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Christine Howe

Professor

Cambridge University

Cambridge, Reino Unido

My research addresses children's reasoning in mathematics and science; small-group and whole-class dialogue; children's linguistic, communicative and social skills.

Education, UNIVERSITY OF CAMBRIDGE. Reino Unido, 1975
Social Psychology, Sussex University. Reino Unido, 1970

Professor Part Time

University of Cambridge

The Faculty of Education

Cambridge, Reino Unido

2006 - A la fecha
Supervisor in Social and Political Sciences Part Time

Cambridge University

Cambridge , Reino Unido

1970 - 1974
Temporary Lecturer Part Time

Sussex University

Brighton, Reino Unido

1974 - 1976
Lecturer in Psychology Part Time

Strathclyde University

Strathclyde , Chile

1976 - 1976
Senior Lecturer in Psychology Part Time

Strathclyde University

Strathclyde , Reino Unido

1990 - 1995
Reader in Psychology Part Time

Strathclyde University

Strathclyde, Reino Unido

1995 - 1998
Head of Psychology Department Part Time

Strathclyde University

Strathclyde , Reino Unido

1997 - 2002
Professor of Psychology, Part Time

Strathclyde University

Strathclyde, Reino Unido

1998 - 2006
Vice-Dean (Research) Part Time

Strathclyde University

Faculty of Law, Arts & Social Sciences

Strathclyde , Reino Unido

2002 - 2005
Director of Research Part Time

University of Cambridge

University of Cambridge, Reino Unido

2009 - 2010

Professor Part Time

University of Cambridge

Cambridge, Reino Unido

2006 - A la fecha
Consultant to PROJECT SUMUME Part Time

Project SUMUME

Neuchâtel, Suiza

2000 - 2000
Manager of LTSN/HEA Psychology Partner Site Part Time

Strathclyde University

Strathclyde , Reino Unido

2000 - 2006
External Assessor Part Time

University of Paisley: Psychology Subject Health Review

Hamilton, Reino Unido

2003 - 2003
Assessor for Psychology Part Time

TQA

Cambridge, Reino Unido

1996 - 1998
Postgraduate Training Board Part Time

ESRC

Cambridge, Reino Unido

1997 - 2001
Member of ESRC Training and Development Board, Part Time

ESRC

Cambridge, Reino Unido

2004 - 2008
External Assessor of Professorial Appointments in Psychology or Education Part Time

Dundee University, Hong Kong University, London University Institute of Education, Nottingham Trent University, Oxford Brookes University, University of East Anglia, York University

