Department of Education

Maria Evangelou

Honorary Research Fellow

Maria became an Honorary Research Fellow on the 1st May 2018. Before that, she was Associate Professor at the Department of Education, University of Oxford.

She was the Director for MSc Education; the pathway Leader for the MSc in Child Development and Education; the convener of the Families Effective Learning and Literacy (FELL) Research Group and the co-ordinator of the Departmental Research Theme Language Cognition and Development.

Maria studied at the Faculty of Primary Education at the Aristotle University of Thessalonica Greece and taught in a primary school for 8 years in Greece before moving to England. In 1996 she received a Master’s degree in Language and Literature in Education (English as a Mother Tongue; ESRC studentship) from the Institute of Education, University of London. She won an ESRC studentship and obtained a doctorate (D.Phil) from the University of Oxford in 2001 (St Anne’s 1997). In 2008 she completed the Postgraduate Diploma in Learning and Teaching in Higher Education (PG DipLATHE) and is a Fellow of the Higher Education Academy.

Her research has focused on the evaluation of early childhood interventions; the development of children at risk of educational underachievement; the language and literacy development in early years; enhancing parental engagement in children’s learning; parenting education and support; the effects of home learning environment and quality learning environments; early years professional development; the methodological issues involved in research; and the role of evidence-based practices in education. Her methodological expertise covers longitudinal studies, quasi-experimental designs, mixed methods and systematic reviews.

Maria’s research has focused predominantly on the evaluation of early childhood interventions. Through a series of four studies, she has used complementary and rigorous methodologies to explore different aspects of the effectiveness of the Peers Early Education Partnership (PEEP). PEEP is a birth to five intervention that aims to improve the life chances of children from a disadvantaged area of Oxford by raising their educational achievement through working with their families. The research findings contribute to the evidence-base on which the provision of early childhood interventions maybe considered. She has led many large studies evaluating parenting programmes including the Birth to School Study (BTSS) and the Evaluation of the Early Learning Partnership Project (ELPP). Maria was awarded the Brian Simon Educational Research Fellowship from the British Educational Research Association (BERA) for 2006/7 for the project: A systematic review on ‘hard-to-reach’ families. During 2009 she led the literature review on children’s cognitive and socio-emotional development that provided part of an evidence-base which informed the review of the Early Years Foundation Stage Curriculum in England in 2010. She was one of the Principal Investigators on a major longitudinal mixed methods National Evaluation of Children’s Centres (2009-2015) project studying their impact on children and families. She was leading the parenting strand of the evaluation. The study was funded by the Department of Education (DfE) and was carried out jointly between the University of Oxford, NatCen, and Frontier Economics. She was involved in four research projects funded by the Education Endowment Foundation and one funded by Horizon 2020.

She frequently reviews papers for submission to many national and international journals including the: British Educational Research Journal; British Journal of Educational Psychology; Children and Youth Services Review; Children and Youth Services Review; Early Childhood Research Quarterly; Early Years: An International Journal of Research and Development; International Journal of Early Years Education; International Journal of Language and Communication Disorders; Journal of Early Childhood Research; Journal of Educational Psychology; Learning Culture and Social Interaction; Learning Media and Technology; Oxford Review of Education; and Research in Comparative Education. She also reviews research grant applications and end of an award reports for the ESRC; for the Irish Council for children with Special Needs and for the British Academy.

Completed Doctoral Students

Dr Lauren Burton (2019) (http://www.education.ox.ac.uk/directory/lauren-burton/): Electrician not electrishion? Implicit and explicit knowledge of word stem and affix morphemes for children’s spelling

Dr Yu Wing (Brad) Chan (2019) (http://www.education.ox.ac.uk/directory/brad-chan/): Cross-Linguistic Transfer of Phonological Awareness in Chinese Children Receiving English Instruction: an Intervention Study

Dr Xi Lian (2019) (http://www.education.ox.ac.uk/directory/xi-lian/): Assessment of primary Chinese EFL Learners’ oral and aural language skills and their relations to the National English Curriculum Standards targets

Dr Hanako Shimamura (2018) (http://www.education.ox.ac.uk/directory/hanako-shimamura/): Executive function, social-emotional skills, and academic competence in three preschool programmes: pathways to school readiness

Dr Denny Vildiridou (2018) (http://www.education.ox.ac.uk/directory/Denny-Vildiridou/): Museum Educators’ Personal Theories of Teaching: A Multi-Case Study

Dr Alex Baron (2017) (http://www.education.ox.ac.uk/directory/alex-baron/): From teacher-regulation to self-regulation in early childhood: An analysis of Tools of the Mind’s curricular effects

Dr Boby Ho-Hong Ching (2016) (http://www.education.ox.ac.uk/directory/Boby-Ching/): Contributions of the understanding of the part-whole relationships in additive reasoning to children’s success in story problem solving: A longitudinal study

Dr Gillian Lake (2015) – Let’s Talk! Supporting children’s oral language through sustained planned pretend play and storybook reading in the early years.

