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Department of Education

Iram Siraj

Professor of Child Development and Education

College Affiliation: Jesus College

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.

Doctoral Applications

Iram welcomes doctoral applications from students interested in the following research areas:

  • Early childhood education
  • Quality of pre-school pedagogy
  • ECEC curriculum
  • Adult-child interaction
  • Primary education

Publications:

  • Books

    • Naughton, GM, Rolfe, SA, Siraj-Blatchford, I (2020) Introduction.

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

    • 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.. London: Trentham Books (UCL- IOE Press).

    • Siraj, I, Archer, I (2017) Movement Environmental Rating Scale (MOVERS). Trentham Books UCL-IOEPress, London. London: Trentham Books & UCL-IOEPRESS.

    • 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. London: SAGE.

    • Siraj, I (2014) Exploring Effective Pedagogy in Primary Schools: Evidence from research. London: Pearson.

    • Siraj-Blatchford, I, Hallet, E (2014) Effective and Caring Leadership in the Early Years. London: SAGE.

    • Siraj, I, Kingston, D (2014) An independent stocktake of the Foundation Phase in Wales. Final Report. Welsh Assembly Government.

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

    • Siraj, I, Mayo, A (2012) Major Work Four Volume International Reader, Early Childhood Education.. Sage series. London: Sage.

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

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Toth, K, Draghici, D, Smees, R (2011) 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 Full report. London: EPPSE Project - Institute of Education.

    • 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.
      DOI: http://doi.org/10.4324/9780203862063

    • 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. Oxford: Routledge.
      DOI: http://doi.org/10.1111/j.1099-0860.2010.00308.x

    • Siraj-Blatchford, I, MacNaughton, G, Rolfe, S (2010) Doing Early Childhood Research: International perspectives on theory and practice. Buckingham and Philadelphia: Open University Press.
      DOI: http://doi.org/10.4324/9781003115397

    • Siraj-Blatchford, I, Woodhead, M (2009) Effective Early Childhood Programmes. Milton Keynes: Open University.

    • Melhuish, E, Sylva, K, Sammons, P, Taggart, B, Siraj-Blatchford, I, Hunt, S, Barreau, S, Welcomme, W (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Tracking Pupil Mobility over the Pre-school and Primary School Period: Evidence from EPPE 3-11. London: Institute of Education, University of London/ Department for Children, Schools and Families.

    • Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B, Smees, R, Melhuish, E (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on pupils’ self-perceptions in primary school: Enjoyment of school, Anxiety and Isolation and Self-image in Year 5. London: Institute of Education, University of London/ Department for Children, Schools and Families.

    • Manni, L, Siraj-Blatchford, I (2007) Effective Leadership in the Early Years Sector: The ELEYS study. London: Institute of Education, University of London.

    • Siraj-Blatchford, I, Clarke, K, Needham, M (2007) The Team Around the Child: Multi-agency working in the early years. Stoke-on-Trent: Trentham Books.

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

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2006) A Guide to Developing the ICT Curriculum for Early Childhood Education. Stoke-on-Trent: Trentham Books.

    • 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.

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2003) More than computers - information and communication technology in the early years. London: British Association for Early Childhood Education (Early Education).

    • Meighan, R, Siraj-Blatchford, I (2003) A Sociology of Educating. London: Continuum.

    • MacNaughton, G, Rolfe, SA, Siraj-Blatchford, I, Mac Naughton, G (2001) Doing Early Childhood Research: International Perspectives on Theory and Practice. Buckingham: Open University Press.

    • Mac Naughton, G, Rolfe, SA, Siraj-Blatchford, I (2001) Doing Early Childhood Research: International Perspectives on Theory and Practice field research methods. Crows Nest, N.S.W: Allen & Unwin.

    • Clarke, P, Siraj-Blatchford, I (2000) Supporting Identity, Diversity and Language in the Early Years. Maidenhead: Open University Press.

    • Moriarty, V, Siraj, I (1998) An Introduction to Curriculum for 3 to 5 Year-Olds.

    • Siraj, I (1998) A curriculum development handbook for early childhood educators.

    • Siraj, I (1994) The Early Years: Laying the Foundations for Racial Equality. Stoke on Trent: Trentham Books.

