From 2018-2022 Iram was convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

Research

Books
  • Archer, C., & Siraj, I. (2023). The Movement Environment Rating Scale (MOVERS)Supporting Physical Development and Movement Play in Early Childhood (pp. 1-70).
    DOI: https://doi.org/10.4324/9781003379874

  • Siraj, I., Kingston, D., & Melhuish, E. (2023). The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale: Supporting Process Quality in Early Childhood (pp. 1-84).
    DOI: https://doi.org/10.4324/9781003379867

  • Naughton, G., Rolfe, S., & Siraj-Blatchford, I. (2020). Doing Early Childhood Research: International perspectives on theory and practice (pp. 1-306).
    DOI: https://doi.org/10.4324/9781003115397

  • Naughton, G., Rolfe, S., & Siraj-Blatchford, I. (2020). Introduction (p. x - xii).

  • SIRAJ, I., Taggart, B., SAMMONS, P., MELHUISH, E., Sylva, K., & Shepherd, D.-L. (2019). Teaching in Effective Primary Schools: Research into pedagogy and children’s learning. Trentham Books (UCL- IOE Press).

  • SIRAJ, I., Taggart, B., SAMMONS, P., Melhuish, E., Sylva, K., & Shepherd, D.-L. (2019). Teachers in Effective Primary Schools. UCL-IOE Press & Trentham Books.

  • Siraj, I., Kingston, D., & Melhuish, E. (2015). Assessing quality in early childhood education and care : Sustained shared thinking and emotional well-being (SSTEW) scale for 2-5-year-olds provision. IOE Press.

  • Archer, C., & Siraj, I. (2015). Encouraging Physical Development Through Movement-Play. SAGE Publications.
    DOI: https://doi.org/10.4135/9781473920439

  • Siraj, I., & Mayo, A. (2014). Social Class and Educational Inequality. Cambridge University Press.

  • Siraj-Blatchford, I., & Hallet, E. (2014). Effective and Caring Leadership in the Early Years. SAGE Publications.
    DOI: https://doi.org/10.4135/9781473957848

  • Siraj-Blatchford, I. (2011). Foreword: Creativity, communication, collaboration and curriculum: A vygotskian perspective (pp. 21-26).
    DOI: https://doi.org/10.4324/9780203818923

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project (pp. 1-263).
    DOI: https://doi.org/10.4324/9780203862063

  • Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Assessing quality in the early years: Early childhood environment rating scale. Teachers College Press.

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project Technical Paper 12: The Final Report - Effective Pre-School Education. Institute of Education, University of London/ Department for Education and Skills.

  • Book chapters
  • Siraj-Blatchford, I. (2021). Social Justice and Teacher Education in the UK. In Inequality and Teacher Education (pp. 89-99). Taylor & Francis.
    DOI: https://doi.org/10.4324/9781003138532-8

  • Siraj, I., & Asani, R. (2014). The role of sustained shared thinking, play and metacognition in young children’s learning. In The Routledge International Handbook of Young Children’s Thinking and Understanding (pp. 403-415).

  • Siraj-Blatchford, I., & Mayo, A. (2012). Early Childhood Education. SAGE Publications.
    DOI: https://doi.org/10.4135/9781446261439

  • Siraj-Blatchford, I., & Siraj-Blatchford, J. (2011). Foreword: Creativity, communication, collaboration and curriculum: A Vygotskian perspective. In Exploring Children’s Creative Narratives (p. xxi - xxv).

  • Sylva, K., Chan, L., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Emergent Literacy Environments: Home and Pre-school Influences on Children’s Literacy Development. In Handbook of Early Literacy Research Vol. 3 (pp. 97-117). Institute of Education.

  • Siraj-Blatchford, I. (2010). Teaching in early childhood centers instructional methods and child outcomes. In International Encyclopedia of Education (pp. 86-92).
    DOI: https://doi.org/10.1016/B978-0-08-044894-7.01186-6

  • Siraj-Blatchford, I. (2010). A focus on pedagogy: Case studies of effective practice. In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 149-165).

