Early childhood education and care

  • Mathers, S. & Ereky-Stevens, K. (in press) Quality of Early Childhood Education and Care for Children under Three: Sound Foundations. In Miller, L., Cameron, C., Dalli, C. & Barbour, N. (in press). The Sage Handbook of Early Childhood Policy. London: Sage Publications.
  • Mathers, S., Hardy, G., Clancy, C., Dixon, J. and Harding, C. (2016) Starting out Right: early education and looked after children. London and Oxford: University of Oxford/ FCT
  • Mathers, S. & Smees, R. (2014) Quality and Inequality in Early Years Provision. Early Education Journal, 73 Summer 2014.
  • Mathers, S., Sylva, K., Eisenstadt, N., Soukakou, E. & Ereky-Stevens, K. (2014) Supporting Early Learning for Children Under Three: research & practice. Journal of Children’s Services, 9(2), 1-11.
  • Mathers, S. & Smees, R. (2014) Quality and Inequality: Do Three and Four-Year-Olds in Deprived Areas Experience Lower Quality Preschool Provision? London: Nuffield Foundation
  •  Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E. & Ereky-Stevens, K. (2014) Sound Foundations:  A Review of the Research Evidence on Quality of Early Childhood Education and Care for Children Under Three Implications for Policy and Practice. London: Sutton Trust
  • Victoria A Murphy and Maria Evangelou (Eds) (2016) Early Childhood Education in English for Speakers of Other Languages. 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 Murphy and Maria Evangelou (Eds) (2016, pp 57-75) Early Childhood Education in English for Speakers of Other Languages. British Council
  • Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. and Eisenstadt, N. (2016, forthcoming) 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) Springer Netherlands
  • M. and Wild. M. (2014) Connecting Home and Educational Play: Interventions that Support Children’s Learning. In Brooker. L., Blaise. M and Edwards. S (2014, pp, 378-         391). The Sage Handbook of:  Play and Learning in Early Childhood (eds). London: SAGE    Publications Ltd.
  • 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: 10.1177/1476718X1559575
  • Malmberg, L-E., West, A., Lewis, S., Sylva, K., Rapa, E., & Stein, A. (in press, 2015). The influence of mothers’ and fathers’ sensitivity in the first year of life on children’s cognitive outcomes at 18 and 36 months. Child: Care, Health & Development. [accepted 6/9/2015]
  • Mathers, S., Roberts, F. and Sylva, K. (2014). Quality in early childhood education. In Pugh, G. and Duffy, B. (Ed.) Contemporary Issues in the Early Years (6th Edition). London: Sage Publications.
  • Hall, J. , Sylva, K. ,Sammons, P. , Melhuish, E. , Siraj-Blatchford, I. &  Taggart, B.  (2013): Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24 92) 155-176.
  • Melhuish, E. , Quinn, L. , Sylva, K. , Sammons, P. , Siraj-Blatchford, I.,  &  Taggart, B. (2013): Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24 (2) 234-250.
  • Datler, W., Ereky-Stevens, K., Hover-Reisner, N., & Malmberg, L-E. (2012). Toddler’s transition to out-of-home day care: Settling into a new care environment. Infant Behavior and Development, 35 (3), 439–451.
  • Flouri, E., & Malmberg, L-E. (2012). Fathers’ involvement and preschool children’s behavior in stable single-mother families. Children and Youth Services Review, 34 (7), 1237-1242.
  • Flouri, E., & Malmberg, L-E. (2012). Father involvement, family poverty and adversity, and young children’s behavior in stable two-parent families. Longitudinal and Life Course Studies, 3 (2), 254-267.
  • Stein, A., Malmberg, L-E., Sylva, K., Leach, P., Barnes, J., & FCCC (2012). The influence of different forms of early childcare on children’s emotional and behavioural development at school entry. Child: Care, Health & Development, 39(5), 676-687.
  • Sylva, K. (2014). The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40, 680-695.
  • Sylva, K., Ereky-Stevens , K and Aricescu, A. (2015) Overview of European ECEC curriculum.
  • Sylva, K., Sammons, P., Chan, L.S., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2013) The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England. Zeitschrift für Erziehungswissenschaft, 16, 277-310.
  • Hall, J. Jaekel, J. Wolke, D. (2012) Gender distinctive impacts of prematurity and small for gestational age (SGA) on age-6 attention problems. Child and Adolescent Mental Health, 17, 238-245.
  • Eisenstadt, N. (2011) Providing a Sure Start: How government discovered early childhood. Bristol: The Policy Press.Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Eds.) (2010) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. Oxford: Routledge.
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., & Kyriacou, M. (2009) Evidence Base for the 2010 Review of the Early Years Foundation Stage: Early Years Learning and Development. London: DCSF.