  • Book chapters

    • Siraj-Blatchford, I (2021) “Social justice and teacher education in the UK”, In: Inequality and Teacher Education: An International Perspective. 89-99

    • Verenikina, I, Siraj, I, Kervin, L (2018) “Learning through digital play in the australian context of early childhood education and care”, In: Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values. 166-178
      DOI: http://doi.org/10.4324/9781315098203

    • Siraj, I (2017) “‘Nurturing 21st century skills in early childhood education and care: the way forward’”, In: J Eds Loble (ed.) Future Frontiers – Education for an AI world. Australia: Melbourne University Press & NSW Department of Education. 141-153

    • Siraj, I (2014) “The role of sustained shared thinking, play and metacognition in young children's learning”, In: S Robson, S Quinn (eds.) The Routledge International Handbook of Young Children’s Thinking and Understanding. Routledge.

    • Siraj-Blatchford, I (2014) “Early childhood education”, In: T Maynard, S Powell (eds.) An introduction to early childhood studies. SAGE. 172-184

    • Siraj-Blatchford, I, Clarke, P (2014) “Identity, self-esteem and learning”, In: Supporting children's learning in the early years. 28-38

    • Sylva, K, Chan, LLS, Melhuish, E, Sammons, PM, 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. London: Institute of Education. 97-117

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

    • Siraj-Blatchford, I (2010) “An ethnographic approach to researching young children’s learning”, In: G Mac Naughton, SA Rolfe, I Siraj-Blatchford (eds.) Doing early childhood research. Berkshire, England: Open University Press. 271-289

    • Siraj-Blatchford, I (2010) “A focus on pedagogy: Case studies of effective practice”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early childhood matters. Oxon: Routledge. 149-165

    • Siraj-Blatchford, I (2010) “Mixed-method designs”, In: G Mac Naughton, SA Rolfe, I Siraj-Blatchford (eds.) Doing early childhood research. Berkshire, England: Open University Press. 193-208

    • Siraj-Blatchford, I (2010) “The EPPE settings in the context of english pre-schools”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early childhood matters. Routledge. 8-23

    • Siraj-Blatchford, I (2010) “Teaching in early childhood centers instructional methods and child outcomes”, In: E Baker, B McGaw, P Peterson (eds.) International Encyclopaedia of Education (3rd Edition). Oxford: Elsevier. 86-92
      DOI: http://doi.org/10.1016/B978-0-08-044894-7.01186-6

    • Siraj-Blatchford, I (2009) “Early Childhood Education Matters”, In: T Maynard, N Thomas (eds.) An Introduction to Early Childhood Studies (2nd edition). London: SAGE Publications Ltd. 148-160

    • Siraj-Blatchford, I (2007) “Effecktive bildungsprozesse: Lehren in der fruher kindheit”, In: F Becker-Stoll, MR Textor (eds.) Die erzieherin-kind-beziehung: Zentrum von bildung und erziehung. Berlin: Cornelsen Verlag Scriptor. 97-114

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2006) “The Effective Provision of Preschool Education (EPPE)”, In: JJ van Kuyk (ed.) The Quality of early childhood education: report of a scientific conference. Arnhem, The Netherlands: Cito. 45-56

    • Siraj-Blatchford, I, Sylva, K, Taggart, B, Melhuish, E, Sammons, P (2005) “The Effective Provision of Pre-School Education: Findings from the pre-school period”, In: EH Bernardo, S Hebenstreit-Muller (eds.) Innovationsprojekt Fr�hp�dagogik: Professionalit�t im Verbund von Praxis, Forschung, Aus- und Weiterbildung. Baltmannsweiler German: Schneider Verlag Hohengehren GmbH. 72-86

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Elliot, K, Taggart, B (2004) “The Effective Provision of Pre-school Education Project - Zu den Auswirkungen vorschulischer Einrichtungen in England”, In: G Faust, M Goetz, H Hacker, HG Rossbach (eds.) Anschlussfaehige Bildungsprozesse im Elementar- und Primarbereich. Bad Heilbrunn/Obb: Klinkhardt. 154-167

    • Siraj-Blatchford, I, Moriarty, V (2004) “Pädagogische Wirksamkeit in der Früherziehung”, In: WE Fthenakis, P Oberheumer (eds.) Frühpädagogik international: Bildungsqualität im Blickpunkt. Wiesbaden: VS Verlag fur Sozialwissenschaften. 87-104

    • Siraj-Blatchford, I (2004) “Quality Teaching In The Early Years”, In: A Anning, J Cullen, M Fleer (eds.) Early Childhood Education: Socety and Culture. London: SAGE Publications Ltd. 137-148