  • Siraj-Blatchford, I. (2009). Teaching in Early Childhood Centers Instructional Methods and Child Outcomes. In International Encyclopedia of Education, Third Edition (pp. 86-92).
    DOI: https://doi.org/10.1016/B978-0-08-044894-7.01186-6

  • Siraj-Blatchford, I. (2007). International Journal of Early Years Education. In Early Childhood Education: An International Encyclopedia (p. 456).

  • Siraj-Blatchford, I., & Moriarty, V. (2004). Pädagogische Wirksamkeit in der Früherziehung. In Frühpädagogik international (pp. 87-104). Springer Nature.
    DOI: https://doi.org/10.1007/978-3-322-95041-3_5

  • Siraj-Blatchford, I. (2004). Soziale Gerechtigkeit und Lernen in der frühen Kindheit. In Frühpädagogik international (pp. 57-70). Springer Nature.
    DOI: https://doi.org/10.1007/978-3-322-95041-3_3

  • Siraj-Blatchford, I. (n.d.). Mixed-method designs. In Doing Early Childhood Research (pp. 193-208). Taylor & Francis.
    DOI: https://doi.org/10.4324/9781003115403-13

  • Siraj-Blatchford, I. (n.d.). An ethnographic approach to researching young children’s learning. In Doing Early Childhood Research (pp. 271-289). Taylor & Francis.
    DOI: https://doi.org/10.4324/9781003115403-19

  • Siraj-Blatchford, I., & Siraj-Blatchford, J. (n.d.). Surveys and questionnaires: an evaluative case study. In Doing early childhood research (pp. 149-161). Taylor & Francis.
    DOI: https://doi.org/10.4324/9781003115397-13

  • Siraj-Blatchford, I., & Siraj-Blatchford, J. (n.d.). An ethnographic approach to researching young children’s learning. In Doing early childhood research (pp. 193-207). Taylor & Francis.
    DOI: https://doi.org/10.4324/9781003115397-16

  • Journal articles
  • Kanayama, A., Siraj, I., Moeyaert, M., Steiner, K., Yu, E., Ereky-Stevens, K., Iwasa, K., Ishikawa, M., Kahlon, M., Warnatsch, R., Dascalu, A., He, R., Mehta, P., Robinson, N., & Shi, Y. (2024). PROTOCOL: Key characteristics of effective preschool-based interventions to promote self-regulation: A systematic review and meta-analysis. Campbell Syst Rev, 20(2), e1383.
    DOI: https://doi.org/10.1002/cl2.1383

  • Joseph, A., Sylva, K., Sammons, P., & Siraj, I. (2024). Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators. The British Journal of Educational Psychology, 94(1), 22-40.
    DOI: https://doi.org/10.1111/bjep.12629

  • Pearson, E., Rao, N., Siraj, I., Aboud, F., Horton, C., & Hendry, H. (2024). Workforce preparation for delivery of nurturing care in low- and middle-income countries: Expert consensus on critical multisectoral training needs. Child: Care, Health and Development, 50(1), e13180.
    DOI: https://doi.org/10.1111/cch.13180

  • Huang, R., & Siraj, I. (2023). Profiles of Chinese preschoolers’ academic and social-emotional development in relation to classroom quality: A multilevel latent profile approach. Child Development, 94(4), 1002-1016.
    DOI: https://doi.org/10.1111/cdev.13916

  • Huang, R., Geng, Z., & Siraj, I. (2023). Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation. Early Education and Development, 34(3), 591-606.
    DOI: https://doi.org/10.1080/10409289.2022.2056695

  • Ereky-Stevens, K., Siraj, I., & Kong, K. (2023). A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries. International Journal of Child Care and Education Policy, 17(1).
    https://ora.ox.ac.uk/objects/uuid:f458c08e-b748-46be-8e0d-0fca7fd3c49f

  • Festerling, J., Siraj, I., & Malmberg, L.-E. (2022). Exploring children’s exposure to voice assistants and their ontological conceptualizations of life and technology. AI & Society, 1-28.
    DOI: https://doi.org/10.1007/s00146-022-01555-3

