| PublishedWorks | Selected Publications:
Books and other:
Howe, C.J. (1981). Acquiring language in a conversational context. London: Academic Press. Pp xiii + 149.
Howe, C.J. (1993). Language: A special case for developmental psychology? Hove: Lawrence Erlbaum Associates. Pp xi + 219.
Howe, C.J. (1993). Peer interaction and knowledge acquisition. Edited Special Issue of Social Development. Oxford: Blackwell. Pp vi + 129.
Foot, H.C., Howe, C.J., Anderson, A., Tolmie, A.K. & Warden, D. (1994). Group and interactive learning. Southampton: Computational Mechanics Publications. Pp 484.
Howe, C.J. (1997). Gender and classroom interaction: a research review. Edinburgh: SCRE. Pp iv + 56.
Howe, C.J. (1998). Conceptual structure in childhood and adolescence: the case of everyday physics. London: Routledge. Pp xiv + 232.
Howe, C.J. (2005). The PLAT 2004 Special Issue. Edited Special Issue of Psychology Learning and Teaching. York: LTSN Psychology.
Howe, C. (2010). Peer groups and children's development. Oxford: Blackwell. Pp. x + 233.
Littleton, K., & Howe, C. (eds.) (2010). Educational dialogues: Understanding and promoting productive interaction. London: Routledge. Pp. xi + 356.
Howe, C.J. (2016). Conceptual structure in childhood and adolescence: the case of everyday physics (Second Edition). London: Routledge. Pp xiv + 232.
Papers in journals and chapters in edited volumes
Howe, C.J. (1976). The meanings of two-word utterances in the speech of young children. Journal of Child Language, 3, 29-47.
Howe, C.J. (1978). Semantic elaboration and structural growth. Polish Journal of Education.
Howe, C.J. (1980). Mother-child conversation and semantic development. In H. Giles, P. Robinson & P. Smith (eds.), Language: Social Psychological Perspectives. Oxford: Pergamon, 35-40.
Howe, C.J. (1980). Learning language from mothers' replies. First Language, 1, 83-97.
Howe, C.J. (1981). Case grammar and stage I speech: some evidence against. Edinburgh University Work in Progress, 14, 32-38.
Howe, C.J. (1981). Interpretive analysis and role semantics: a ten-year mésalliance? Journal of Child Language, 8, 439-456.
Howe, C.J. (1983). Concepts and methods in the study of conversation. Journal of Child Language, 10, 231-238.
Howe, C.J. (1983). The conversational factor in language acquisition. Early Child Development and Care, 11, 55-67.
Howe, C.J. (1989). Visual primacy in social attitude judgement: a qualification. British Journal of Social Psychology, 28, 263-272.
Howe, C.J. (1990). Grouping children for effective learning in science. Primary Science Review, 13, 26-27.
Roy, A.W.N., & Howe, C.J. (1990). Effects of cognitive conflict, socio-cognitive conflict and imitation on children's socio-legal thinking. European Journal of Social Psychology, 20, 241-252.
Howe, C.J., Rodgers, C., & Tolmie, A. (1990). Physics in the primary school: peer interaction and the understanding of floating and sinking. European Journal of Psychology of Education, V, 459-475.
Howe, C.J. (1991). Explanatory concepts in physics: towards a principled evaluation of teaching materials. Computers and Education, 17, 73-80.
Howe, C.J., Tolmie, A., & Anderson, A. (1991). Information technology and group work in physics. Journal of Computer Assisted Learning, 7, 133-143.
Howe, C.J., Tolmie, A., & Rodgers, C. (1992). The acquisition of conceptual knowledge in science by primary school children: group interaction and the understanding of motion down an incline. British Journal of Developmental Psychology, 10, 113-130.
Anderson, A., Tolmie, A., Howe, C.J., Mayes, J.T., & Mackenzie, M. (1992). Mental models of motion. In Y. Rogers, P. Bibby & A. Rutherford (eds.), Models in the Mind: Theory, Perspectives and Application. London: Academic Press, 59-71.