Dr Coral Milburn-Curtis (2015) – Is this the right room for an argument? The effects of an internet-based argumentation intervention on self-regulated learning, achievement and progress in young adolescents in England.

Dr Lindsay Burton (2011) – Community-Based Early Learning in Solomon Islands: Cultural and Contextual Dilemmas Influencing Program Sustainability.

Dr Ebrahim Talaee (2010) – Children’s home use of computers in early years as part of their home learning environments and their impacts on their educational and social/behavioural development.

Dr Eleni P. Soukakou (2007) AERA shared Best Thesis award (2009) – Assessment of quality of classroom practices in inclusive preschool settings: Development and validation of a new observation measure.

Current Doctoral Students

Zhen Zheng: The Collaborative Function of Oral Form, Written Form, and Meaning In Chinese Children’s Learning of English Vocabulary 2nd supervisor

Nardos Tesfay (http://www.education.ox.ac.uk/directory/nardos-tesfay/): Opportunities to learn: the effects of poverty on children’s development and learning in Ethiopia Co-supervisor

Research

Maria’s research has focused predominantly on the evaluation of early childhood interventions. The completed studies are listed below:

  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. 2017-2020 (CI) A best practice framework for playgroups-in-schools Australian Research Council ( $156,000) and Playgroup Victoria ($150,000)
  • Nunes, T., Evangelou, M. Barros, R. 2017-2018 (CI) Onebillion evaluation Education Endowment Foundation (£364,081)
  • Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, 2017-2018 Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package
  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. 2016- 2019 (CI) Using Research Tools to Improve Language in the Early Years Education Endowment Foundation (£906,894)
  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. 2015-2018 (CI) The Evaluation of the First Class at Number Project Education Endowment Foundation (£ 203,688)
  • Evangelou, M. and Mathers, S. 2016 (PI)Supporting the development of the Maths Champions Intervention by NDNA, NDNA via Education Endowment Foundation (£25,477)
  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, DfE/NatCen, 2009-2015 (£1,327,040 allocated to Oxford from a total grant of £4,208,348)
  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, John Fell Oxford University and Oxfordshire County Council, 2012- 2013 (£15,000)
  • Edwards, A., & Evangelou, M. Evaluation of Preventative Work within the seven Early Intervention Hubs of Oxfordshire, Oxfordshire County Council, 2012 (£24,850)
  • Edwards, A., & Evangelou, M. Staff Development within the seven Oxfordshire Preventative hubs, Oxfordshire County Council, 2012 (£20,650)
  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, DCSF, 2009 (£49,504)
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00)
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. Department for Children, Schools and Families, 2007-2008 (sub-grant £71,600; main grant £1,278,126 to all partners)
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. Department for Children, Schools and Families, 2007-2009 (£449,584)
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. DCSF, 2007-2008 (total grant £120,397; Oxford share £96,619)
  • Evangelou, M. “Hard to Reach” families: a systematic review. BERA 2006 (£3000)
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165)
  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, Department for Education and Skills, Oct 2005- June 2006 (£90,000 to all partners)
  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), Department for Education and Skills, 2003-2005 (£250,000)
  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£113,000)
  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, Learning and Skills Council, 2002-2005 (£105,000)
  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), Learning and Skills Council, 2001-2002 (£68,000)
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, Department for Education and Employment, 2000-2001 (£42,982)

Publications

Edited Book
Victoria Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. British Council

Book chapters

Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2017) Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities in the Handbook on Positive Development of Minority Children. Natasha J. Cabrera and Birgit Leyendecker (Eds) Chapter Part VI, 5, (pp. 455-470). Springer Netherlands

Murphy, V. and Evangelou, M. (2016) Introduction. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). British Council

Murphy, V., Evangelou, M., Goff, J. and Tracz, R. (2016) European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). British Council

Murphy, V. and Evangelou, M. (2016) Epilogue. In Victoria A Murphy and Maria Evangelou (Eds) Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). British Council

Evangelou. M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (Eds) The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd.

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Publications in Referred Journals

Baron, A., Farran, D.C., Evangelou, M., & Malmberg, L.E. (in press). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development.

Lake, G. & Evangelou, M. (2019) Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27:2,221240,DOI:10.1080/1350293X.2019.1579549

García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019) ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, DOI: 10.1080/02671522.2019.1568532

Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019) Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45:3,367-389, DOI:10.1080/03054985.2018.1551195.