  • Festerling, J., & Siraj, I. (2022). Anthropomorphizing Technology: A Conceptual Review of Anthropomorphism Research and How it Relates to Children’s Engagements with Digital Voice Assistants. Integrative Psychological & Behavioral Science, 56(3), 709-738.
    DOI: https://doi.org/10.1007/s12124-021-09668-y

  • Siraj, I., Melhuish, E., Howard, S., Neilsen-Hewett, C., Kingston, D., De Rosnay, M., Huang, R., Gardiner, J., & Luu, B. (2022). Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools. Frontiers in Psychology, 13, 1092284.
    DOI: https://doi.org/10.3389/fpsyg.2022.1092284

  • Mathers, S., & Siraj, I. (2021). Researching pre-school teachers’ knowledge of oral language pedagogy using video. Frontiers in Education, 6.
    https://ora.ox.ac.uk/objects/uuid:5646b705-8ef9-4fef-bf4e-13be23dbbea3

  • Kazmierska-Kowalewska, K., Okely, A., Siraj, I., Archer, C., & Jones, R. (2021). A validation and reliability study of the Movement Environmental Rating Scale (MOVERS). European Early Childhood Education Research Journal, 29(5), 733-746.
    DOI: https://doi.org/10.1080/1350293x.2021.1968464

  • Siraj, I., Kingston, D., & Melhuish, E. (2020). Can professional development in the early years bring improved outcomes for children?. Researching Education, 1(2).
    https://ora.ox.ac.uk/objects/uuid:3236954a-4c31-4b42-ac1a-a21161c8a832

  • Festerling, J., & Siraj, I. (2020). Alexa, what are you? Exploring primary school children’s ontological perceptions of digital voice assistants in open interactions. Human Development, 64(1), 26-43.
    https://ora.ox.ac.uk/objects/uuid:c9284ecb-297f-46c6-877f-1b5f81e6cf9f

  • Thorpe, K., Rankin, P., Beatton, T., Houen, S., Sandi, M., Siraj, I., & Staton, S. (2020). The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day. Early Childhood Research Quarterly, 5, 274-286.
    https://ora.ox.ac.uk/objects/uuid:41fb00d4-1476-46bb-98fa-30c610f2e8f4

  • Siraj, I., & Huang, R. (2020). Operationalizing Bronfenbrenner’s PPCT model in researching human development: Commentary on Xia, Li and Tudge. Human Development, 64(1), 21-25.
    https://ora.ox.ac.uk/objects/uuid:0518630b-d9bf-463a-933e-8dd213b5fc8b

  • Sylva, K., Sammons, P., Melhuish, E., Siraj, I., & Taggart, B. (2020). Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour. Zeitschrift für Erziehungswissenschaft, 23(3), 465-484.
    https://ora.ox.ac.uk/objects/uuid:c8dbf970-fe84-4041-9996-25329d3f10c6

  • Klaus, S., & Siraj, I. (2020). Improving Roma participation in European early childhood education systems through cultural brokering. London Review of Education, 18(1), 50-64.
    https://ora.ox.ac.uk/objects/uuid:abc39f79-b598-4c51-913a-3d79024a6680

  • Melhuish, E., Barnes, J., Gardiner, J., Siraj, I., Sammons, P., Sylva, K., & Taggart, B. (2019). A study of the long-term influence of early childhood education and care on the risk for developing special educational needs. Exceptionality Education International, 29(3).
    https://ora.ox.ac.uk/objects/uuid:f8e88e96-2a29-4269-a576-8cf59ecae58d

  • Toth, K., Sammons, P., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2019). Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages. School Effectiveness and School Improvement, 31(1), 7-30.
    https://ora.ox.ac.uk/objects/uuid:8bc0b27e-9252-4762-8925-86b4465e68f7

  • Siraj, I., & Kingston, D. (2019). Proof Positive: A study in Australia has shown the benefits of evidence-based training to children and staff. Nursery World, 2019(11), 16-18.
    https://ora.ox.ac.uk/objects/uuid:adf84e3b-3bd0-46cc-a0ad-ed0e5a5429fb

