Professor Topping's staff profile is also available in Chinese (see below).

Biography

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. 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. 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). 

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). 

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.  

Topping, K. J. (2018). Learning by Peer Assessment: Appraising, reflecting, discussing. New York and London: Routledge

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.)

Research Interests

• Peer Learning
• Parents as Educators
• Computer Assisted Learning & Assessment
• Social, Emotional & Behavioural Competence & Dysfunction

Research Groups

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 (Brazil); 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).

Research Funding

• 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)

凯斯拓冰是教育和社会研究学院的教授。

他的主要研究重点是通过同伴学习（包括同伴辅导，合作学习，同伴评估等）和其他形式的非专业辅导（例如由家长，助理或志愿者）提高核心技能（例如阅读，拼写，写作，思维技巧，科学，数学，信息技术）以及跨越学科界限，各个行业和背景下的教育和终身学习。这些方法的目标是：提高成绩; 增强积极性，自尊心和信心; 社交发展，沟通和其他可调动的技能; 并促进包容。

拓冰教授是同伴学习研究中心的主任。他负责高等教育有效学习项目（大学学生之间的同伴协助学习）的运行。他也是国家阅读项目（跨年龄同伴间阅读和思考辅导，同时家长在家参与）和国家问题解决项目（跨年龄同伴间数学问题解决辅导，同时家长在家参与）的联合负责人。他参与苏格兰经济和社会研究协会（ＥＳＲＣ）教学研究计划（TLRP）项目，研究合作学习科学，并随后开展了一个TLRP小学升中学的过渡过程中的合作学习项目，项目由ESRC和苏格兰政府联合资助。随后是由16-25岁的志愿者导师参与的苏格兰国家阅读项目，项目由ESRC和Fife政府资助，与Durham大学合作，通过增加不同类型和强度的同伴辅导学习对阅读和数学的影响的大规模设计实验（项目链接：www.cem.org/fife-peer-learning-project）。美国教育部资助了同伴辅导学习（作为导师或学员）为主的随机对照试验在华盛顿特区刑事司法系统中青少年面临风险的课外课程的有效性项目。

凯斯（Keith）是国际阅读协会的工作组成员，负责将PISA和PIRLS在全球37个国家的研究成果转化为文化相关的政策和实践指南。他是教育研究网络的家长召集人。他曾在许多欧洲项目上工作过，例如：为家长培训师和数学和科学方面的家长进行在线学习的五国项目，并帮助马耳他政府培养家长培训师。他还对学校中的问题行为感兴趣，领导促进学校社交能力的苏格兰国家项目和青少年心理健康的国际干预项目。他还对计算机阅读能力和计算机辅助评估感兴趣。

最近，他和苏格兰政府研发了一年级学生识字能力评估和行动资源（POLAAR）学龄前儿童识字评估系统（https://education.gov.scot/improvement/Pages/sac17polaar.aspx）。他还参与了探索家长参与0-3岁儿童语言发展的项目，使用24小时录音和电脑分析。他也一直在研究中小学实施书籍阅读和成果的质量。他还参与了一系列关于同伴学习的书籍编写工作（见下文）。

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). 

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). 

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

Topping, K. J. (2018). Learning by Peer Assessment: Appraising, reflecting, discussing. New York and London: Routledge

凯斯（Keith）已经发表近400篇著作 (书籍，章节，同行评审的期刊论文和远程学习材料),他的著作被翻译成西班牙语，意大利语，德语，葡萄牙语，中文，丹麦文，阿拉伯文，土耳其文，俄文，加泰罗尼亚文和希伯来文。在1992年进入高等教育之前，他曾在多个当地教育部门工作，为社会服务和健康部门工作。

教育背景:

社会心理学本科（萨塞克斯大学）

儿童发展专业硕士（英国诺丁汉大学）

教育博士（英国谢菲尔德大学）

英国心理学会理事

研究兴趣:

同伴学习

家庭学习

计算机辅助学习和测试

社交，情绪和行为能力与功能障碍