    • Siraj-Blatchford, I (2004) “Soziale Gerechtigkeit und Lernen in der fruhen Kindheit”, In: WE Fthenakis, P Oberhuemer, EF Wassilios (eds.) Fruhpadagogik international: Bildungsqualit�t im Blickpunkt. Wiesbaden: VS Verlag fur Sozialwissenschaften. 57-70

    • Siraj-Blatchford, I (2002) “New Horizons in Early Childhood Education in the United Kingdom”, In: KS Lorna, E Mellor, L Chan (eds.) International Developments in Early Childhood Services. Oxford: Peter Lang Publishing Inc. 211-226

    • Siraj-Blatchford, I, Odada, M, Omagor, M (2002) “Supporting Child-Centered Teaching under Universal Primary Education in Kampala, Uganda”, In: S Anderson (ed.) Improving schools through teacher development: case studies of the Aga Khan Foundation Projects in South Africa. Lisse, the Netherlands: Swets & Zeitlinger. 84-118

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2001) “Surveys and questionnaires: An evaluative case study”, In: G MacNaughton, SA Rolfe, I Siraj-Blatchford (eds.) Doing Early Childhood Research: International Perspectives on Theory and Practice. Crows Nest, N.S.W: Allen and Unwin. 149-161

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2001) “Surveys and questionnaires: an evaluative case study”, In: G MacNaughton, SA Rolfe, I Siraj-Blatchford (eds.) Doing Early Childhood Research: International Perspectives on Theory and Practice. Crows Nest, N.S.W: Allen and Unwin. 149-161

    • Siraj-Blatchford, I (2001) “Social Justice and Early Learning”, In: G Pugh (ed.) Contemporary Issues in the Early Years: Working Collaboratively for Children (3rd Edition). London: Paul Chapman. 96-108

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2001) “An ethnographic approachto researching youngchildren's learning”, In: G MacNaughton, SA Rolfe, I Siraj-Blatchford (eds.) Doing Early Childhood Research: International Perspectives on Theory and Practice. Crows Nest, N.S.W: Allen and Unwin. 193-207

    • Siraj-Blatchford, I (2000) “Why understanding cultural difference is not enough”, In: G Pugh (ed.) Contemporary Issues in the Early Years: Working Collaboratively for Children (3rd edition). London: Paul Chapman Publishing. 104-121

  • Conference papers

    • Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B “Protecting the development of 5-11 year olds from the impacts of early disadvantage: The Role of Primary School Academic Effectiveness”, EARLI 2012 SIG 18 “Educational Effectiveness”. (Zurich, Switzerland)

  • Journal articles

    • 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: http://doi.org/10.1007/s00146-022-01555-3

    • Huang, R, Geng, Z, Siraj, I (2022) “Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation”, EARLY EDUCATION AND DEVELOPMENT.
      DOI: http://doi.org/10.1080/10409289.2022.2056695

    • 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: http://doi.org/10.1007/s12124-021-09668-y

    • Mathers, S, Siraj, I (2021) “Researching pre-school teachers’ knowledge of oral language pedagogy using video”, Frontiers in Education. 6
      DOI: http://doi.org/10.3389/feduc.2021.748347

    • Kazmierska-Kowalewska, KM, Okely, AD, Siraj, I, Archer, C, Jones, RA (2021) “A validation and reliability study of the Movement Environmental Rating Scale (MOVERS)”, EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL.
      DOI: http://doi.org/10.1080/1350293X.2021.1968464

    • MELHUISH, E, SIRAJ, I, KINGSTON, D (2020) “Can professional development in the early years bring improved outcomes for children?”, Researching Education.
      DOI: http://doi.org/10.5281/zenodo.4283377

    • SIRAJ, I, Klaus, S (2020) “Improving Roma participation in European early childhood education systems through cultural brokering”, London Review of Education.
      DOI: http://doi.org/10.18546/LRE.18.1.04

    • SIRAJ, I, Huang, R (2020) “Operationalizing Bronfenbrenner’s PPCT model in researching human development: Commentary on Xia, Li and Tudge”, Human Development.
      DOI: http://doi.org/10.1159/000508341

    • SIRAJ, I, Thorpe, K (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. 53(4th Quarter) 274-286.
      DOI: http://doi.org/10.1016/j.ecresq.2020.05.003