  • Siraj, I., Kingston, D., & Neilsen-Hewett, C. (2019). The Role of Professional Development in Improving Quality and Supporting Child Outcomes in Early Education and Care. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), 49-68.
    https://ora.ox.ac.uk/objects/uuid:c0afff49-bc64-4121-9bb3-dbcfdefa25e0

  • Siraj, I., Howard, S., Kingston, D., Neilsen-Hewett, C., Melhuish, E., & De Rosnay, M. (2019). Comparing regulatory and non-regulatory indices of early childhood education and care (ECEC) quality in the Australian early childhood sector. Australian Educational Researcher, 46(3), 365-383.
    https://ora.ox.ac.uk/objects/uuid:09965adb-3b4f-43fb-8e73-c7bce25b9b8f

  • Siraj, I., Kingston, D., & Neilsen-Hewett, C. (2019). The role of professional development in improving quality and supporting child outcomes in early education and care. Asia-Pacific Journal of Research in Early Childhood Education, 2.
    https://ora.ox.ac.uk/objects/uuid:3a0f5b68-295a-41ae-b016-f43cc90016d1

  • Howard, S., Siraj, I., Melhuish, E., Kingston, D., Neilsen-Hewett, C., De Rosnay, M., Duursma, E., & Luu, B. (2018). Measuring interactional quality in pre-school settings: Introduction and validation of the sustained shared thinking and emotional wellbeing (SSTEW) scale. Early Child Development and Care, 190(7), 1017-1030.
    https://ora.ox.ac.uk/objects/uuid:92fb6779-1313-4f4e-9d76-c8c900b80b01

  • Kingston, D., & Siraj, I. (2017). Supporting the implementation of the foundation phase through effective professional development. Cylchgrawn Addysg Cymru Wales Journal of Education, 19(1), 39-68.
    https://ora.ox.ac.uk/objects/uuid:7ce5bff5-bb5b-4334-8b9b-7f160fa6e053

  • Melhuish, E., Howard, S., Siraj, I., Neilsen-Hewett, C., Kingston, D., de Rosnay, M., Duursma, E., & Luu, B. (2016). Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. Trials, 17(1), 602.
    https://ora.ox.ac.uk/objects/uuid:44f07347-0d4d-4197-b317-88a04ef4093c

  • Mayo, A., & Siraj, I. (2015). Parenting practices and children’s academic success in low-SES families. Oxford Review of Education, 41(1), 47-63.
    DOI: https://doi.org/10.1080/03054985.2014.995160

  • Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (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.
    https://ora.ox.ac.uk/objects/uuid:3ea42ffa-4f0f-4fb0-8c5c-039ecda69bd5

  • Archer, C., & Siraj, I. (2015). Measuring the quality of movement-play in Early Childhood Education settings: Linking movement-play and neuroscience. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 23(1), 21-42.
    DOI: https://doi.org/10.1080/1350293X.2014.890351

  • Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Taggart, B. (2014). Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project. Oxford Review of Education, 40(5), 525-542.
    https://ora.ox.ac.uk/objects/uuid:7e2b4b82-3c8a-4bd9-b728-bffbe0803e89

  • Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2014). Home, pre-school and primary school influences upon children’s educational attainment at age 11. Education Policy Analysis Archives, 22, 1-26.
    DOI: https://doi.org/10.14507/epaa.v22.1893

  • Siraj-Blatchford, I., & Nah, K.-O. (2014). A COMPARISON OF THE PEDAGOGICAL PRACTICES OF MATHEMATICS EDUCATION FOR YOUNG CHILDREN IN ENGLAND AND SOUTH KOREA. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 12(1), 145-165.
    DOI: https://doi.org/10.1007/s10763-013-9412-1

  • 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, 24(2), 234-250.
    DOI: https://doi.org/10.1080/09243453.2012.749796

  • Sylva, K., Sammons, P., Chan, L., 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 FUR ERZIEHUNGSWISSENSCHAFT, 16(2), 277-301.
    DOI: https://doi.org/10.1007/s11618-013-0364-6

