Academician of the Academy of Social Sciences
Associate Fellow of the British Psychological Association
Editor: Social Development, Cambridge Journal of Education and Psychology Learning and Teaching
Editorial Board: British Journal of Educational Psychology, Computers and Education, First Language, Human Development, and Learning and Instruction
Member of AERA, ASE, BPS, EARLI, SRCD
Christine is a Developmental Psychologist, whose research lies at the interface between Psychology and Education. Her main interests are children's conceptual knowledge, particularly in the domains of science and mathematics, and children's peer relations and communicative competence. For the past 20 years, she has also been bringing the two interests together, via research and consultancy on 'interactive learning' in peer group, tutor-led and computer-mediated settings. As well as resulting in numerous publications and research grants, Christine's research on collaborative learning in science has attracted considerable media attention and has had significant impact on policy and practice.
Christine is past or present editor of the journals Social Development, Cambridge Journal of Education and Psychology Learning and Teaching, and she sits on the Editorial Boards of British Journal of Educational Psychology, Computers and Education, First Language, Human Development, and Learning and Instruction. In 2006, she was elected Chair of the British Psychological Society's Developmental Section, followed by election to the Academy of the Social Sciences in 2008. Christine served on the ESRC's Training and Development Board between 2004 and 2008. She has been a Nuffield Foundation Research Fellow, and a Visiting Scholar at St John's College Oxford. Christine is married with two children, and enjoys music, art, film, theatre, travel, hiking, tennis, learning languages, and playing bridge.
Classroom dialogue; communicative skills in pre-school and school-aged children; conceptual development in children and adolescents; group work in schools; mathematical and scientific reasoning in children and adolescents; peer group influences on social, personal and academic development.
Course involvement in the University of Cambridge
Christine teaches the topic of 'Cognitive and social development' for PhD, MPhil/MEd Psychology and Education and the BA in Education.
C. Howe, T. Nunes & P. Bryant - "Rational number and proportional reasoning: Using intensive quantities to promote achievement in mathematics and science", International Journal of Science and Mathematics Education, (2011), 9, 391-417.
C. Howe - Peer groups and children's development, (2010) Oxford: Blackwell.
K. Littleton & C. Howe - Educational dialogues: Understanding and promoting productive interaction, (2010), London: Routledge.
C. Howe & D. McWilliam - "Opposition in social interaction between children: why intellectual benefits do not mean social costs", Social Development, (2006), 15, 205-231.