Cambridge, Reino Unido

2004 - 2013
External Assessor of Tenure/Promotion Application Part Time

Virginia Tech College of Science & Cardill University

Blacksburg & Gales, Estados Unidos

2009 - 2012


Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching Howe, C.; Ilie S.; Guardia, P; Hofmann, R; Mercer N.; Riga F. Article ISI SCOPUS INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2015)
Argumentation in whole-class teaching and science learning Larrain, A.; Howe, C.; Cerda, J Article SCOPUS Psykhe (2014)
Children's conceptions of physical events: Explicit and tacit understanding of horizontal motion Howe, Christine; Taylor Tavares, Joana; Devine, Amy Article British Journal of Developmental Psychology (2014)
Optimizing small group dialogue in classrooms: Effective practices and theoretical constraints. Howe, C.J. Article INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH (2014)
Racism, identity and psychological well-being: a longitudinal perspective on politically embattled relations Howe, Christine; Heim, Derek; O'Connor, Rory Article Ethnic and Racial Studies (2014)
Science Teaching and Argumentation: One-sided versus dialectical argumentation in Chilean middle-school science lessons Larrain, A.; Freire P.; Howe, C. Article ISI SCOPUS INTERNATIONAL JOURNAL OF SCIENCE EDUCATION (2014)
Classroom dialogue: a systematic review across four decades of research Howe, Christine; Abedin, Manzoorul Article Cambridge Journal of Education (2013)
Dialogue and self-regulation in the primary classroom: Concluding comments Howe, C.J. Article British Journal of Education Monograph Series (2013)
Scaffolding in context: Peer interaction and abstract learning Howe, Christine Article Learning, Culture and Social Interaction (2013)
Supporting Conceptual Change in School Science: A possible role for tacit understanding Howe, Christine; Devine, Amy; Taylor Tavares, Joana Article International Journal of Science Education (2013)
The Development of Children’s Understanding of Speed Change: A Contributing Factor Towards Commonsense Theories of Motion Hast, Michael; Howe, Christine Article Journal of Science Education and Technology (2013)
Towards a Complete Commonsense Theory of Motion: The interaction of dimensions in children's predictions of natural object motion Hast, Michael; Howe, Christine Article International Journal of Science Education (2013)
Discriminatory peer aggression among children as a function of minority status and group proportion in school context Durkin, Kevin; Hunter, Simon; Levin, Kate A.; Bergin, Dermot; Heim, Derek; Howe, Christine Article European Journal of Social Psychology (2012)
Everyday conceptions of object fall: Explicit and tacit understanding during middle childhood Howe, Christine; Taylor Tavares, Joana; Devine, Amy Article Journal of Experimental Child Psychology (2012)
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory Mercer, Neil; Howe, Christine Article Learning, Culture and Social Interaction (2012)
Exploring the characteristics of small groups within science and English secondary classrooms MacQuarrie, Sarah; Howe, Christine; Boyle, James Article Cambridge Journal of Education (2012)
Liberal Studies in Hong Kong: A new perspective on critical thinking through group work Fung, Dennis; Howe, Christine Article THINKING SKILLS AND CREATIVITY (2012)
Neuroscience and knowledge acquisition in curriculum contexts: Modelling conceptual development in school science Howe, C.J. Article British Journal of Educational Psychology Monograph Series II (2012)
Understanding the beliefs informing children’s commonsense theories of motion: the role of everyday object variables in dynamic event predictions Hast, Michael; Howe, Christine Article Research in Science & Technological Education (2012)
Discourse topic management and discussion skills in middle childhood: The effects of age and task Baines, E.; Howe, C.J. Article FIRST LANGUAGE (2011)
RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE Howe, Christine; Nunes, Terezinha; Bryant, Peter Article International Journal of Science and Mathematics Education (2011)
Intensive quantities: Towards their recognition at primary school level Howe, Christine; Nunes, Terezinha; Bryant, Peter; Bell, Daniel; Desli, Despina Article British Journal of Educational Psychology (2010)
Intensive quantities: Why they matter to developmental research Howe, Christine; Nunes, Terezinha; Bryant, Peter Article British Journal of Developmental Psychology (2010)