  • 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, 24(2), 234-250.
    DOI: https://doi.org/10.1080/09243453.2012.749796

  • Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness. School Effectiveness and School Improvement , 24(2), 251-268.
    https://ora.ox.ac.uk/objects/uuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4c

  • Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance. School Effectiveness and School Improvement, 24(2), 155-176.
    https://ora.ox.ac.uk/objects/uuid:00445cac-ef1d-4ebd-a781-025de65b8366

  • Folque, M., & Siraj-Blatchford, I. (2011). Fostering Communities of Learning in Two Portuguese Pre-School Classrooms Applying the Movimento da Escola Moderna (MEM) Pedagogy. International Journal of Early Childhood, 43(3), 227-244.
    DOI: https://doi.org/10.1007/s13158-011-0047-5

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational outcomes at age 11: Low quality has little benefit. Journal of Early Childhood Research, 9(2), 109-124.
    DOI: https://doi.org/10.1177/1476718x10387900

  • Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2011). The power of pre-school: Evidence from the Eppe project. Cadernos De Pesquisa, 41(142), 68-99.
    DOI: https://doi.org/10.1590/S0100-15742011000100005

  • Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj-Blatchford, I. (2011). The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. BRITISH EDUCATIONAL RESEARCH JOURNAL, 37(3), 421-441.
    DOI: https://doi.org/10.1080/01411921003725338

  • Hall, J., Sammons, P., Sylva, K., Melhuish, E., Taggart, B., Siraj-Blatchford, I., & Smees, R. (2010). Measuring the combined risk to young children’s cognitive development: an alternative to cumulative indices. British Journal of Developmental Psychology, 28(Pt 2), 219-238.
    https://ora.ox.ac.uk/objects/uuid:57e430e2-177e-4056-a470-510c971d1762

  • Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). The role of pre-school quality in promoting resilience in the cognitive development of young children. Oxford Review of Education, 35(3), 331-352.
    https://ora.ox.ac.uk/objects/uuid:f04769fe-937e-4e9f-b1c1-d68ca7e8197a

  • Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77-89.
    DOI: https://doi.org/10.53841/bpsecp.2009.26.2.77

  • Sammons, P., Anders, Y., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Barreau, S. (2009). Children’s Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education. 179-198.
    DOI: https://doi.org/10.1007/978-3-531-91452-7_12

  • Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., & Malin, A. (2008). The early years. Preschool influences on mathematics achievement. Science (New York, N.Y.), 321(5893), 1161-1162.
    DOI: https://doi.org/10.1126/science.1158808

  • Siraj-Blatchford, I., Taggart, B., Sylva, K., Sammons, P., & Melhuish, E. (2008). Towards the transformation of practice in early childhood education: The effective provision of pre-school education (EPPE) project. Cambridge Journal of Education, 38(1), 23-36.
    DOI: https://doi.org/10.1080/03057640801889956

  • Melhuish, E., Phan, M., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. JOURNAL OF SOCIAL ISSUES, 64(1), 95-114.
    DOI: https://doi.org/10.1111/j.1540-4560.2008.00550.x

  • Siraj-Blatchford, I., & Manni, L. (2008). ‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage. Early Years, 28(1), 5-22.
    DOI: https://doi.org/10.1080/09575140701842213

  • Sylva, K., Taggart, B., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2007). Changing models of research to inform educational policy. Research Papers in Education, 22(2), 155-168.
    DOI: https://doi.org/10.1080/02671520701296098

  • Sylva, K., Taggart, B., Siraj-Blatchford, I., Totsika, V., Ereky-Stevens, K., Gilden, R., & Bell, D. (2007). Curricular quality and day-to-day learning activities in pre-school. International Journal of Early Years Education, 15(1), 49-65.
    DOI: https://doi.org/10.1080/09669760601106968

  • Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Elliot, K., & Lunt, I. (2006). Early identification of special educational needs and the definition of ’at risk’: The Early Years Transition and Special Educational Needs (EYTSEN) Project. British Journal of Special Education, 33(1), 40-45.
    DOI: https://doi.org/10.1111/j.1467-8578.2006.00410.x

