Professor Topping's staff profile is also available in Chinese (see below).
Keith Topping is Professor of Educational and Social Research.
His main research focus is Peer Learning (including peer tutoring, cooperative learning, peer assessment, and so on) and other forms of non-professional tutoring (e.g. by parents, assistants or volunteers) - in core skills (e.g. reading, spelling, writing, thinking skills, science, mathematics, information technology) and across subject boundaries, in all sectors and contexts of education and lifelong learning. These methods are targeted to: raise achievement; enhance motivation, self-esteem and confidence; develop social, communication and other transferable skills; and promote inclusion.
Keith is director of the Centre for Peer Learning. He directed the Higher Education Effective Learning Project (peer assisted learning between students in college and university). He was co-director of the national Read On project (cross age peer tutoring in reading and thinking, coupled with parental involvement at home) and of the national Problem-Solving project (cross age peer tutoring in mathematical problem-solving, coupled with parental involvement at home). He was engaged in the Group Work Scotland ESRC TLRP project in cooperative learning in science and subsequently a TLRP progression project investigating collaborative learning in primary-secondary transition funded jointly by ESRC and the Scottish Executive (Groupwork Transition). This was followed by the national Scotland Reads project involving volunteer tutors aged 16-25. A large scale design experiment investigating value added by different types and intensities of peer tutoring in reading and mathematics was funded by ESRC and Fife Council in collaboration with the University of Durham (www.cem.org/fife-peer-learning-project). The effectiveness of peer tutoring (as tutor or tutee) as a major component in a randomized controlled trial of after-school programmes for juveniles at risk in the criminal justice system in Washington DC was then funded by the US Department of Education.
Keith was a member of the International Reading Association task force charged with translating the PISA and PIRLS research studies of achievement in 37 countries worldwide into culturally relevant policy and practice guidelines. He was convenor of the Parents in Education Research Network. He has worked several European projects, for example: a five-country project on online learning for parent trainers and parents in maths and science and helping the Maltese government develop parent trainers. He also has interests in problematic behaviour in schools, leading the Scottish Executive project on Promoting Social Competence in schools and co-directing the international Intervening with Disturbed Adolescents project. He also has interests in electronic literacy and computer aided assessment.
Recently he has worked with Scottish Government on the development of the Primary One Literacy Assessment and Action Resource (POLAAR) literacy assessment system for pre-school children (https://education.gov.scot/improvement/Pages/sac17polaar.aspx). He has also been involved in projects exploring parent involvement in language development with children aged 0-3 years, using 24-hour recordings and computer analysis of these. He has also been working on studies of quality of implementation of book reading and outcomes in primary and secondary schools. He has also been involved in a series of books about peer learning (see below).
Topping, K., Duran, D., & Van Keer, H. (2016). Using peer tutoring to improve reading skills: A practical guide for teachers. London & New York: Routledge. ISBN: 978-1-138-84329-5 (pbk). Resources website: www.routledge.com/9781138843295.
Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. London & New York: Routledge. ISBN: 978-1-138-90649-5 (pbk). www.routledge.com/9781138906495
Duran, D., & Topping, K. J. (2017). Learning by teaching: Evidence-based strategies to enhance learning in the classroom. London & New York: Routledge. ISBN: 978-1-138-12299-4 (pbk). Also in Spanish. www.routledge.com/9781138122987
Keith's published works are approaching 400 (books, chapters, peer reviewed journal papers, and distance learning packages), with translations into Spanish, Italian, German, Portuguese, Chinese, Danish, Arabic, Turkish, Russian, Catalan and Hebrew. Prior to entering Higher Education in 1992 he worked for a number of local Education authorities, and for Social Services and Health.
Degrees & Qualifications
- B.A. Social Psychology (Sussex)
- M.A. Child Development (Nottingham)
- Ph.D. Educational Psychology (Sheffield)
- Fellow of the British Psychological Society (F.B.Ps.S.)
- Peer Learning
- Parents as Educators
- Computer Assisted Learning & Assessment
- Social, Emotional & Behavioural Competence & Dysfunction
Specialist in research in Educational Psychology. Director of the Centre for Peer Learning. Within the university, collaborations with applied computing, mathematics, economics, law, psychology, nursing & midwifery, medicine, and others. National (U.K.) collaborations with a number of universities, e.g. Cambridge, University of London Institute of Education, Exeter, York, Stirling, Strathclyde. International collaborations (yielding output) with many universities: Illinois - Chicago, Rutgers, Cincinnati, Minnesota, CUNY/Queens College, George Mason, Georgia Southern, Iowa, Tennessee - Knoxville, Mississippi State, Arizona State - Tempe, Maryland (US); Maranhao and Goias (Brasil); Hong Kong; Leiden and Maastricht (Netherlands); Humboldt (Berlin, Germany); St. Gallen (Switzerland); Ghent, Leuven and Vrije (Belgium); University of Cyprus and Europa (Cyprus); Barcelona Autonomous & University Of Cadiz (Spain), Charles University (Czech Republic).