Psychosocial mediators and moderators of the effect of peer-victimization upon depressive symptomatology Hunter, Simon C.; Durkin, Kevin; Heim, Derek; Howe, Christine; Bergin, Dermot Article Journal of Child Psychology and Psychiatry (2010)
Social effects of collaborative learning in primary schools Tolmie, Andrew Kenneth; Topping, Keith J.; Christie, Donald; Donaldson, Caroline; Howe, Christine; Jessiman, Emma; Livingston, Kay; Thurston, Allen Article Learning and Instruction (2010)
Collaborative group work in middle childhood: Joint construction, unresolved contradiction, and the growth of knowledge Howe, C.J. Article Human Development (2009)
Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue Christie, Donald; Tolmie, Andrew; Thurston, Allen; Howe, Christine; Topping, Keith Article Cambridge Journal of Education (2009)
Effects of continuing professional development on group work practices in Scottish primary schools Thurston, A.; Christie, D.; Howe, C. J.; Tolmie, A.; Topping, K. J. Article Journal of In-Service Education (2008)
Effects of group work training on science attainment in rural and urban schools Thurston, A.; Topping, K. J.; Christie, D.; Donaldson, C.; Howe, C.J.; Jessiman, E.; Livingston, K.; Tolmie, A. Article Research in Science & Technological Education (2008)
Rudolph Schaffer (19262008) Warden, David; Howe, Christine Article Social Development (2008)
Group work in elementary science: Towards organisational principles for supporting pupil learning Howe, Christine; Tolmie, Andy; Thurston, Allen; Topping, Keith; Christie, Donald; Livingston, Kay; Jessiman, Emma; Donaldson, Caroline Article Learning and Instruction (2007)
Opposition in social interaction between children: why intellectual benefits do not mean social costs. Howe, C.J.; McWilliam,D. Article SOCIAL DEVELOPMENT (2006)
Chance favours only the prepared mind: Incubation and the delayed effects of peer collaboration Howe, Christine; McWilliam, Donna; Cross, Gillian Article British Journal of Psychology (2005)
Higher Still Programme in Psychology: implications of school and college provision for Higher Education Woolfson, L.; Howe, C.J.; Smyth, K. Article Psychology Learning and Teaching (2005)
Perceived Discrimination Among Ethnic Minority Young People: The Role of Psychological Variables1 Cassidy, Clare; O'Connor, Rory C.; Howe, Christine; Warden, David Article Journal of Applied Social Psychology (2005)
All together now Howe, C.J. Article The Psychologist (2004)
Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction McWilliam, Donna; Howe, Christine Article Language and Education (2004)
Perceived Discrimination and Psychological Distress: The Role of Personal and Ethnic Self-Esteem. Cassidy, Clare; O'Connor, Rory C.; Howe, Christine; Warden, David Article Journal of Counseling Psychology (2004)
Social interaction and cognitive growth: An examination through the role-taking skills of deaf and hearing children Howley, Mary; Howe, Christine Article British Journal of Developmental Psychology (2004)
Group work in primary school science: discussion, consensus and guidance from experts Howe, Christine; Tolmie, Andy Article International Journal of Educational Research (2003)
Parental Participation and Partnership in Pre-school Provision Participation et partenariat parental dans les prestations pre´scolaires Participación y Asociación de Los Padres en la Provisión de la Enseñanza Preescolar Foot, Hugh; Howe, Christine; Cheyne, Bill; Terras, Melody; Rattray, Catherine Article International Journal of Early Years Education (2002)
The countering of overgeneralization Howe, Christine J. Article Journal of Child Language (2002)
Peer Argument in Educational Settings Howe, Christine; McWilliam, Donna Article Journal of Language and Social Psychology (2001)
Pre-school education: parents’ preferences, knowledge and expectations. Foot, H.; Howe, C.J.; Cheyne, B.; Terras, M.; Rattray, C. Article International Journal of Early Years Education (2000)
Computer support for peer-based methodology tutorials Anderson, A.; Cheyne, W.; Foot, H.; Howe, C.; Low, J.; Tolmie, A. Article Journal of Computer Assisted Learning (2000)
Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge Howe, Christine; Tolmie, Andy; Duchak-Tanner, Val; Rattray, Catherine Article Learning and Instruction (2000)
