Keith J. Topping, Ph.D., is professor of educational and social research at the University of Dundee. His own main research focus is peer learning (including peer tutoring, cooperative learning, peer assessment, and so forth) and other forms of nonprofessional 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.

Topping 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). Further information about this work will be found on the Scottish Council for Research in Education website (Spotlights 82 and 83). 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 and 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.fifepeerlearning.org).The effectiveness of peer tutoring (as tutor or tutee) as a major component in a randomized controlled trial of after-school programs for juveniles at risk in the criminal justice system in Washington, D.C., was funded by the U.S. Department of Education.

Topping is 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 is convenor of the Parents in Education Research Network. He also has interests in problematic behavior in schools, leading the Scottish Executive project on Promoting Social Competence in schools, and co-directing the international IDA (Intervening with Disturbed Adolescents) project. He also has interests in electronic literacy and computer-aided assessment.

Topping's published works are approaching 300 (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. He is also director of Doctoral Programmes in educational psychology (Ph.D. and Professional Doctorate). Prior to entering Higher Education, he worked for a number of local Education authorities, and for Social Services and Health. His spare time is spent in high places. In 2011, Topping received the Outstanding Contribution to Cooperative Learning Award from the American Education Research Association. This award honors an individual who has significantly contributed to the theory and research underlying cooperative learning.

Consulted on Reading and Language Proficiency