Deborah Evans

Deborah has an MA in Education and a Graduate Diploma in Psychology from Brookes University and a PGCE from Lady Spencer Churchill College.

She taught in Primary education in Oxfordshire for 18 years, both in mainstream classrooms and in Special Education provision.

Deborah began her research career in 2000 at Brookes University working on an ESRC funded project investigating explicit and implicit learning with children in KS2.

She joined the Child Learning research group at Oxford University in 2005 as a research officer and has worked on various projects with both hearing and deaf children in KS1 and KS2. Recent projects include Nuffield Foundation funded research on morphemic awareness with deaf children, Probability in mathematics for KS2, and  NDCS funded intervention research with deaf children in Numeracy, Literacy and Working Memory.

Currently, Deborah is research Manager for an EEF funded project aimed at raising attainment for KS1 children in Mathematics and English. She co-ordinates a fieldwork team carrying out visits to schools across England to assess the impact of the intervention study and delivers training to Primary teachers.

Book chapters

  • Nunes, T, Barros Baertl, R, Evans, D, Burman, D (2012) “A Game-Based Working Memory Intervention for Deaf Children”, In: S De Wannemacker, S Vandercruysse, G Clarebout (eds.) Serious Games: The Challenge. Communications in Computer and Information Science. Berlin/Heidelberg: Springer. 31-39
    DOI: http://doi.org/10.1007/978-3-642-33814-4_4

  • Nunes, T, Burman, D, Evans, D, Bell, D (2010) “Writing a language that you can't hear”, In: Reading and Dyslexia in Different Orthographies. 109-128
    DOI: http://doi.org/10.4324/9780203858462

  • Nunes, T, Burman, D, Evans, D, Bell, D (2010) “Writing a language that you can’t hear”, In: N Brunswick, S McDougall, P Davies (eds.) The role of orthographies in reading and spelling. Hove: Psychology Press/Taylor and Francis. 109-128

  • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D, Montgomery, L (2008) “Deaf Children's Understanding of Inverse Relations”, In: Deaf Cognition: Foundations and Outcomes. Oxford University Press.
    DOI: http://doi.org/10.1093/acprof:oso/9780195368673.003.0007

  • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D, Montgomery, L (2008) “Deaf Children's Understanding of Inverse Relations”, In: Deaf Cognition: Foundations and Outcomes.
    DOI: http://doi.org/10.1093/acprof:oso/9780195368673.003.0007

  • Nunes, T, Bryant, P, Pretzlik, U, Evans, D, Bell, D, Olsson, J (2006) “What knowledge of morphemes do children and adults show in the way that they spell words?”, In: Improving Literacy by Teaching Morphemes. 35-62
    DOI: http://doi.org/10.4324/9780203969557

  • Bryant, P, Nunes, T, Pretzlik, U, Bell, D, Evans, D, Olsson, J (2006) “From the laboratory to the classroom”, In: Improving Literacy by Teaching Morphemes. 65-103
    DOI: http://doi.org/10.4324/9780203969557

Conference papers

  • Nunes, T, Barros, R, Evans, D, Burman, D (2012) “A game-based working memory intervention for deaf children”, Communications in Computer and Information Science. 280 CCIS 31-39.
    DOI: http://doi.org/10.1007/978-3-642-33814-4_4

Journal articles

  • Nunes, T, Bryant, P, Gottardis, L, Terlektsi, M-E, Evans, D (2015) “Can we really teach problem solving in primary school?”, Mathematics Teaching. 246 44-48.

  • Bryant, P, Nunes, T, Evans, D, Gottardis, L, Terlektsi, M-E (2014) “Learning that randomness is fair but loaded dice are not”, Mathematics Teaching. 242 5-8.

  • Nunes, T, Bryant, P, Evans, D, Gottardis, L, Terlektsi, ME (2014) “The cognitive demands of understanding the sample space”, ZDM - International Journal on Mathematics Education. 46(3) 437-448.
    DOI: http://doi.org/10.1007/s11858-014-0581-3

  • Nunes, T, Bryant, P, Evans, D, Bell, D, Hallett, D (2013) “Promoting the comprehension of additive composition by deaf children”, Cadernos CEDES. 33(91) 319-332.
    DOI: http://doi.org/10.1590/S0101-32622013000300002

  • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, Educational Studies in Mathematics. 79(3) 371-388.
    DOI: http://doi.org/10.1007/s10649-011-9314-5

  • Nunes, T, Bryant, P, Evans, D, Bell, D, Barros, R (2012) “Teaching children how to include the inversion principle in their reasoning about quantitative relations”, EDUCATIONAL STUDIES IN MATHEMATICS. 79(3) 371-388.
    DOI: http://doi.org/10.1007/s10649-011-9314-5

  • Nunes, T, Bryant, P, Evans, D, Bell, D (2010) “The scheme of correspondence and its role in children's mathematics”, British Journal of Educational Psychology. 2(7) 83-99.
    DOI: http://doi.org/10.1348/97818543370009X12583699332537

  • Nunes, T, Bryant, P, Hallett, D, Bell, D, Evans, D (2009) “Teaching Children About the Inverse Relation Between Addition and Subtraction”, MATHEMATICAL THINKING AND LEARNING. 11(1-2) 61-78.
    DOI: http://doi.org/10.1080/10986060802583980

  • Nunes, T, Bryant, P, Burman, D, Bell, D, Evans, D, Hallett, D (2009) “Deaf children's informal knowledge of multiplicative reasoning.”, Journal of deaf studies and deaf education. 14(2) 260-277.
    DOI: http://doi.org/10.1093/deafed/enn040

  • Burman, D, Evans, D, Nunes, T, Bell, D (2008) “Assessing deaf children's writing in primary school: Grammar and story development”, Deafness and Education International. 10(2) 93-110.
    DOI: http://doi.org/10.1002/dei.238

  • Burman, D, Nunes, T, Evans, D (2007) “Writing profiles of deaf children taught through British Sign Language”, Deafness and Education International. 9(1) 2-23.
    DOI: http://doi.org/10.1002/dei.204

  • Nunes, T, Bryant, P, Evans, D, Bell, D, Gardner, S, Gardner, A, Carraher, J (2007) “The contribution of logical reasoning to the learning of mathematics in primary school”, BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY. 25 147-166.
    DOI: http://doi.org/10.1348/026151006X153127

  • Nunes, T, Bryant, P, Evans, D “Morphological knowledge and learning new words”, Revista Portuguesa de Pedagogia & Psychologica. Special joint volume. 67-74.

Other

  • Nunes, T, Bryant, P, Hurry, J, Pretzlik, U, Bell, D, Evans, D (2008) Fractions: difficult but crucial in mathematics learning. TLRP Research Briefing.(13)

  • Nunes, T, Bryant, P, Hurry, J, Pretzlik, U, Bell, D, Evans, D Why morphemes are useful in primary school literacy. TLRP Research Briefing. 14

Category

  • Department staff

Position

  • Research Manager

Research groups

  • Children Learning

01865 284893

Publications, books and other work