Peer interaction in the teaching of mathematics: explanation and the co-ordination of knowledge Davenport, P.; Howe, C.J.; Noble, A. Article Revue Suisse des Sciences de l’Education (2000)
Experimental appraisal of personal beliefs in science: Constraints on performance in the 9 to 14 age group Howe, Christine; Tolmie, Andrew; Sofroniou, Nick Article British Journal of Educational Psychology (1999)
Computer support for learning in collaborative contexts: prompted hypothesis testing in physics Howe, Christine; Tolmie, Andy Article Computers & Education (1998)
Psychology teaching in the twenty first century: the role of technology in Higher Education. Howe, C.J. Article The Psychologist (1998)
Genere e dialogo nel lavoro scientifico di gruppo. Howe, C.J. Article Passagi (1996)
Peer Collaboration and Conceptual Growth in Physics: Task Influences on Children's Understanding of Heating and Cooling Howe, Christine; Tolmie, Andy; Greer, Karen; Mackenzie, Mhairi Article Cognition and Instruction (1995)
Task design, dialogue and learning Tolmie, A.K.; Howe, C.J. Article SET (1994)
Verbal, vocal and visual information in the identification of warm and hostile attitudes Telfer, K. E.; Howe, C.J. Article Journal of Language and Social Psychology (1994)
Gender and Dialogue in Secondary School Physics Tolmie, Andrew; Howe, Christine Article Gender and Education (1993)
Peer interaction and knowledge acquisition: introduction to the special issue. Howe, C.J. Article SOCIAL DEVELOPMENT (1993)
Piagetian theory and primary school physics: A rapprochement with possible relevance to special needs education Howe, Christine J. Article Early Child Development and Care (1993)
Task design as an influence on dialogue and learning: primary school group work with object flotation Tolmie, Andrew; Howe, Christine; Mackenzie, Mhairi; Greer, Karen Article Social Development (1993)
Conceptual knowledge in physics: The role of group interaction in computer-supported teaching Howe, Christine; Tolmie, Andrew; Anderson, Anthony; Mackenzie, Mhairi Article Learning and Instruction (1992)
Social construction and individual development: A reply to doise and Mugny’s rejoinder Howe, Christine J. Article European Journal of Psychology of Education (1992)
The acquisition of conceptual knowledge in science by primary school children: Group interaction and the understanding of motion down an incline Howe, Christine; Tolmie, Andrew; Rodgers, Catherine Article British Journal of Developmental Psychology (1992)
Explanatory concepts in physics: Towards a principled evaluation of teaching materials Howe, Christine J. Article Computers & Education (1991)
Information Technology and group work in physics Howe, C.; Tolmie, A.; Anderson, A. Article Journal of Computer Assisted Learning (1991)
Effects of cognitive conflict, socio-cognitive conflict and imitation on children's socio-legal thinking Roy, Archie W. N.; Howe, Christine J. Article European Journal of Social Psychology (1990)
Grouping children for effective learning in science. Howe, C.J. Article Primary Science Review (1990)
Physics in the Primary School: Peer Interaction and the Understanding of Floating and Sinking Howe, C.J.; Tolmie, A.; Rodgers, C. Article EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION (1990)
Visual primacy in social attitude judgement: A qualification Howe, Christine J. Article British Journal of Social Psychology (1989)
Concepts and methods in the study of conversation: a reply to Lynda Olsen-Fulero Howe, Christine J. Article Journal of Child Language (1983)
The conversational factor in language acquisition Howe, Christine J. Article Early Child Development and Care (1983)
Case grammar and stage I speech: some evidence against Howe, C.J. Article Edinburgh University Work in Progress (1981)
Interpretive analysis and role semantics a ten-year mésalliance? Howe, Christine J. Article Journal of Child Language (1981)
Learning Language from Mothers' Replies Howe, Christine J. Article First Language (1980)
Semantic elaboration and structural growth. Howe, C.J. Article Polish Journal of Education. (1978)
P. M. Greenfield and J. H. Smith The structure of communication in early language development. New York: Academic Press, 1976. Pp. xi + 238. Howe, Christine J. Article Journal of Child Language (1977)
The meanings of two-word utterances in the speech of young children Howe, Christine J. Article Journal of Child Language (1976)