  • Siraj-Blatchford, I., Sammons, P., Taggart, B., Sylva, K., & Melhuish, E. (2006). Educational research and evidence-based policy: The mixed-method approach of the eppe project. Evaluation and Research in Education, 19(2), 63-82.
    DOI: https://doi.org/10.2167/eri419.0

  • Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., & Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. EARLY CHILDHOOD RESEARCH QUARTERLY, 21(1), 76-92.
    DOI: https://doi.org/10.1016/j.ecresq.2006.01.003

  • Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., Taggart, B., & Elliot, K. (2005). Investigating the effects of pre-school provision: Using mixed methods in the EPPE research. International Journal of Social Research Methodology: Theory and Practice, 8(3), 207-224.
    DOI: https://doi.org/10.1080/13645570500154840

  • Siraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools. BRITISH EDUCATIONAL RESEARCH JOURNAL, 30(5), 713-730.
    DOI: https://doi.org/10.1080/0141192042000234665

  • Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children’s cognitive attainments at entry to reception. BRITISH EDUCATIONAL RESEARCH JOURNAL, 30(5), 691-712.
    DOI: https://doi.org/10.1080/0141192042000234656

  • Siraj-Blatchford, I. (2004). Educational disadvantage in the early years: How do we overcome it? Some lessons from research. European Early Childhood Education Research Journal, 12(2), 5-20.
    DOI: https://doi.org/10.1080/13502930485209391

  • Siraj-Blatchford, I. (2003). An evaluation of early years education and training in the Integrated Child Development Services (ICDS) in India. International Journal of Early Years Education, 2(1), 52-66.
    DOI: https://doi.org/10.1080/09669760.2003.10807106

  • Siraj-Blatchford, J., & Siraj-Blatchford, I. (2002). Discriminating between schemes and schema in young children’s emergent learning of science and technology. International Journal of Early Years Education, 10(3), 205-214.
    DOI: https://doi.org/10.1080/0966976022000044744

  • Siraj-Blatchford, I., & Siraj-Blatchford, J. (1999). ’Race’, Research and Reform: The impact of the three Rs on anti-racist pre-school and primary education in the UK. Race Ethnicity and Education, 2(1), 127-148.
    DOI: https://doi.org/10.1080/1361332990020109

  • Folque, M., & Siraj-Blatchford, I. (1996). Parents’ view of quality in early childhood services in Portugal. International Journal of Early Childhood, 28(2), 37-48.
    DOI: https://doi.org/10.1007/BF03174501

  • Siraj-Blatchford, I. (1996). Workshop one: Values, Culture and Identity in Early Childhood Education. International Journal of Early Years Education, 4(2), 63-69.
    DOI: https://doi.org/10.1080/0966976960040206

  • Siraj-Blatchford, I. (1995). Research column. International Journal of Early Childhood, 27(2), 76-78.
    DOI: https://doi.org/10.1007/BF03174940

  • Siraj-Blatchford, I. (1995). Critical Social Research and the Academy: The role of organic intellectuals in educational research. British Journal of Sociology of Education, 16(2), 205-220.
    DOI: https://doi.org/10.1080/0142569950160205

  • Siraj-Blatchford, I. (1994). Research review. International Journal of Early Childhood, 26(1), 78-79.
    DOI: https://doi.org/10.1007/BF03174291

  • Siraj-Blatchford, I. (1993). Educational research and reform: Some implications for the professional identity of early years teachers. British Journal of Educational Studies, 41(4), 393-408.
    DOI: https://doi.org/10.1080/00071005.1993.9973975

  • Troyna, B., & Siraj-Blatchford, I. (1993). Providing Support or Denying Access? The experiences of students designated as ‘ESL’ and ‘SN’ in a multi-ethnic secondary school. Educational Review, 45(1), 3-11.
    DOI: https://doi.org/10.1080/0013191930450101

  • Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (n.d.). The learning life course of at ‘risk’ children aged 3-16: Perceptions of students and parents about ‘succeeding against the odds’. Scottish Educational Review, 45(2), 5-17.
    DOI: https://doi.org/10.1163/27730840-04502002

  • Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Sammons, P. (n.d.). Influencing policy and practice through research on early childhood education. International Journal of Early Childhood Education, 14(2), 7-21.

  • Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (n.d.). Las influences del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño. Revista De Politica Educativa, 3, 63-92.

  • Huang, R., Siraj, I., & Melhuish, E. (n.d.). Promoting Effective Teaching and Learning Through a Professional Development Program: A Randomized Controlled Trial. Journal of Educational Psychology.
    DOI: https://doi.org/10.1037/edu0000851

  • Kong, K., Siraj, I., & Ereky-Stevens, K. (n.d.). Digital learning in pandemic times: assessing academic readiness among refugee children in Malaysia. Early Child Development and Care, ahead-of-print(ahead-of-print), 1-17.
    DOI: https://doi.org/10.1080/03004430.2024.2337226

  • Reports
  • Siraj, I., Neilsen-Hewett, C., Howard, S., Grimmond, J., & Fitzgerald, C. (2019). Cast Studies of Effective Practice: Evidence from the fostering effective early learning (FEEL) study. In NSW: FEEL Case Studies. New South Wales Government.
    https://ora.ox.ac.uk/objects/uuid:58f2cdb5-c219-445e-831d-0e9a51d5720e

  • Siraj, I., Melhuish, E., Howard, S., Neilsen-Hewett, C., Kingston, D., de Rosnay, M., Duursma, E., Feng, X., & Luu, B. (2018). Fostering Effective Early Learning (FEEL) study. New South Wales Government.
    https://ora.ox.ac.uk/objects/uuid:8230da2d-4d14-4b5e-bd86-a4ff045533ab

  • Siraj, I., Kingston, D., Neilsen-Hewett, C., Howard, S., Melhuish, E., & De Rosnay, M. (2017). Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes - in delivery, pedagogy and child outcomes. In Fostering Effective Early Learning Study (pp. 1-37). New South Wales Government.
    https://ora.ox.ac.uk/objects/uuid:b9d15b18-d5dd-4f71-9b15-a3c031b43628

  • Taggart, B., Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Elliot, K., & Walker-Hall, J. (2013). Ratios in Pre-School Settings: An exploration of the relationships with children’s educational outcomes. DfE.

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2012). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. Department of Education.

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2012). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. Department for Education.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Toth, K., Draghici, D., & Smees, R. (2012). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9. Department for Education.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2012). Influences on students’ dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9. In Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) (pp. 1-83). Department for Education.
    https://ora.ox.ac.uk/objects/uuid:fef96b45-7988-41ca-999b-7098b9d58645

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Draghici, D., Smees, R., & Toth., K. (2012). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ development in Key Stage 3: Social-behavioural outcomes in Year 9. Department for Education.
    https://ora.ox.ac.uk/objects/uuid:67fcd808-682e-45dc-82fc-4562e75d605f

  • Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. In Research Report (pp. 1-118). Department for Education.
    https://ora.ox.ac.uk/objects/uuid:0ea825e4-392c-4ee3-a95d-7ffca1a09733

  • Siraj-Blatchford, I., Shepherd, D.-L., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study. Department of Education.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2011). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Influences on students’ dispositions in Key Stage 3: Exploring Enjoyment of school, Popularity, Anxiety, Citizenship Values and Academic self-concept in Year 9. Institute of Education and Department for Education.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2011). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) Students? Reports of Their Experiences of School in Year 9. EPPSE Project - Institute of Education.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Barreau, S., & Grabbe, Y. (2008). The Influence of School and Teaching Quality on Children’s Progress in Primary School. DCSF.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Hunt, S., & Jelicic, H. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s cognitive and social development in Year 6. DCSF Publications.

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Final report from the primary phase: Pre-school, school and family Influences on children’s development during Key Stage 2 (age 7-11). DCSF Publications.