Soukakou, E., Evangelou, M. & Holbrooke, B. (2018) Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22:10,1124-1135,DOI:10.1080/13603116.2017.1416188.

Wang, J., Evangelou, M., & Xu, S. (2018) The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, Volume 28, Issue 2, , 301 – 329 https://doi.org/10.1075/ni.17011.wan

Talaee, E., Sylva, K., Evangelou, M., Norouzi, O. (2018), Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, Electronic Journal of Elementary Education, Vol. 11 No. 2 (Scopus)

McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3) 227-237.

Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review.

Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G.(2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.

Evangelou, M. (2015) International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, DOI: 10.1080/00071005.2015.1006966

McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. Vol 13 – 3 DOI: 10.1177/1476718X15595753

Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015) A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41:1, 89-104, DOI: 10.1080/03054985.2014.1001731

Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, Zeitschrift für Familienforschung, 24. Jahrg., 2012, Heft 2 – Journal of Family Research.

Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society. Volume 27, Issue 2, pp 127–138.

Boag-Munroe, G. and Evangelou, M. (2010). ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education. Volume 27 (2), pp. 209-239.

Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, Issue 108, pp 22 – 23.

Evangelou, M., Brooks, G. and Smith, S (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, Volume 33, Issue 5, pp 581 – 609.

Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice. Volume 9, Issue 1.

Evangelou, M. (2004) PEEP: Supporting Parents as First Educators, Literacy Today, No 38, p. 15

Book reviews

Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, Vol.22, No.1,

Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early Childhood Settings. O. N. SARACHO and B. SPODEK (Eds) British Journal of Educational Studies, Vol.52, No.3, pp.330-332

Under review

Guest Editors: Simone Lehrl (University of Bamberg, Germany), Maria Evangelou (University of Oxford, England); & Pamela Sammons, University of Oxford, England) Special Issue: “The home learning environment and its role in shaping children’s educational development” submitted to School Effectiveness and School Improvement Journal.

Gkolia, A. K., Tsigilis, N., Evangelou, M., & Koustelios, A., Greek headteachers’ transformational leadership practices: Testing Factorial Validity and Measurement Invariance School Effectiveness and School Improvement.

In preparation

McLean, K., Edwards, S., Morris, H., & Evangelou, M. The role of playgroup development consultants in rural communities. Early Years, An International Journal of Research and Development.

Evangelou, M., Goff, J., Hall, J., Sylva, S., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R. & Parkin, T. Parenting services in Children’s Centres in England, Research Papers in Education

Paes, T. & Evangelou, M. Exploring South Asian mothers’ conceptions about play and its relation to the home learning environment they create for their children. Journal for Early Childhood Research

Research Reports

Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S. and Sanders-Ellis, D. (2018). 1stClass@Number Evaluation report and executive summary. London: Education Endowment Foundation

Joana Cadima, Gil Nata, Maria Evangelou, & Yvonne Anders (Eds). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs ISOTIS: HORIZON 2020

Anders, Y., Cadima, J. Evangelou, M. & Nata, G. (2017) Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: D3.1 Report on literature review WP3 ISOTIS HORIZON 2020

Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families. Research Report DFE-. London: DfE

Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in resourcing and characteristics of Children’s Centres. Research Report DFE-. London: DfE

Sylva, K, Goff, JC, Eisenstadt, N, Smith, T, Hall, J, Evangelou, M, Smith, G, Sammons, P (2015) Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres. London: DfE.

Sylva, Goff, Eisenstadt, Smith, Hall, Evangelou, Smith, Sammons. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3) – Technical Appendices

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Parkin, T., Tracz, R., Davis, S., with Sammons, P., and Smith, T. (2014) Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Report. London: DfE

Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire Oxford: Department of Education.

Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 3: Delivery of Family Services by Children’s Centres Research Report. DfE Research Report No. DFE-RR297. London: DfE.

Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M. & Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Report. DfE Research Report No. DFE-RR260. London: DfE.

Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M. & Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. DfE Research Report No. DFE-RR230. London: DfE.

Evangelou, M., Sylva, K., Wild, M., Glenny, G. and Kyriacou, M. (2009). Early Years Learning and Development Literature Review. DfE Research Report No. DCSF RR 176. Nottingham: DCSF Publications.

Evangelou, M. and Boag-Munroe, G. (2009). ‘A systematic review of the literature on how hard-to-reach families might be engaged to reduce social exclusion. British Research Association (BERA) Research Intelligence, 108

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DfE research Report No. DCSF-RR039. Nottingham: DCSF Publications

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj-Blatchford, I. (2008), Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): What Makes a Successful Transition from Primary to Secondary School? DfE Research Report No. DCSF-RR019. Nottingham: DCSF.