Peer dialogue and cognitive development: A two-way relationship? Howe, C.J.; Littleton, K.; Howe, C.J. BookSection (2010)
Expert support for group-work in elementary science: the role of consensus Howe, C.J.; Schwarz, B. B.; Dreyfus, T.; Hershkowitz , R. BookSection (2009)
Peer collaboration and individual learning: incubation, contradiction and collective insight Howe, C.J.; McWilliam,D.; Cross, G.; Littleton, K.; Faulkner, D.; Miell, D. BookSection (2004)
Co-ordinating support for conceptual and procedural learning in science. Howe, C.J.; Duchak-Tanner, V.; Tolmie, A.K.; Joiner, R.; Littleton,K.; Faulkner, D.; Miell, D. BookSection (2000)
What do parents really want from pre-school education? Howe, C.J.; Foot, H.; Cheyne, W.M.; Terras, M.; Rattray, C.; Wilson, V.; Ogden-Smith, J. BookSection (1999)
Conceptual understanding and investigative skills: can group-based practical work serve them both Howe, C.J.; Smith, P.; Wellington, J.J. BookSection (1998)
Productive interaction in the context of computer-supported collaborative science Howe, C.J.; Tolmie, A.K.; Littleton, K.; Light, P. BookSection (1998)
The psycho-educational basis of peer assisted learning Foot, H.; Howe, C.J.; Topping, K.; Ehly, S. BookSection (1998)
Interaction and mental models of physics phenomena: evidence from dialogue between learners Anderson, A.; Howe, C.J.; Tolmie, A.K.; Oakhill, J.; Garnham, A. BookSection (1996)
Piagetian theory and primary school physics. Howe, C.J.; Woods, P. BookSection (1996)
The acquisition of conceptual knowledge in science by primary school children Howe, C.J.; Tolmie, A.K.; Smith, L. BookSection (1996)
Collaborative learning in physics: some implications for computer design. Howe, C.J.; Tolmie, A.K.; Mackenzie, M; O'Malley, C. BookSection (1995)
Group work in physics: towards an inclusive curriculum. Howe, C.J.; Potts, P.; Armstrong, F.; Masterton, M. BookSection (1995)
Learning about physics through peer interaction. Howe, C.J.; Murphy, P.; Selinger, M.; Bourne, J.; Briggs, M. BookSection (1995)
Computer-directed group activity and the development of children's hypothesis testing skills. Tolmie, A.K.; Howe, C.J.; Foot, H.C.; Howe, C.J.; Anderson, A.; Tolmie, A.K.; Warden, D. BookSection (1994)
Task design: A neglected variable in the study of group work. Howe, C.J.; Tolmie, A.K.; Foot, H.C.; Howe, C.J.; Anderson, A.; Tolmie, A.K. BookSection (1994)
Mental models of motion. Anderson, A.; Tolmie, A.K.; Howe, C.J.; Mayes, J.T.; Mackenzie, M.; Rogers, Y.; Bibby, P.; Rutherford, A- BookSection (1992)
Mother-child conversation and semantic development. Howe, C.J.; Giles, H.; Robinson, P.; Smith, P. BookSection (1980)


