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
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)
Victoria Murphy and Maria Evangelou (Eds) (2016) 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. (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
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
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.
Peter is a developmental psychologist. His research is about children’s perception and their logical reasoning.
His first degree was in Psychology at Cambridge University (1961). He did his PhD at the Institute of Psychiatry, University of London (1963) and continued working there until 1967 when he went to Oxford University as a university lecturer in the Department of Experimental Psychology and the tutorial fellow in Psychology at St John’s College. In 1980 Peter was appointed the Watts Professor of Psychology in the same department and a Professorial Fellow in Wolfson College. He retired from his position as the Watts Professor in 2004 and is now a Senior Research Fellow in the Department of Education in Oxford University and an Emeritus Fellow of Wolfson College.
Peter was given the British Psychology Society’s President’s Award in 1984 and was elected to the Academia Europaea in 1990. He was made a Fellow of the Royal Society in 1991.
In 1991 Peter received the APPORT International Award for “contributions to Psychology and co-operation with Portuguese Psychology”. In 1999 he was given the award for Outstanding Scientific Contribution by the Society for the Scientific Study of Reading. He was elected to the Reading Hall of Fame in 2013.
Peter was the founding editor from 1982 to 1986 of the British Journal of Developmental Psychology. He was also the editor of Cognitive Development from 2000-2005.
Peter’s PhD research (1963) was on children and adults with learning difficulties. Soon after that, he spent a post-doctoral year (1964) in the University of Geneva working with Prof. Piaget and his colleagues.
In 1967 Peter began a series of experiments on children’s perceptual and logical abilities, which led to his first book Perception and Understanding in Young Children (1974) and to a very controversial article in Nature, written with Tom Trabasso, on children’s transitive inferences in 1971.
Around that time Peter began working on children learning to read and, together with his colleague Lynette Bradley, created a novel design which they called the ‘reading age control match’ to establish for the first time that many dyslexic children are remarkably insensitive to the sounds that make up words (i.e. to phonology). With the same kind of phonological awareness tasks Lynette and Peter went on to conduct a large-scale longitudinal study, combined with an intervention study, which was also a completely new design at the time, to test the causal hypothesis that children’s phonological awareness has a pervasive and powerful effect on the progress that they make in reading and spelling. This was published in a much-cited article in Nature in 1983. Peter and Lynette also wrote two books on the subject of phonology and reading.
Soon after that, Peter began to work with Terezinha Nunes on another form of linguistic awareness, the awareness of morphemes, and its relation to reading. This research also involved combinations of longitudinal research and intervention, and it has shown that morphemic awareness is also a powerful determinant in learning to read, particularly later on in the school years.
Terezinha and Peter have also been doing research on children’s mathematics, and in particular on children’s ability to reason about quantitative relations. They persuaded the ALSPAC research team to include measures of children’s additive and multiplicative reasoning in their very large-scale study and that allowed them to plot the longitudinal relationships between these measures and the children’s success in key stage assessments at 11- and 14-years in a large number of children. The study found a vey strong predictive relation between the children’s reasoning and their subsequent success in the key stage assessments of mathematics.
This interest in children’s understanding of quantitative relations led naturally to research on what are called intensive quantities i.e. quantities like density and probability, that are based on a proportional relationship between two other quantities. Recently Terezinha and Peter were invited by the Nuffield Foundation to write a report on Children’s Understanding of Probability (now available on the Nuffield Foundation website). They followed this with an intervention study of children learning about probability in a project directed by Terezinha Nunes and her research team consisting of Peter, Deborah Evans, Laura Gottardis and Emmanouela Terlektsi. This project was with 10-year-old children and involved two 15-session intervention studies in both of which one group learned about probability and another about mathematical problems solving. These studies established that it is possible for children of this age to learn how to solve probability problems.
Peter’s reason for coming to the Oxford Department of Education was his work with Terezinha Nunes. Peter has also been able to participate in some of the classes in the MSc in Education, Child Development and Education Pathway. His contacts with the Mathematics Education group in the department have also been very useful.
Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.
She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.
Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.
Pam Sammons is a Professor of Education at the Department of Education, University of Oxford and a Senior Research Fellow at Jesus College, Oxford.
Previously she was a professor at the School of Education, University of Nottingham (2004-2009) and a professor at the Institute of Education University of London (1993- 2004) where she directed the International School Effectiveness & Improvement Centre (ISEIC) 1999-2004.
Her research over more than 30 years has focused on school effectiveness and improvement, school leadership, teaching effectiveness and professional development, and promoting equity and inclusion in education. She has conducted major studies in England, Scotland and Northern Ireland including the longitudinal Effective Provision of Pre-school Primary and Secondary Education (EPPSE 3+ -16) research from 1996-2014 and the impact analyses for the Evaluation of Children’s Centre’s in England (2009-2015).