Howe, C.J. (1992). Grouping children for effective learning in science. In P. Ovens & W. Harlen (eds.), Primary Science Review Collection. Hatfield: The Association for Science Education, 28-29.
Howe, C.J., Tolmie, A., Anderson, A., & Mackenzie, M. (1992). Conceptual knowledge in physics: the role of group interaction in computer-supported teaching. Learning and Instruction, 2, 161-183.
Howe, C.J. (1992). Social construction and individual development: a reply to Doise and Mugny's rejoinder. European Journal of Psychology of Education, VII, 245-247.
Tolmie, A., & Howe, C.J. (1993). Gender and dialogue in secondary school physics. Gender and Education, 5, 191-209.
Howe, C.J. (1993). Peer interaction and knowledge acquisition: introduction to the special issue. Social Development, 2, iii-vi.
Tolmie, A., Howe, C.J., Mackenzie, M., & Greer K. (1993). Task design as an influence on dialogue and learning: primary school group work with object flotation. Social Development, 2, 183-201.
Howe, C.J. (1993). Piagetian theory and primary school physics: a rapprochement with possible relevance to special needs education. Early Child Development and Care, 95, 23-39.
Telfer, K. E., & Howe, C. J. (1994). Verbal, vocal and visual information in the identification of warm and hostile attitudes. Journal of Language and Social Psychology, 13, 331-344.
Tolmie, A.K., & Howe, C.J. (1994). Computer-directed group activity and the development of children's hypothesis testing skills. In H.C. Foot, C.J. Howe, A. Anderson, A. K. Tolmie, & D. Warden (eds.) Group and Interactive Learning. Southampton: Computational Mechanics Publications, 139-144.
Howe, C.J., & Tolmie, A.K. (1994). Task design: A neglected variable in the study of group work. In H.C. Foot, C.J. Howe, A. Anderson, A. K. Tolmie, & D. Warden (eds.) Group and Interactive Learning. Southampton: Computational Mechanics Publications, 429-435.
Howe, C.J., Tolmie, A., & Mackenzie, M. (1995). Collaborative learning in physics: some implications for computer design. In C. O'Malley (ed.), Computer-Supported Collaborative Learning, Berlin: Springer-Verlag, 51-68.
Howe, C.J. (1995). Group work in physics: towards an inclusive curriculum. In P. Potts, F. Armstrong & M. Masterton (eds), Learning, Teaching and Managing Schools. Milton Keynes: Open University, 62-79.
Howe, C.J. (1995). Learning about physics through peer interaction. In P. Murphy, M. Selinger, J. Bourne & M. Briggs (eds), Subject Learning in the Primary Curriculum: Issues in English, Science and Mathematics. London: Routledge, 197-204.
Howe, C.J., Tolmie, A., Greer, K., & Mackenzie, M. (1995). Peer collaboration and conceptual growth in physics: task influences on children's understanding of heating and cooling. Cognition and Instruction, 13, 483-503.
Howe, C.J. (1996). Piagetian theory and primary school physics. In P. Woods (ed.) Contemporary Issues in Teaching and Learning. London: Routledge, 105-119.
Howe, C.J., Tolmie, A., & Rodgers, C. (1996). The acquisition of conceptual knowledge in science by primary school children. In L. Smith (ed.), Critical Readings on Piaget. London: Routledge.
Anderson, A., Howe, C.J., & Tolmie, A. (1996). Interaction and mental models of physics phenomena: evidence from dialogue between learners. In J. Oakhill & A. Garnham (eds.), Mental Models in Cognitive Science: Essays in Honour of Phil Johnson-Laird. Hove: Erlbaum, 247-273.
Howe, C.J. (1996). Genere e dialogo nel lavoro scientifico di gruppo. Passagi, 3, 61-78.
Howe, C.J., & Tolmie, A. (1998). Computer support for learning in collaborative contexts: prompted hypothesis testing in physics. Computers and Education, 3/4, 223-235.
Howe, C.J., & Tolmie, A. (1998). Productive interaction in the context of computer-supported collaborative science. In K. Littleton & P. Light (eds.), Learning with Computers: Analysing Productive Interaction. London: Routledge, 24-45.