Educational dialogues: Understanding and promoting productive interaction. Littleton, K.; Howe, C.J. BookWhole (2010)
Peer groups and children’s development. Howe, C.J. BookWhole (2010)
The PLAT 2004 Special Issue Howe, C.J. BookWhole (2005)
Conceptual structure in childhood and adolescence: the case of everyday physics. Howe, C.J. BookWhole (1998)
Gender and classroom interaction: a research review. Howe, C.J. BookWhole (1997)
Language: A special case for developmental psychology? Howe, C.J. BookWhole (1993)
Peer interaction and knowledge acquisition. Edited Special Issue of Social Development. Howe, C.J. BookWhole (1993)
). Group and interactive learning. Foot, H.C.; Howe, C.J.; Anderson, A.; Tolmie, A.K.; Warden, D. BookWhole (1991)
Acquiring language in a conversational context Howe, C.J. BookWhole (1981)


, Resolution of differences during collaborative groupwork: a pilot study with undergraduates. Howe, C.J. Proyecto (2010)
Effecting principled improvement in STEM education: Student engagement and learning in early secondary-school physical science and mathematics. Howe, C.J.; Ruthven, K.; Mercer, N.; Taber, K. Proyecto (2008)
Primary school children’s tacit and explicit understanding of object motion. Howe, C.J. Proyecto (2007)
Bullying, ethnic identity, coping and adjustment among minority ethnic pupils. Howe, C.J.; Hunter, S. C.; Heim, S.D.; Durkin, K. Proyecto (2005)
Peer collaboration and conceptual understanding: contradiction, co-construction and the mechanisms of growth. Howe, C.J. Proyecto (2005)
Mathematics in Scotland: the relevance of intensive quantities. Howe, C.J.; Nunes, T.; Bryant, P. Proyecto (2003)
Supporting group work in Scottish schools: age and the urban/rural divide. Christie, D.F.M.; Topping, K.; Tolmie, A.K.; Howe, C.J.; Livingston, K. Proyecto (2003)
A longitudinal investigation of the experiences and expectations of racism and discrimination in young people from majority and minority cultures. Howe, C.J.; Connor, R.O.; Warden, D. Proyecto (2000)
Group work and conceptual change in science: clarification of delayed effects Howe, C.J. Proyecto (2000)
Disputes in 4-7 year old children: complexity of dialogue as a function of age, culture and social adjustment. Howe, C.J. Proyecto (1999)
The impact of primary science teaching practice on pupil learning. Tolmie, A.K.; Howe, C.J. Proyecto (1998)
Quality in pre-school education provision: the role of the parents. Howe, C.J.; Foot, H.; Cheyne, W.M. Proyecto (1997)
Bridging the academic/vocational divide by integrating critical thinking Anderson, A.; Halliday, J.S.; Howe, C.J.; Soden, R. Proyecto (1996)
Bridging the Piaget-Vygotsky gap: conceptual and procedural knowledge in science group work Howe, C.J.; Tolmie, A.K. Proyecto (1996)
Conceptual gain and successful problem solving in primary school mathematics Howe, C.J.; Smith, P. Proyecto (1996)
Social interaction in primary and secondary classrooms: the gender dimension. Howe, C.J. Proyecto (1996)
Peer-based methodology tutorials in psychology. Anderson,W.; Cheyne, W.M.; Foot, H.; Howe, C.J.; Tolmie, A.K. Proyecto (1995)
The structuring of post-verb argument structure by children learning English. Howe, C.J. Proyecto (1995)
Centre for Research into Interactive Learning. Howe, C.J.; Anderson, A.; Foot, H.C.; Tolmie, A.K.; Warden, D. Proyecto (1993)
Children's understanding in physics. Howe, C.J. Proyecto (0)
Conceptual development in primary school science: the design of group tasks. Howe, C.J.; Tolmie, A.K. Proyecto (0)
Developing a pedagogy for meta-cognition and self-regulation in education. Howe, C.J.; Whitebread, D.; Coltman, P.; Goswami, U.; Mercer, M.; Warwick, J. Proyecto (0)
Language and context in primary school mathematics Howe, C.J.; Smith, P. Proyecto (0)
Science in the primary school: the role of peer interaction Howe, C.J. Proyecto (0)
The development of hypothesis testing in children aged 9 to 14. Howe, C.J.; Tolmie, A.K. Proyecto (0)
The effects of peer interaction on children's understanding of health. Howe, C.J. Proyecto (0)
The nature of constructive interaction: dialogues in group problem solving Howe, C.J.; Anderson, A.; Mayes, J.T. Proyecto (0)

129

Christine Howe

Professor

Cambridge University

Cambridge, Reino Unido

Antonia Larrain

PROFESORA TITULAR

PSICOLOGIA EDUCACIONAL

FACULTAD DE PSICOLOGIA UNIVERSIDAD ALBERTO HURTADO

SANTIAGO, Chile

Christine Howe

Líneas de Investigación

Educación

Education, UNIVERSITY OF CAMBRIDGE. Reino Unido, 1975

Social Psychology, Sussex University. Reino Unido, 1970

Experiencia Académica

Professor Part Time

Supervisor in Social and Political Sciences Part Time

Temporary Lecturer Part Time

Lecturer in Psychology Part Time

Senior Lecturer in Psychology Part Time

Reader in Psychology Part Time

Head of Psychology Department Part Time

Professor of Psychology, Part Time

Vice-Dean (Research) Part Time

Director of Research Part Time

Experiencia Profesional

Professor Part Time

Consultant to PROJECT SUMUME Part Time

Manager of LTSN/HEA Psychology Partner Site Part Time

External Assessor Part Time

Assessor for Psychology Part Time

Postgraduate Training Board Part Time

Member of ESRC Training and Development Board, Part Time

External Assessor of Professorial Appointments in Psychology or Education Part Time

External Assessor of Tenure/Promotion Application Part Time

Article (75)

BookSection (18)

BookWhole (9)

Proyecto (27)