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Psychology

D-Index
36
Citations
6764
World Ranking
9433
National Ranking
937

Research.com Recognitions

  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom

Overview

Christine Howe is affiliated with the University of Cambridge in the United Kingdom, specializing in fields related to social sciences and psychology. Their research predominantly focuses on education, developmental and educational psychology, linguistics and language, language and linguistics, as well as social psychology.

The main topics addressed in their work include innovative teaching and learning methods, teacher education and leadership studies, parental involvement in education, reading and literacy development, multilingual education and policy, online and blended learning, and EFL/ESL teaching and learning.

Christine Howe's notable recent publications include:

  • "Coding classroom dialogue: Methodological considerations for researchers," 2020, Learning Culture and Social Interaction
  • "Controversies and consensus in research on dialogic teaching and learning," 2020, Dialogic Pedagogy A Journal for Studies of Dialogic Education
  • "Strategies for supporting the transition from small-group activity to student learning: A possible role for beyond-group sharing," 2020, Learning Culture and Social Interaction
  • "Classroom interaction and student learning: Reasoned dialogue versus reasoned opposition," 2023, Dialogic Pedagogy A Journal for Studies of Dialogic Education
  • "Developing a test of reasoning for preadolescents," 2021, International Journal of Research & Method in Education

Frequent publication venues that host Christine Howe's work include:

  • Learning Culture and Social Interaction
  • Dialogic Pedagogy A Journal for Studies of Dialogic Education
  • Zenodo (CERN European Organization for Nuclear Research)
  • International Journal of Research & Method in Education
  • The Encyclopedia of Child and Adolescent Development

Their collaborations extend to multiple co-authors, including:

  • Sara Hennessy
  • Neil Mercer
  • Maria Vrikki
  • Christa S. C. Asterhan
  • Adam Lefstein

Christine Howe was recognized as a Fellow of the Academy of Social Sciences in the United Kingdom, an acknowledgment connected to their contributions in the social sciences field.

Best Publications

  • Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory

    Neil Mercer;Christine Howe

  • Classroom dialogue: a systematic review across four decades of research

    Christine Howe;Manzoorul Abedin

  • Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?

    Christine Howe;Sara Hennessy;Neil Mercer;Maria Vrikki

  • Perceived discrimination and psychological distress: the role of personal and ethnic self-esteem

    Clare Cassidy;Rory O'Connor;Christine Joyce Howe;David Warden

  • Social effects of collaborative learning in primary schools

    Andrew Kenneth Tolmie;Keith J. Topping;Donald Christie;Caroline Donaldson

  • Educational dialogues : understanding and promoting productive interaction

    Karen Littleton;Christine Howe

  • The acquisition of conceptual knowledge in science by primary school children : group interaction and the understanding of motion down an incline

    Christine Howe;Andrew Tolmie;Catherine Rodgers

  • Peer interaction and the learning of critical thinking skills in further education students

    Tony Anderson;Christine Howe;Rebecca Soden;John Halliday

  • Group work in elementary science: Towards organisational principles for supporting pupil learning

    Christine Howe;Andrew Kenneth Tolmie;Allen Thurston;Keith J Topping

  • Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

    Christine Howe;Andy Tolmie;Val Duchak-Tanner;Catherine Rattray

  • Physics in the primary school: Peer interaction and the understanding of floating and sinking

    Christine Howe;Andrew Tolmie;Catherine Rodgers

  • Chance favours only the prepared mind: incubation and the delayed effects of peer collaboration

    Christine Howe;Donna McWilliam;Gillian Cross

  • Task design as an influence on dialogue and learning: primary school group work with object flotation

    Andrew Tolmie;Christine Howe;Mhairi Mackenzie;Karen Greer

  • Group work in primary school science: discussion, consensus and guidance from experts

    Christine Howe;Andrew Tolmie

  • Peer Collaboration and Conceptual Growth in Physics: Task Influences on Children's Understanding of Heating and Cooling

    Christine Howe;Andy Tolmie;Karen Greer;Mhairi Mackenzie

  • Conceptual knowledge in physics: The role of group interaction in computer-supported teaching

    Christine Howe;Andrew Tolmie;Anthony Anderson;Mhairi Mackenzie

  • Dialogic practices in primary school classrooms

    Maria Vrikki;Lisa Wheatley;Christine Howe;Sara Hennessy

  • Collaborative group work in middle childhood

    Christine Howe

  • Peer Groups and Children's Development

    Christine Howe

  • Coding classroom dialogue: Methodological considerations for researchers

    Sara Hennessy;Christine Howe;Neil Mercer;Maria Vrikki

  • Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue

    Donald Christie;Andrew Kenneth Tolmie;Allen Thurston;Christine Howe

Frequent Co-Authors

Andrew Tolmie
Andrew Tolmie University College London
Kevin Durkin
Kevin Durkin University of Strathclyde
Simon C. Hunter
Simon C. Hunter Glasgow Caledonian University
Rory C. O'Connor
Rory C. O'Connor University of Glasgow
Peter Bryant
Peter Bryant University of Oxford
Hildy S. Ross
Hildy S. Ross University of Waterloo
Susanne A. Denham
Susanne A. Denham George Mason University
Carl Senior
Carl Senior Aston University

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