She has a particular interest in longitudinal studies and the use of mixed methods research approaches. She has provided research advice to inspection agencies in England, Northern Ireland, Scotland and Sweden and engaged in the development of educational effectiveness studies in Cyprus, Germany, Norway and Sweden. She was an author of the OECD country report on the Czech Republic (2012). She provided input to professional development of Challenge Advisors in Wales (September 2014) and was an advisor to the DfE for its research on the ‘London Effect’.
She has conducted research on social mobility for the Sutton Trust exploring the drivers of academic success for ‘bright but disadvantaged’ students, and on students’ aspirations. Pam is currently a co-investigator for the OECD TALIS video study on mathematics teaching in England (funded by the DFE) held with the Education Development Trust.
Pam has been a governor of a primary school in Oxfordshire and a governor for a secondary school academy in the city of Oxford.
Please find a copy of Pam’s recent publication list here in PDF format.
Edward Melhuish is Professor of Human Development at the University of Oxford, and Birkbeck, University of London.
He has undertaken research in 12 countries, and is currently undertaking large-scale longitudinal studies in Norway, the UK, and Australia involving family, community and pre-school influences on child development, and policy implications. He is also taking part in an EU-project (ISOTIS) on inequality in childhood involving 11 countries.
His studies contributed to social policy in the UK in the area of families, young children, early education and social disadvantage, including the 1989 Children Act, the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries. He has served as an expert witness to several House of Commons Select Committees, and is a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. With 300 publications, he has contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, New Zealand, Australia, Japan, China, Korea, Chile, European Commission, OECD and WHO. He has been a scientific advisor to UK research funding agencies and also to many overseas research funding bodies: NWO (Netherlands Organisation for Scientific Research); Academy of Finland; Nordic Research Councils for Humanities and Social Sciences; Portuguese Research Council (FCT); European Commission; Australian Research Council; Deutsche Forschungsgemeinschaft (German Research Council). He is a Fellow of the Academy of Social Sciences and in 2016 was awarded an OBE for Services to Social Sciences. Over many years he has acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and Eurochild. He is a trustee of the WAVE trust and the Foundation Years Trust.
Lars-Erik Malmberg is Professor of Quantitative Methods in Education, at the Department of Education, University of Oxford in the UK.
He started off as a primary school teacher in Finland. He is Docent in Education with particular focus on quantitative methods, at Åbo Akademi University, Vasa, Finland, where he earned his Doctorate of Education. He completed his post-doc at Yale University and enjoyed the prestigious Research Councils UK (RCUK) academic fellowship 2007-12.
He has more than 70 publications (peer-reviewed articles, book chapters, and reports). He is Editor-in-Chief of the Journal of Learning and Instruction 2018-21. His current research interests are on intrapersonal approaches to learning processes and modelling of intrapersonal data. He has published on effects of education, child care and parenting on developmental and educational outcomes, and teacher development.
He applies advanced quantitative models to the investigation of substantive research questions in education. He recently completed the ESRC-funded seminar series called “Network on Intrapersonal Research in Education.”
Ariel is a Departmental Lecturer in Research Methods.
She leads the MSc Education (Research Design and Methodology) course, supervises MSc and DPhil students, and acts as an assessor across a wide range of programmes in the Department. Ariel convenes the Foundations of Educational Research modules taken as a research methods core by Probationer Research (first-year DPhil) Students and MSc Education students. Outside the department, she is also Course Tutor for a mixed methods short course in the Department for Continuing Education.
Methodologically, her interest are in mixed methods, advanced quantitative methods, and appropriately contextualised approaches to evaluation. Her substantive research interests relate to educational effectiveness and improvement, equity issues in education, and classroom practice.
Ariel previously completed her DPhil at the University of Oxford. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006.
Her previous degree was a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.
Kathy has carried out many research studies on preschool development and education, and has particular expertise in the effects of early education and care (including parenting) on children’s development.
After completing BA, MA and PhD at Harvard, she moved to England where she began studies of the contribution of guided play to children’s learning. She is well-known for longitudinal studies and for robust trials of interventions in both the UK and low income countries.
Her current research, funded by the Sutton Trust, focuses on ways that early childhood settings develop self-regulation in children. She was awarded an OBE in 2008 for services to children and families and the British Education Association’s Nisbett Award for outstanding contribution to educational research in 2014. Kathy is a Fellow of the British Psychological Society and a Fellow of the Academy of Social Sciences.