Foot, H., & Howe, C.J. (1998). The psycho-educational basis of peer assisted learning. In K. Topping & S. Ehly (eds.), Peer Assisted Learning. New Jersey. Lawrence Erlbaum, 27-43.
Howe, C.J. (1998). Psychology teaching in the twenty first century: the role of technology in Higher Education. Invited Special Edition of The Psychologist.
Howe, C.J., & Smith, P. (1998). Conceptual understanding and investigative skills: can group-based practical work serve them both. In J.J. Wellington (ed.), Practical Work in School Science: Which Way Now? London: Routledge, 220-236.
Howe, C. J., Tolmie, A., & Sofroniou, N. (1999). Experimental appraisal of personal beliefs in science: constraints on performance in the 9 to 14 age group. British Journal of Educational Psychology, 69, 243-274.
Davenport, P., & Howe, C.J. (1999). Conceptual gain and successful problem-solving in primary school mathematics. Educational Studies, 25, 55-78.
Howe, C., Foot, H., Cheyne, B., Terras, M., & Rattray, C. (1999). What do parents really want from pre-school education? In V. Wilson & J. Ogden-Smith (eds.), Pre-school Educational Research: Linking Policy with Practice. Edinburgh: Scottish Executive Education Department, 58-75.
Howe, C.J., Tolmie, A., Duchak-Tanner, V., & Rattray, C. (2000). Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge. Learning and Instruction, 10, 361-391.
Davenport, P., Howe, C.J., & Noble, A. (2000). Peer interaction in the teaching of mathematics: explanation and the co-ordination of knowledge. Revue Suisse des Sciences de l'Education, 3, 481-507.
Anderson, A., Cheyne, W., Foot, H., Howe, C., Low, J., & Tolmie, A. (2000). Computer support for peer-based methodology tutorials. Journal of Computer Assisted Learning, 16, 41-53.
Foot, H., Howe, C., Cheyne, B., Terras, M., & Rattray, C. (2000). Pre-school education: parents' preferences, knowledge and expectations. International Journal of Early Years Education, 8, 189-204.
Howe, C.J., Duchak-Tanner, V., & Tolmie, A. (2000). Co-ordinating support for conceptual and procedural learning in science. In R. Joiner, K. Littleton, D. Faulkner & D. Miell (eds.), Rethinking Collaborative Learning. London: Free Press, 81-100.
Howe, C.J., & McWilliam D. (2001). Peer argument in educational settings: variations due to socioeconomic status, gender and activity context. Journal of Language and Social Psychology, 20, 61-80.
Anderson, A., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29, 1-32.
Howe, C.J. (2002). The countering of overgeneralisation. Journal of Child Language, 29, 875-895.
Foot, H., Howe, C., Cheyne, B., Terras, M., & Rattray, C. (2002). Parental participation and partnership in pre-school provision. International Journal of Early Years Education, 10, 5-19.
Howe, C.J., & Tolmie, A. (2003). Group work in primary school science: discussion, consensus and guidance from experts. International Journal of Educational Research, 39, 51-72.
Howley, M., & Howe, C. (2004). Social interaction and cognitive growth: an examination through the role-taking skills of deaf and hearing children. British Journal of Developmental Psychology, 22, 219-243.
Howe, C.J., McWilliam, D., & Cross, G. (2004). Peer collaboration and individual learning: incubation, contradiction and collective insight. In K. Littleton, D. Faulkner & D. Miell (eds.), Learning to Collaborate: Collaborating to Learn. Nova Science.
Howe, C.J. (2004). All together now. The Psychologist, 17, 199-201.
McWilliam, D., & Howe, C. (2004). Enhancing pre-schoolers' reasoning skills: an intervention to optimize the use of justificatory speech acts during peer interaction. Language and Education, 18, 504-524.
Cassidy, C., O'Connor, R. C., Howe, C., & Warden, D. (2004). Perceived discrimination, self-esteem and psychological distress among ethnic minority young people. Journal of Counseling Psychology, 51, 329-339.
Howe, C., McWilliam, D., & Cross, G. (2005). Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration. British Journal of Psychology, 96, 67-93.
