Papers by Steven E Higgins
Education Canada, 2001
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Lord's Paradox occurs when a continuous covariate is statistically controlled for and the rel... more Lord's Paradox occurs when a continuous covariate is statistically controlled for and the relationship between a continuous outcome and group status indicator changes in both magnitude and direction. This phenomenon poses a challenge to the notion of evidence-based policy, where data are supposed to be self-evident. We examined 50 effect size estimates from 34 large-scale educational interventions, and found that impact estimates are affected in magnitude, with or without reversal in sign, when there is substantial baseline imbalance. We also demonstrated that multilevel modelling can ameliorate the divergence in sign and/or magnitude of effect estimation, which, together with project specific knowledge, promises to help those who are presented with conflicting or confusing evidence in decision making.
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Data analysis usually aims to identify a particular signal, such as an intervention effect. Conve... more Data analysis usually aims to identify a particular signal, such as an intervention effect. Conventional analyses often assume a specific data generation process, which suggests a theoretical model that best fits the data. Machine learning techniques do not make such an assumption. In fact, they encourage multiple models to compete on the same data. Applying logistic regression and machine learning algorithms to real and simulated datasets with different features of noise and signal, we demonstrate that no single model dominates others under all circumstances. By showing when different models shine or struggle, we argue it is both possible and important to conduct comparative analyses.
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International Journal of Educational Research, 2016
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UNESCO MGIEP eBooks, Mar 22, 2022
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International Conference on Computers in Education, 2012
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Review of Education, 2022
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This article reviews some of the strengths and limitations of the comparative use of meta-analysi... more This article reviews some of the strengths and limitations of the comparative use of meta-analysis findings, using examples from the Sutton Trust-Education Endowment Foundation (EEF) Teaching and Learning ‘Toolkit’ which summarises a range of educational approaches to improve pupil attainment in schools. This comparative use of quantitative findings has similar characteristics to umbrella reviews which provide a succinct summary of the current state of evidence to inform practice or policy. Meta-analysis helps to identify which approaches have, on average, made the most difference to tested learning outcomes, in terms of effect size. We suggest that any comparative inferences made should be treated cautiously, but taken seriously. Additionally, we present alternative ways of interpreting effect sizes, security ratings and cost-estimates to make research findings accessible, whilst retaining appropriate accuracy which is discussed using the ‘Toolkit’ as an example. We conclude by arg...
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Research Papers in Education, 2018
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Review of Education, 2016
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Learning to Learn in Schools Phase 4 is a research project coordinated by the independent UK char... more Learning to Learn in Schools Phase 4 is a research project coordinated by the independent UK charity, the Campaign for Learning (CfL), and funded by the Department for Children, Schools and Families. It is facilitated by a team of researchers from the Research Centre for Learning and Teaching at Newcastle University and Durham University. This project involves 41 primary and secondary schools in four Local Authorities (LAs), representing a wide range of socio-economic contexts across England1. This project builds on research ...
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Cambridge University Press eBooks, Dec 1, 2005
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Journal of Orthodontics, 2021
Objective: To compare two methods of providing information about the Bone Anchored Maxillary Prot... more Objective: To compare two methods of providing information about the Bone Anchored Maxillary Protraction (BAMP) trial: standard printed information and multimedia websites, for their quality and ease of understanding, and impact on decision-making. Design: Randomised controlled trial. Setting: Orthodontic outpatient clinic in the UK. Methods: Participants were 109 adolescents (aged 11–14 years) attending for orthodontic treatment. While awaiting treatment they were asked to imagine being recruited to the BAMP clinical trial. They were individually randomised to receive the printed or the multimedia website information (comprising text, animations and ‘talking head’ videos). After reading or viewing the information, they completed a 9-item Likert scale Decision-Making Questionnaire (DMQ) (score range 0–36) plus three free-text questions on their evaluation of the information. Results: A total of 104 participants completed the questionnaire. Mean total DMQ scores were higher (more pos...
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Papers by Steven E Higgins