Educational effectiveness and improvement (including leadership and quality)

  • Tesfay, N., & Malmberg, L-E. (2014). Hierarchical inequalities in children’s educational outcomes in Ethiopia. International Journal of Educational Development, 39, 110-120.
  • Sammons, P. , Hall, J. ,  Sylva, K. ,  Melhuish, E. , Siraj-Blatchford, I.,  &  Taggart, B. (2013): Protecting the development of 5–11-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24 (2) 251-268.
  • Paget, C. L., Malmberg, L.-E., & Martelli, D. R. (in press). Brazilian national assessment data and educational policy: An empirical illustration. For Special Issue in Assessment in Education: Principles, Policy, and Practice [accepted 22/10/2015].
  • Hall, J. Sylva, K. Sammons, P. Melhuish, E. Siraj-Blatchford, I. Taggart, B. (2013) Can pre‑school protect young children’s cognitive and social development? Variation by center quality and duration of attendance. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice (special issue), 24, 155-176.
  • Sammons, P. Hall, J. Sylva, K. Melhuish, T. Siraj-Blatchford, I. Taggart, B. (2013) Protecting the development of 5-11 year olds from the impacts of early disadvantage: The Role of Primary School Academic Effectiveness. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice (special issue), 24, 251-268.
  • Sammons, P. (2011) Improving schools and raising standards: the impact of standards based educational reforms in England. Zeitschrift für Erziehungswissenschaft (special issue) 13, 83-104.
  • Creemers, B., Kyriakides, L., & P. Sammons, P. (Eds.) (2010) Methodological Advances in Educational Effectiveness Research. London: Routledge/Taylor & Francis.
  • Malmberg, L-E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010) Observed classroom quality during teacher education and two years of professional practice. Journal of Educational Psychology102, 916-932.
  • Malmberg, L., & Hagger, H. (2009) Changes in student teachers’ agency beliefs during a teacher education year, and relationships with observed classroom quality, and day-to-day experiences. British Journal of Educational Psychology, 79, 677-694.
  • Sammons, P. (2008) Zero tolerance of failure and New Labour approaches to school improvement in England. Oxford Review of Education, 34, 651-664.

Family engagement and parenting

  • 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
  • Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. L. (2015). The long-term role of the home learning environment in shaping students’ academic attainment in secondary school. Journal of Children’s Services, 10(3). 189-201.
  • Wolke, D. Jaekel, J. Hall, J. Baumann, N. (2013) Effects of sensitive parenting on the academic resilience of very preterm and very low birth weight adolescents. Journal of Adolescent Health, 53, 642-647.
  • Boag-Munroe, G. & Evangelou, M. (2012) From hard to reach to how to reach: a systematic review of the literature on hard-to-reach families. Research Papers in Education, 27, 209-239.
  • Flouri, E., & Malmberg, L-E. (2011) Gender differences in the effects of childhood psychopathology and maternal distress on mental health in adult life. Social Psychiatry and Psychiatric Epidemiology46, 533-542.
  • Scott, S., Sylva, K., Doolan, M., Price, J., Jacobs, B., Crook, C., & Landau, S. (2010) Randomized controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: the SPOKES project. The Journal of Child Psychology and Psychiatry, 51, 48-57.

Interventions and evaluation

  • 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.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, , 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
  • Edwards, A. & Evangelou, M. (2013) Developing Preventative Services in Oxfordshire. Oxford: Department of Education
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. and Chan, L. L.S. (2013) Seeking to engage ‘hard-to-reach’ families: towards a transferable model of intervention. Children & Society, 27, 127-138.
  • Goff, J., Evangelou, M., & 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 (Journal of Familiy Research)24, 160-177.
  • Malmberg, L., Mwaura P., & Sylva, K. (2011) Effects of a pre-school intervention on cognitive development among East-African pre-school children: a flexibly time-coded growth model. Early Child Research Quarterly, 26, 124-133.
  • Sylva, K., Scott, S., Totsika, V., Ereky-Stevens, K., & Crook, C. (2008) Training parents to help their children read: A randomised control trial. British Journal of Educational Psychology, 78, 435-455.

Measurement and modelling

  • Chiorri, C., Casely-Hayford, J., Hall, J., & Malmberg, L-E. (2015). Evaluating measurement invariance between raters using the Strength and Difficulties Questionnaire (SDQ). Assessment, pii: 1073191114568301. [Epub ahead of print]
  • Televantou, I., Marsh, H. W., Kyriakides, L., Nagengast, B., Fletcher, J., & Malmberg, L-E. (2015). Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement, 26 (1), 75-101,
  • Chiorri, C., Day, T., & Malmberg, L-E. (2014). An approximate measurement invariance approach to within-couple relationship quality. Frontiers in Quantitative Psychology and Measurement. 19 September 2014 | doi: 10.3389/fpsyg.2014.00983 (special issue edited by R. Van De Schoot, P. Schmidt, & A. De Beuckelaer).

Intrapersonal designs for learning processes

  • Malmberg, L-E., Pakarinen, E., Vasalampi, K., & Nurmi, J-E. (2015). Students’ school performance, task-focus, and situation-specific motivation. Learning and Instruction, 39, 158-167.
  • Martin, A. J., Papworth, B., Ginns, P., Malmberg, L-E., Collie, R., & Calvo, R. A. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35.
  • Malmberg, L-E., Hagger, H., & Webster, S. (2014). Teachers’ situation-specific mastery experiences: teacher, student group and lesson effects. European Journal of Educational Psychology, 29 (3), 429-451. (DOI 10.1007/s10212-013-0206-1)
  • Malmberg, L-E., Walls, T., Martin, A. J., Little, T. D., & Lim, W. H. T. (2013). Primary school students’ learning experiences of and self-beliefs about competence, effort, and difficulty: Random effects models. Learning and Individual Differences, 28, 54–65.
  • Malmberg, L-E., Woolgar, C., & Martin, A. (2013). Quality of measurement of the Learning Experience Questionnaire for Personal Digital Assistants. International Journal of Quantitative Research in Education, 1, 275-296.  

Page last modified: June 21, 2017