    • 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. 26-43.
      DOI: http://doi.org/10.1159/000508499

    • SIRAJ, IRAM, 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.
      DOI: http://doi.org/10.17206/apjrece.2019.13.2.49

    • 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.
      DOI: http://doi.org/10.17206/apjrece.2019.13.2.49

    • Siraj, I, Howard, SJ, Kingston, D, Neilsen-Hewett, C, Melhuish, EC, de Rosnay, M (2019) “Comparing regulatory and non-regulatory indices of early childhood education and care (ECEC) quality in the Australian early childhood sector”, The Australian Educational Researcher. 46(3) 365-365.
      DOI: http://doi.org/10.1007/s13384-019-00325-3

    • 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.
      DOI: http://doi.org/10.12968/nuwa.2019.11.16

    • 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 The Home Learning Environment and its Role in Shaping Children’s Educational Development) 1-24.
      DOI: http://doi.org/10.1080/09243453.2019.1618348

    • Howard, SJ, 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.
      DOI: http://doi.org/10.1080/03004430.2018.1511549

    • Kingston, D, Siraj, I (2017) “Supporting the implementation of the foundation phase through effective professional development”, Welsh Journal of Education.
      DOI: http://doi.org/10.16922/wje.19.1.3

    • Melhuish, E, Howard, SJ, 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 creators-16995.
      DOI: http://doi.org/10.1186/s13063-016-1742-1

    • 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: http://doi.org/10.1080/1350293X.2014.890351

    • 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.
      DOI: http://doi.org/10.1108/JCS-02-2015-0007

    • 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: http://doi.org/10.1080/03054985.2014.995160

    • 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: http://doi.org/10.14507/epaa.v22.1893

    • Siraj-Blatchford, I, Nah, K (2013) “A COMPARISON OF THE PEDAGOGICAL PRACTICES OF MATHEMATICS EDUCATION FOR YOUNG CHILDREN IN ENGLAND AND SOUTH KOREA”, International Journal of Science and Mathematics Education. 11(2) 145-165.
      DOI: http://doi.org/10.1007/s10763-013-9412-1

    • Siraj-Blatchford, I, Mayo, A, Melhuish, E, Taggart, B, Sammons, P, Sylva, K (2013) “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.

    • Siraj-Blatchford, I (2013) “More Than the Sum of its Parts”, Children’s Centre Leader Reader. 2 1-4.

    • 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: http://doi.org/10.1080/09243453.2012.749796

    • Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “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.
      DOI: http://doi.org/10.1080/09243453.2012.749797

    • Sylva, K, Sammons, P, Chan, LLS, 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 f�r Erziehungswissenschaft. 16
      DOI: http://doi.org/10.1007/s11618-013-0364-6

    • 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. 24(2) 155-176.
      DOI: http://doi.org/10.1080/09243453.2012.749793

    • 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: http://doi.org/10.1080/09243453.2012.749796

    • Melhuish, E, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2012) “Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland”, School Effectiveness and School Improvement. iFirst 1-17.

    • Siraj-Blatchford, I (2012) “Curriculum, pedagogy and progression in sustained shared thinking”, Every Child. 18(3) 34-35.

    • 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. (Specia) 1-22.

    • Anders, Y, Taggart, B, Sammons, P, 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: http://doi.org/10.1080/01411921003725338

    • 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: http://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 No1 69-66.

    • Siraj-Blatchford, I, Mayo, A, Melhuish, E, Taggart, B, Sammons, P, Sylva, K (2011) “Against all odds”, Every Child. 2(5) 50-55.

    • Folque, MA, 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: http://doi.org/10.1007/s13158-011-0047-5

    • 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: http://doi.org/10.1590/S0100-15742011000100005

    • 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(2) 219-238.

    • Siraj-Blatchford, I (2010) “Learning in the home and at school: how working class children 'succeed against the odds'”, British Educational Research Journal. 36(3) 463-482.
      DOI: http://doi.org/10.1080/01411920902989201

    • 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.
      DOI: http://doi.org/10.1348/026151008X399925

    • 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. 35 331-352.
      DOI: http://doi.org/10.1080/03054980902934613

    • 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.

    • 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: http://doi.org/10.1080/09575140701842213

    • Siraj-Blatchford, I (2008) “Understanding the relationship between curriculum, pedagogy and progression in learning in early childhood”, Hong Kong journal of early childhood. 7(2) 6-13.