- National Literacy Trust - Face-to-Face: Parental contribution to child language development ages 0-3 (2009 - £12,000)
- European Social Fund - Parental involvement in children's education to improve transferable skills and employability (2009-10 - €90,000) (collaboration with government of Malta)
- ESRC - Peer tutor status and outcomes in primary mathematics (2009-10 - £80,059.47) (collaboration with University of Stirling)
- Europa Grundtvig - Helping parents to help their children excel in mathematics and sciences (2007-9 - €298,338) (collaboration with Cyprus College, University Of Cyprus, University Of Cadiz, Charles University Czech Republic)
- Economic & Social Research Council (ESRC) and Fife Council (2006-8) (£370,700)
- NHS Education for Scotland (NES) (2006-2008) (£189,897) (collaboration with Nursing at Dundee, Salford, Sheffield universities and Fife & Tayside Health Boards)
- US Dept of Education (Institute for Educational Sciences) (2005-2008) ($US1,499,943) (collaboration with University of Maryland)
- Scottish Executive & Learning & Teaching Scotland (2005-6) (£23,822)
- Economic & Social Research Council (ESRC) and Scottish Executive Education Department (2005-6) (£88,377) (collaboration with Educational Studies & Psychology, University of Strathclyde)
- Strategic Infrastructure Fund (2005-6) (£29,000)
- Scottish Enterprise and Careers Scotland (2003-4) (£10,000)
- Economic & Social Research Council (ESRC) Teaching & Learning Research Programme (TLRP) (2003-4) (£72,000) (collaboration with Educational Studies & Psychology, University of Strathclyde)
- European Commission Information Society Technologies Programme (2003-6) (£397,229) (collaboration with Applied Computing at Dundee and partner countries: Canada, Slovakia, Germany)
- The Scottish Office Education and Industry Department (1996-8 and 1998-9) (£130,000)
- British Petroleum, Scottish Executive Education Department, and partner local education authorities (1998-1999 £87,300; 2001-2002 £89,500)
- Scottish Higher Education Funding Council (1993-6) (£150,000)
- Universities' China Committee in London (2003)
- The Nuffield Foundation (1995-6)
- The Scientific Affairs Board of the British Psychological Society (1995)
- The British Academy (1995, 2003)
- Scottish Enterprise (1995)
- British Telecom (1994-5)
- The Lord Mayor of London's Appeal (1994-5)
- Community Service Volunteers (1994-5)
- The Hamlyn Foundation (1993)
- British Petroleum (1992, 2004)