  • Sylva, K., Melhuish, E., Sammons, P., Taggart, B., Siraj-Blatchford, I., Hunt, S., Barreau, S., & Welcomme, W. (2008). Tracking and mobility over the pre-school and primary school period: Evidence from EPPE 3-11. Institute of Education, University of London.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6. DCSF Publications.

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Jelicic, H. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s development and progress in Key Stage 2: social/behavioural outcomes in Year 6. In Research Report (pp. 1-85). DCSF Publications.
    https://ora.ox.ac.uk/objects/uuid:3f3446ad-f01b-48db-a6d3-0f4a6811ff51

  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Jelicic, H., Smees, R., Barreau, S., & Grabbe, Y. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Pupils’ self-perceptions and views of primary school in Year 5. In DCSF Research Brief. DCSF.

  • Sammons, P., Sylva, K., Siraj-Blatchford, I., Taggart, B., Smees, R., & Melhuish, E. (2008). Influences on pupils’ self-perceptions in primary school: enjoyment of school, anxiety and isolation, and self-image in Year 5. Institute of Education, University of London.

  • Sylva, K., Sammons, P., Taggart, B., Smees, R., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2003). The early years transition and special educational needs (EYTSEN) project. In Research Report (pp. 1-43). DfES Publications.
    https://ora.ox.ac.uk/objects/uuid:ff856f54-b706-4487-9719-1634b6893da5

  • Other
  • Siraj-Blatchford, I., & Nah, K.-O. (2016). A COMPARISON OF THE PEDAGOGICAL PRACTICES OF MATHEMATICS EDUCATION FOR YOUNG CHILDREN IN ENGLAND AND SOUTH KOREA (vol 12, pg 145, 2014). In INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION (Vols. 14, Issues 5, pp. 999-999).
    DOI: https://doi.org/10.1007/s10763-014-9529-x

  • Melhuish, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., Sammons, P., & Taggart, B. (2006). Effective Pre-school Provision in Northern Ireland (EPPNI) Summary Report. Stranmillis University College Belfast.

  • Hanna, K., Melhuish, E., Quinn, L., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., & Taggart, B. (2005). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 13: Identifying and Monitoring Changes in Special Educational Needs in the Early Years. Stranmillis Press.

  • Quinn, L., Hanna, K., Melhuish, E., Siraj-Blatchford, I., Sylva, K., Sammons, P., & Taggart, B. (2004). Effective Pre-school Provision Northern Ireland (EPPNI) Project: Case Studies of Early Years Settings. Stranmillis Press.

  • Quinn, L., Melhuish, E., Hanna, K., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 7: Pre-school Experience and Social/Behavioural Development at the End of Year 1 of Primary School. The Stranmillis Press.

  • Melhuish, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., Sammons, P., & Taggart, B. (2004). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 9: Pre-school Experience and Social/Behavioural Development at the End of Year 2 of Primary School. Stranmillis Press.

  • Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2004). The Early Years Transition and Special Education Needs (EYTSEN) Project: Technical Paper 3: Special Educational Needs in the Early Years: The Parents’ Perspective. Institute of Education, University of London/ Department for Education and Skills.

  • Melhuish, E., Hanna, K., Quinn, L., Sylva, K., Siraj-Blatchford, I., Sammons, P., & Taggart, B. (2004). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 11: Pre-school Experience and Social/Behavioural Development at the End of Year 3 of Primary School. Stranmillis Press.

  • Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2003). The Early Years Transition & Special Educational Needs (EYTSEN) Project. Department for Education and Skills.

  • Sammons, P., Smees, R., Taggart, B., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2002). The Early Years Transition and Special Educational Needs (EYTSEN) Project: Technical Paper 1: Special Needs Across the Pre-School Period. Institute of Education, University of London/ Department for Education and Skills.

  • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Currie, G. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 4: Pre-school Experience and Social/behavioural Development at the Start of Primary School. Stranmillis Press.

  • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., McSherry, K., & McCrory, M. (2001). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 2: Cognitive and Social/behavioural Development at 3-4 years in Relation to Family Background. Stranmillis Press.