Cassidy, C., O'Connor, R., Howe, C., & Warden, D. (2005). Perceived discrimination among ethnic minority young people: the role of psychological variables. Journal of Applied Social Psychology, 35, 1246-1265.
Woolfson, L., Howe, C., & Smyth, K. (2005). Higher Still Programme in Psychology: implications of school and college provision for Higher Education. Psychology Learning and Teaching, 5, 42-46.
Howe, C., & McWilliam, D. (2006). Opposition in social interaction between children: why intellectual benefits do not mean social costs. Social Development, 15, 205-231.
Howe, C., & Mercer, N. (2007). Children's social development, peer interaction and classroom learning. The Primary Review (Research Survey 2/1b). Cambridge: University of Cambridge.
Howe, C., Tolmie, A., Thurston, A., Topping, K., Christie, D., Livingston, K., Jessiman, E., & Donaldson, C. (2007). Group work in elementary science: organizational principles for classroom teaching. Learning and Instruction, 17, 549-563.
Thurston, A., Topping, K.J., Christie, D., Donaldson, C., Howe, C.J., Jessiman, E., Livingston, K., & Tolmie, A. (2008). Effects of group work training on science attainment in rural and urban schools. Research in Science and Technological Education, 26, 31-46.
Thurston, A., Christie, D., Howe, C.J., Tolmie, A., & Topping, K.J. (2008). Effects of continuing professional development on group work practices in Scottish primary schools. Journal of In-Service Education, 34, 263 - 282.
Howe, C. (2009). Expert support for group-work in elementary science: the role of consensus, In B. Schwarz, T. Dreyfus, & R. Hershkowitz (eds.). Transformation of knowledge through classroom interaction (pp.93-104). London: Routledge.
Christie, D., Tolmie, A., Thurston, A., Howe, C., & Topping, K. (2009). Supporting group work in Scottish primary classrooms: Improving the quality of collaborative dialogue. Cambridge Journal of Education, 39, 141-156.
Howe, C. (2009). Collaborative group work in middle childhood: Joint construction, unresolved contradiction, and the growth of knowledge. Human Development, 52, 215-239.
Howe, C., Nunes, T., Bryant, P., Bell, D., & Desli, D. (2010). Intensive quantities: Towards their recognition at primary school level. British Journal of Educational Psychology Monograph Series II, 7, 101-118.
Howe, C. (2010). Peer dialogue and cognitive development: A two-way relationship? In Littleton, K. & Howe, C. (Eds.) Educational dialogues: Understanding and promoting productive interaction (Pp. 32-47). London: Routledge.
Tolmie, A.K., Topping, K.J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K., & Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20, 177-191.
Hunter, S.C., Durkin, K., Heim, D, Howe, C., & Bergin, D. (2010). Psychosocial mediators and moderators of the effect of peer-victimization upon depressive symtomatology. Journal of Child Psychology and Psychiatry, 51, 1141-1149.
Baines, E., & Howe, C. (2011). Discourse topic management and discussion skills in middle childhood: The effects of age and task. First Language, 30, 508-534.
Howe, C., Nunes, T., & Bryant, P. (2011). Rational number and proportional reasoning: Using intensive quantities to promote achievement in mathematics and science. International Journal of Science and Mathematics Education, 9, 391-417.
Howe, C. (2012). Neuroscience and knowledge acquisition in curriculum contexts: Modelling conceptual development in school science. British Journal of Educational Psychology Monograph Series II, 8, 83-98.
Howe, C., Tavares Taylor, J. & Devine, A. (2012). Everyday conceptions of object fall: Explicit and tacit understanding in middle childhood. Journal of Experimental Child Psychology, 111, 351-366.
Durkin, K., Hunter, S., Levin, K., Bergin, D., Heim, D., & Howe, C. (2012). Discriminatory peer aggression among children as a function of minority status and school context. European Journal of Social Psychology, 42, 243-251.
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture, and Social Interaction, 1, 12-21.
Fung, D., & Howe, C. (2012). Liberal Studies in Hong Kong: A new perspective on critical thinking through group work. Thinking Skills and Creativity, 7, 101-111.