拓冰先他括主同要辈指生的导是研本究，合大方作向学学从是习事如，何教同在育辈学与评习社估核会等心研模技究式能学）以的以及教及其授其他。他知 形识式的的时非候专应业用教同学辈（学施习教（者包 写包成生中括绩，写为家，增作了长强，不，思积助断考极教自，性，我科及、提学自志高尊，愿而数和者追学自）求，来信的信取，学息并得习技且更。拓术在好冰。社的其教交结他授、果沟知的。通识研核和覆究心其盖希技他各望能实种能的用形够学式技帮习的能助包教方参括育面与阅以取者读及得提，人拼进高 一读责阅和步过读思提英项国维高目（能，高使一力等参个的教与跨项育者年目有更龄）效容和段学易解、习以融决项同入问目辈群题（指体项即导。目大为拓（学主冰一生辅教个之以授跨间父是年的母同龄互家段辈助教、学学以的习习同，中）旨辈心。在指另的提导外主高为，任主他参。辅他是与以曾英者父负国阅 了从在母家小科经学学教济与升的领初域社，旨中会的在合学转提作变研高学究过参习协程与中会。他者和的还数互教在学助学教运学研学算习究研能计。究拓力划计冰的资划教项助后授目的续还）苏研的参格究主与兰项要了小目负苏组小责格合组人兰作合之阅项作一读目转。项，他专变目还注中。参研该研与究项究 学式目辈和招教研募学强究了协度的会功大的同效量，法也的辈夫教是16地一学岁方个对到政由阅2府美读5和和国岁杜教数的伦学育自大部愿学习资者资助的来助的附充（加研当w值究教ww的师。.苏f主，i格通要e兰过p方阅情e向r读景l。e项模该ar目拟研ni来究由ng研通经.o究过济rg研与不）究社同。随会模同 和拓机但促冰教进有国授计际划是阅国的读际课素阅外养读教研育工究来作（引组P导的IR那一LS些员）容。在易这世堕个界入小37歧组个途负国的责家青把所少国进年际行学。的生 研评究估成计果划转（化PI为SA适） 合员目议；召和当2地家集）文长人帮为化。助的目他马参标指耳与群导他体的方政其，针府他旨和培在研实训提究践家高项准长他目则辅们包。导括在 员此数：；外学13），）和一拓研科个冰究学覆教家领盖授长域是在5教个家0学-国长3能家教岁力、育儿的以研童在为究的线家网语培长络言训辅的学项导会习 中冰和的教的学提作授习升在用信社信。交息他息系能的技力统研术项）究学。目领习 。域拓和还冰电包教脑括授辅了还助在是评国校估际学方生帮面的助也问问有题题所行青研为少究（，年领详项导见目由拓的苏冰负格教责兰授人政的之府出一资版。助物拓 拓杂葡冰萄志教牙，授语远发程，中教表文学的，包作丹等品麦超）语，过，其30阿中0拉很部伯（多语包作，括品土书都耳籍被其（翻语独译，立成俄编西语写班，或牙加合语泰作，罗创意尼作大亚）利语，语专和，业希德期伯语刊来， 余语 爱等。好在是从登事高高望等远教。育 之前，他曾在地方教育机构和社会保障局工作过。他的业
主要研 社究会方心向理 学士 （苏塞克斯大学）
研究合社作会伙、伴情 感行为能力和障碍 其史学拓他冰特科学教灵相授科互，斯是合诸特教作如莱育。应斯心在用克英计理莱国算学德机研大究内，学数方，等学面他许，与的多经专剑院济家桥校学，，同有，伦法辈深敦入学律大习的，学心中合教理心作育学的。学同，主院时护任，他理。埃与他和克和众助塞多邓产特迪国，，际医大约知学学克等内名， 亚学学治亚利府，辛州有桑南广那那泛州部提大的大学立合学坦，作爱，佩并明荷取大尼华得学苏大成，马达学效里大，，田兰学这纳大，些西纽学大州约；学巴-城包诺西市括科马大了维拉学：尔尼美皇大昂国后学州的学，立芝院密大加，西学乔哥和治大比戈梅学州亚森，斯罗大立州格学大立斯，学乔大大， 塞大学瑞士学浦；路香。的斯港 圣欧大格罗兰学巴大；学荷大；学兰比的；西利莱班时顿牙的大的根学巴特和塞大马罗学斯那，特鲁自里汶治赫大大特学学大和和学自加；由的德大斯国学大柏；学林塞；的捷浦洪克路堡斯的德查大大理学学斯和； 研究资金赞助机构 年英国，£1家2,阅00读0）基 金 – 父母在0-3岁儿童语言学习过程中的作用（2009 景欧目方洲） 面社会的帮基助金（ –20 0父9母年对至子20女10教年育，在€子9女0,今00后0）实（用与技马能耳的他培政养府和的就合业作前项 经（2济0与09社年会至学2研01究0年协，会£ 8—0, 0同59辈.4指7）导（在与小史学特数林学大教学学合上作的）影 响和成果Europa Grundtvig — 帮助加（2的00斯7大年学至，20捷09克年查，理€斯2大98父学,3母合38提作）高）（子与女塞在浦数路学斯及学科院学，塞科浦领路域斯的大成学绩， 经济与社会学研究协会和法夫地方政府 （2006年至2008年，£370,700） 夫苏格德兰、国谢家菲尔医德疗教等大育学体的系（医2护00系6以年及至法20夫08和年泰，斯£德18卫9,生89局7）合（作与）邓 迪、沙 美马国里教兰育大部学（合教作育）科 学协会）（2005年至2008年，US$1,499,943）（与 £苏2格3,兰822政)府 及政府下属的苏格兰学习与教学机构（2005年至2006年， £经8济8,与37社7)会 （学与研斯究特协莱会斯和克苏莱格德兰大政学府的教教育育部研门究（和2心00理5年系至合作200）6 年， 战略基础设施基金（2005年至2006年，£29,000) 苏格兰企业协会和苏格兰就业协会（2003年至2004年，£10,000) 斯经济特与莱斯社会克学莱研德究大协学会的教，教育学研研究究和计心划理（系20合03作年）至 2004年，£72,000) （与 欧邓盟迪理大学事实会用信计息算社机会技系术及加研究拿项大目、斯（2洛0伐03克年、至德2国00等6年国，家£合39作7,）22 9)（与 苏格兰教育及工业部门（1996年至1998年及1998年至1999年，£130,000) £英8国7,3石0油0；公2司001、苏年格至兰20教02育年部，以£及89相,5关00地）区 教育部门（1998年至1999年， 苏格兰高等教育基金会（1993年至1996年，£150,000) 伦敦众多大学的中国协会（2003年） 纳菲尔的基金（1995年至1996年） 英国心理学会下属的科学事务理事会（1995年） 英国社科院1995年，2003年） 英国电信(1994年至1995年） 伦敦金融城市长基金（1994年至1995年） 社区服务志愿者协会(1994年至1995年） 哈姆林基金（1993年） 教学 英国石油公司 (1992年及2004年）.
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