Department of Education

Fiona Jelley

Research Officer/Doctoral Student

College Affiliation: Brasenose College

Fiona Jelley is a senior researcher currently working on the KindOx project. She is based primarily in the Families, Effective Learning, and Literacy (FELL) research group, and is also affiliated with the Applied Linguistics and Learning and New Technologies groups.

The Kinder-Oxford Research Programme (KindOx) is a collaboration between Ferrero International and the Department of Education focused on investigating key issues in children’s learning through digital technologies with a view to better understanding and potentially enhancing this process. Two key strands of work in the project will focus on parental engagement and the development of children’s language and literacy skills.

Fiona’s research interests lie in evaluations of interventions designed to enhance young children’s development, including through engaging parents, and also in the role technology can play in supporting learning

Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. She is now working towards a DPhil supervised by Professors Charles Hulme and Victoria Murphy.

She has been involved in several research projects in the Department. Most recently, Fiona led the evaluation team for the Parental Engagement Fund (PEF) project. The Fund, launched by Esmée Fairbairn Foundation and The Sutton Trust, supported six organisations in their work on engaging parents in their children’s learning, and helped them to consider their measurement of impact and develop their evidence base in order to improve delivery. For further information and a list of the research reports from the project, see: https://www.suttontrust.com/our-programmes/parental-engagement-fund/.

She has been co-principal investigator on a project implementing the SPOKES programme (Supporting Parents on Kids’ Education), which aims to help parents support their children’s reading at home, and senior researcher for Helping Children Achieve (HCA), a randomised controlled trial investigating the effects of two parenting interventions designed to enhance children’s behaviour and literacy development. She has also been part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.

Title of Thesis

Making apps count: development and evaluation of digital games to support reception children’s numeracy skills

Funded Research Projects:

  • "Engaging parents to improve children's outcomes: building the evidence base"

    2015-2018

    funded by The Sutton Trust and Esmée Fairbairn Foundation

  • Subjects Taught

    MSc Education (Child Development and Education)

Publications:

  • Featured Publications

    • Karemaker, A, Jelley, F, Clancy, C, Sylva, K (2017) “The effects on children's literacy skills of reading e-books with different features: Are ‘bells and whistles’ over-rated?”, International Journal of Child-Computer Interaction.
      DOI: http://doi.org/10.1016/j.ijcci.2017.01.004

    • Jelley, F, Sylva, K, Karemaker, A (2016) EasyPeasy parenting app: findings from an efficacy trial on parent engagement and school readiness skills. London: The Sutton Trust.

    • Jelley, FC, Karemaker, A, Sylva, K (2016) Improving children’s reading through parental support: evidence on parents’ behavioural outcomes.

  • Book chapters

    • Mathers, S, Roberts, F, Sylva, K (2013) “Quality in early childhood education”, In: G Pugh, B Duffy (eds.) Contemporary Issues in the Early Years. 6th. London: Sage Publications. 55-72

    • Roberts, F, Mathers, S, Joshi, H, Sylva, K, Jones, E (2010) “Childcare in the pre-school years”, In: Children of the 21st Century: The First Five Years. 131-152

    • Sylva, K, Roberts, F (2009) “Quality in early childhood education: evidence for long-term effects”, In: G Pugh, B Duffy (eds.) Contemporary Issues in the Early Years. 5th. London: Sage Publications. 47-62

  • Conference papers

    • Jelley, F, Sylva, K (2016) Helping parents support children's reading: RCT evidence on parents' behavioural outcomes. (University of York)

    • Jelley, FC, Karemaker, A, Sylva, K (2016) Improving children’s reading through parental support: evidence on parents’ behavioural outcomes. (Belfast)

    • Karemaker, AM, Jelley, F, Sylva, K, Clancy, C (2016) The effects of selected e-book features on children’s literacy development in Year-1: A small- scale Randomised Controlled Trial. (Belfast)

    • Karemaker, AM, Jelley, F, Sylva, K, Kanji, G, Murphy, V (2014) Ready to read: how staff training impacts literacy skills in pre-schools. (Amsterdam, the Netherlands)

    • Jelley, F, Karemaker, A, Sylva, K (2014) A new measure of Concepts About Print: “Dan the Flying Man”. (Amsterdam)

    • Roberts, F, Sylva, K, Sammons, P (2012) Helping parents to support their children’s transition to school: a feasibility trial on ‘Ready to Go!’. (Porto)

    • Roberts, F, Sylva, K (2010) Teaching parents to support their children’s reading at home. (Berlin)

    • Roberts, F, Nayak, G, Sylva, K (2010) A new observational measure to assess parent support during shared book-reading. (Goldsmiths, University of London)

    • Roberts, F, Sylva, K (2010) From efficacy to effectiveness: helping parents support their children's literacy and behaviour at home. (University of York)

    • Roberts, F, Sylva, K (2009) Teaching parents to support their children's reading at home: a randomised controlled trial. (Nottingham)

  • Journal articles

    • Karemaker, A, Jelley, F, Clancy, C, Sylva, K (2017) “The effects on children's literacy skills of reading e-books with different features: Are ‘bells and whistles’ over-rated?”, International Journal of Child-Computer Interaction. 12 30-36.
      DOI: http://doi.org/10.1016/j.ijcci.2017.01.004

  • Reports

    • Jelley, F, Sylva, K, Karemaker, A (2016) EasyPeasy parenting app: findings from an efficacy trial on parent engagement and school readiness skills. London: The Sutton Trust.

    • Sylva, K, Jelley, F, Karemaker, A, Ebbens, A, Archer, A (2016) Final report to the Educational Endowment Foundation (EEF) on the SPOKES intervention. University of Oxford:

    • Sylva, K, Roberts, F, Beckett, C, Doolan, M, Scott, S, Kallitsoglou, A, Ford, T (2011) Factors associated with levels of reading in the HCA trial. Report to DfE. London: NAPR/KCL.

    • Sylva, K, Roberts, F, Price, J, Scott, S, Doolan, M, Beckett, C (2011) Teaching parents to support their children’s reading: is it feasible? Report to DfE. London: NAPR/KCL.

  • Other

    • Sylva, K, Crook, C, Jelley, F, Price, J (2014) Supporting Parents on Kids’ Education in Schools (SPOKES) Literacy Programme: manual for Group Leaders. Oxford: University of Oxford/King’s College London.

    • Roberts, F (2006) The relationship between oral language skills at age 3 and emergent literacy at ages 4 and 5 (Unpublished dissertation). University of Bath:

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