MacQuarrie, S., Howe, C., & Boyle, J. (2012). Exploring the characteristics of small groups within Science and English secondary classrooms. Cambridge Journal of Education, 42, 527-546.
Hast, M., & Howe, C. (2012). Understanding the beliefs informing children's commonsense theories of motion: The role of everyday object variables in dynamic event predictions. Research in Science and Technological Education, 30, 3-15.
Howe, C., Devine, A., & Tavares Taylor, J. (2013). Supporting conceptual change in school science: A possible role for tacit understanding. International Journal of Science Education, 35, 864-883.
Howe, C. (2013). Dialogue and self-regulation in the primary classroom: Concluding comments. British Journal of Education Monograph Series, 11, 10, 147-156.
Howe, C. (2013). Scaffolding in context: Peer interaction and abstract learning. Learning, Culture and Social Interaction, 2, 3-10.
Hast, M. & Howe, C. (2013). Towards a complete commonsense theory of motion: The interaction of dimensions in children's predictions of natural object motion. International Journal of Science Education, 35, 1649-1662.
Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. Cambridge Journal of Education, 43, 325-356.
Hast, M., & Howe, C. (2013). The development of children's understanding of speed change: A contributing factor towards commonsense theories of motion. Journal of Science Education and Technology, 22, 337-350.
Howe, C., Taylor Tavares, J., & Devine, A. (2014). Children's understanding of physical events: Explicit and tacit understanding of horizontal motion. British Journal of Developmental Psychology, 32, 141-162.
Howe, C. (2014). The development of scientific reasoning. In A.J. Holliman (Ed.). The Routledge international companion to educational psychology (pp. 92-103). London: New York.
Howe, C. (2014). Optimizing small group discourse in classrooms: Effective practices and theoretical constraints. International Journal of Educational Research, 63, 107-115.
Howe, C. (2014). If you've seen it before then you know: Physical evidence and children's trust in testimony. In E.J. Robinson & S. Einav (Eds.), Trust and skepticism: Children's selective learning from testimony (pp. 151-162). Hove: Psychology Press.
Howe, C., Heim, D., & O'Connor, R. (2014). Racism, identity and psychological well-being: A longitudinal perspective on politically embattled relations. Ethnic and Racial Studies, 37, 2457-2474.
Fung, D., & Howe, C. (2014). Group work and the learning of critical thinking in the Hong Kong secondary liberal studies curriculum. Cambridge Journal of Education, 44, 245-270.
Howe, C., Ilie, S., Guardia, P., Hofmann, P., Mercer, N., & Riga, F. (2015). Principled improvement in science: Forces and proportional relations in early secondary-school teaching. International Journal of Science Education, 37, 162-184.
Howe, C. (2015). Misconceptions, intuitions and elementary physics: harnessing everyday understanding in learning environment design. In K.Y.T. Lim (Ed.), Disciplinary intuitions and the design of learning environments (pp. 185-197). Singapore: Springer.
Taber, K.S., Ruthven, K., Howe, C., Mercer, N., Riga, F., Hofmann, R., & Luthman, S. (2015). Developing a research-informed teaching module for learning about electricity circuits at lower secondary school level: Supporting personal learning about science and the nature of science. In E. de Silva (Ed.), Cases on research-based teaching methods in science education (pp. 123-156). Hershey, PA: IGI Global.
Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R., Ilie, S., & Guardia, P. (2015). Rational number and proportional reasoning in early secondary school: Towards principled improvement in mathematics. Research in Mathematics Education, 17, 38-56. [Awarded prize for journal's best article published in 2015]
Hast, M., & Howe, C. (2015). Children's predictions and recognition of fall: The role of object mass. Cognitive Development, 36, 103-110.
Howe, C. (2015). Monitoring student collaboration in classroom contexts: Towards a process-oriented approach. In R. M. Gillies (Ed.), Collaborative learning: Developments in research and practice (pp. 85-100). New York: Nova.
Howe, C. (In press). Recognition as support for reasoning about horizontal motion: A further resource for school science. Under review at Research in Science and Technological Education. |