    • Melhuish, EC, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Phan, MB, Malin, A (2008) “The early years. Preschool influences on mathematics achievement.”, SCIENCE. 321(5893) 1161-1162.
      DOI: http://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: http://doi.org/10.1080/03057640801889956

    • Hall, J, Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Smees, R (2008) “Measuring the combined risk to young children’s cognitive development: An alternative to cumulative indices”, British Journal of Developmental Psychology. 1-21.

    • Melhuish, E, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Phan, M (2008) “Effects of the Home Learning Environment and preschool center experience upon literacy and numeracy development in early primary school”, Journal of Social Issues. 64 157-188.

    • Sammons, P, Sylva, K, Siraj-Blatchford, I, Melhuish, E, Taggart, B (2008) “Is public investment in the early years worthwhile?”, Early Education. 54(1) 33-44.

    • Phan, M, Malin, A, Melhuish, E, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Phan, M, Malin, A (2008) “Preschool influences on mathematics achievement”, Science. 321 1161-1162.

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2007) “ICT in the early years: The effect of the home learning environment”, Eye. 8 37-42.

    • Melhuish, E, Phan, M, Sylva, K, Sammons, P, Siraj, I, Taggart, B (2007) “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: http://doi.org/10.1111/j.1540-4560.2008.00550.x

    • Siraj-Blatchford, I (2007) “Creativity, Communication and Collaboration: The Identification of Pedagogic Progression in Sustained Shared Thinking”, Asia-Pacific Journal of Research in Early Childhood Education. 1(2) 3-23.

    • 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: http://doi.org/10.1080/02671520701296098

    • 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: http://doi.org/10.2167/eri419.0

    • Sylva, K, Taggart, B, Siraj-Blatchford, I, Totsika, V, Ereky-Stevens, K, Gilden, R, Bell, D (2006) “Curricular quality and day-to-day learning activities in pre-school”, International Journal of Early Years Education. 15(1) 49-65.
      DOI: http://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 40-45.
      DOI: http://doi.org/10.1111/j.1467-8578.2006.00410.x

    • Sylva, K, Siraj-Blatchford, I, Taggart, B, Sammons, P, Melhuish, E, Elliot, K, Tatsika, V (2006) “Capturing quality in early childhood through environmental rating scales”, Early Childhood Research Quarterly. 21(1) 76-92.
      DOI: http://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. 8(3) 207-224.
      DOI: http://doi.org/10.1080/13645570500154840

    • Siraj-Blatchford, I (2004) “Educational disadvantage in the early years: How do we overcome it? some lessons from research”, International Journal of Phytoremediation. 21(1) 5-20.
      DOI: http://doi.org/10.1080/13502930485209391

    • Siraj-Blatchford, I, Sylva, K (2004) “Researching pedagogy in English pre-schools”, British Educational Research Journal. 30(5) 713-730.
      DOI: http://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: http://doi.org/10.1080/0141192042000234656

    • Siraj-Blatchford, I, Sylva, K, Taggart, B, Melhuish, E, Sammons, P, Elliot, K (2004) “The Effective Provision of Pre-School Education Project: Findings from the pre-school period”, Revista Portuguesa de Pedagogia. 38(1,2e3) 203-219.

    • 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.

    • Siraj-Blatchford, I, Taggart, B, Sylva, K, Melhuish, E, Sammons, P (2004) “Effective Pre-School and Primary Education (EPPE 3-11)”, Primary Practice. 37(summer) 28-30.

    • 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: http://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)
      DOI: http://doi.org/10.1080/0966976022000044744

    • Brooker, L, Siraj-Blatchford, J (2002) “‘Click on Miaow!’: How Children of Three and Four Years Experience the Nursery Computer”, Contemporary Issues in Early Childhood. 3(2) 251-273.
      DOI: http://doi.org/10.2304/ciec.2002.3.2.7

    • Siraj-Blatchford, J, Siraj-Blatchford, I (2002) “Developmentally Appropriate Technology in Early Childhood: ‘video Conferencing’”, Contemporary Issues in Early Childhood. 3(2) 216-225.
      DOI: http://doi.org/10.2304/ciec.2002.3.2.5

    • Siraj-Blatchford, I, McCallum, B (2002) “Inclusive practice in the Early Years: a case of joined-up thinking in one LEA”, