFL classroom � a social and cultural viewpoint
Claire Whittaker MEd

Back | Edit Profile

Dr Judith Kleine-Staarman

Senior Lecturer in Education, Programme Leader of MA Technology, Creativity and Thinking and Director of Thinking Schools @Exeter

Overview

Qualifications

Career

Research group links

Research

Research interests

Research projects

Research networks

Research grants

Links

Publications

Key publications

Abstract:Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

Abstract:Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '

Publications by category

Books

Abstract:International Handbook of Psychology in Education

Journal articles

Abstract:Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '

Abstract:Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?

Abstract:Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?

Abstract:In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

Abstract:Regulative processes in individual, 3D and computer supported cooperative learning contexts

Chapters

Abstract:Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

Conferences

Abstract:The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook

Publications by year

In Press

Abstract:International Handbook of Psychology in Education

2019

Abstract:Fostering Thinking Skills Through Creative Drama with Primary School Children with Learning Difficulties (LD) in Saudi Arabia

Abstract:Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

2014

Abstract:Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '

Abstract:The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook

2011

2010

Abstract:Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?

Abstract:Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?

Abstract:In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

2009

2008

2007

2005

Abstract:Regulative processes in individual, 3D and computer supported cooperative learning contexts

2003

2000

External Engagement and Impact

Editorial responsibilities

Competitively won research fellowships

International recognition, such as international research collaborations, visiting research posts in overseas institutions, involvement at senior levels in international research associations, acting as referee for national and international research councils.

Invited lectures & workshops

Research-based contributions to practitioner and academic conferences

Teaching

Modules

2019/20

Supervision / Group

Postgraduate researchers

Alumni

Abstract:
Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

Abstract:
Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '

Abstract:
International Handbook of Psychology in Education

Abstract:
Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '

Abstract:
Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?

Abstract:
Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?

Abstract:
In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

Abstract:
Regulative processes in individual, 3D and computer supported cooperative learning contexts

Abstract:
Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

Abstract:
The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook

Abstract:
International Handbook of Psychology in Education

Abstract:
Fostering Thinking Skills Through Creative Drama with Primary School Children with Learning Difficulties (LD) in Saudi Arabia

Abstract:
Pedagogical link-making with digital technology in science classrooms: new perspectives on connected learning

Abstract:
Primary children's management of themselves and others in collaborative group work: 'Sometimes it takes patience. '

Abstract:
The motivating power of social obligation: an investigation into the pedagogical affordances of mobile learning integrated with Facebook

Abstract:
Can the interactive whiteboard help to provide ‘dialogic space’ for children’s collaborative activity?

Abstract:
Can the interactive whiteboard support young children's collaborative communication and thinking in classroom science activities?

Abstract:
In the mind and in the technology: the vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

Abstract:
Regulative processes in individual, 3D and computer supported cooperative learning contexts