Evangelou, M., Coxon, K. and Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. University of Oxford Department of Education.

Evangelou, M., Brooks, G., Smith, S., Jennings, D. and Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005. (Sure Start Unit Research Report no. SSU/2005/FR/017) London: DfES

Sylva, K., Evangelou, M., Taylor, R., Rothwell, A. and Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Oxford: Oxford University Department of Education.

Evangelou, M., Sylva, K. (2003). ‘The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress’. London: DfES Publications.

Refereed and Invited Conference Papers

Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020 forthcoming) The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care Morocco, International Congress for School Effectiveness and Improvement (ICSEI )

Evangelou, M. (2019) Invited Keynote Speaker Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances Thessaloniki, EECERA

Soukakou, E., and Evangelou, M. (2019) Using Quality Assessment to Support Quality Inclusion Thessaloniki, EECERA

Melhuish, E., Barnes, J., Evangelou, M., Ereky-Stevens, K., Nurse, L., Tracz, R., Clarke, O. (2017). Inclusive Education and Social Support to Tackle Inequalities in Society http://www.isotis.org/wp-content/uploads/2017/12/ISOTIS-Poster-2017-Oxford-team.pdf

Evangelou, M. (2017) Invited speaker Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιών τους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία University of Crete

Soukakou, E., Evangelou, M. and Holbrooke, R. (2016) Poster Supporting the Quality of Inclusive Education Practices in Early Years Settings, Oxford, ECERS

Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016) Evaluating Parenting Services in Children’s Centres in England Dublin, EECERA

Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016) The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention, International Congress for School Effectiveness and Improvement ICSEI , Glasgow

Gregoriadis, A. and Evangelou, M. (2016) Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem, Porto EARLI SIG

Soukakou, E. and Evangelou, M. (2015) Using ICP for Professional Development: an Exploratory Study Volos, Greece ECERS

Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N. and Smees (2015) The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention, Limassol, Cyprus, EARLI

Evangelou, M. (2015) Supporting children’s learning through PEEP: a parent child intervention Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung DIW

Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I.
(2015) What makes a successful transition from primary to secondary school in England? Limassol, Cyprus, EARLI

Touloumakos, A., and Evangelou, M. (2015) «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη. Στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Greece

Evangelou, M, Toulourmakos, A, Lake, (2015) HLE. [Oral Presentation], The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Munich, Germany

Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres, Jyväskylä Finland EARLI.

Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services, Munich, Youth Institute.

Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England, Hanover

Evangelou, M., Touloumakos, A. & Lake, G. (2013) The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, EARLI Munich

Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013) The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand

Wild, M. & Evangelou, M. (2012) Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning EECERA Porto

Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates Early Childhood Research Symposium Australian Catholic University.

Evangelou, M. (2011). Supporting parents in promoting early learning Australian Catholic University.

Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England Australian Catholic University.

Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres) Robert-Bosch-Foundation, The University of Bamberg: Berlin.

Evangelou, M. & Sylva, K. (2011). Presentation to the National Strategies Group: DCSF: London.

Evangelou, M. Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage: Invited presentation to the National Strategies group, DCSF: London.

Evangelou, M. (2010). ECERS International Conference: Parents’ Perspectives on Childcare Quality: ECERS: Greece.

Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement EECERA: Birmingham.

Evangelou, M. & Boag-Munroe, G. (2009). A systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social Exclusion: Research Intelligence.

Evangelou, M. (2009). Symposium presentation: Engaging the Hard-to-Reach: Strategies for Drawing Families into Settings. Paper Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning BERA: Manchester.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? BERA: Edinburgh.

Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. FPI – NCB Conference: London.

Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP. FPI – NCB Conference: London.

Evangelou, M. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project FPI Disseminating ELPP findings to Practitioners: Leeds.

Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14) DCSF: Research Conference.

Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project BERA: London.

Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group, Oxford: Department of Education.

Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement World Association for Infant Mental Health (WAIMH): Paris.

Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation Evidence-Based Conference: London.

Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre BERA: Warwick.

Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP), BERA: Warwick.

Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research. Oxford Brookes University and Oxfordshire Early Years Unit: Oxford.

Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP) BERA: Cardiff.

Evangelou, M. (2005). Birth to School Study: The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP) 5th Warwick International Early Years Conference: Warwick.

Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Evidence-Based Conference: London.

Evangelou, M. (October, 2002). New Evidence: Birth to School Literacy Intervention Welsh Assembly: Wales.

Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes – a target for interventions? BERA: Exeter.

Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention 4th Warwick International Early Years Conference: Warwick.

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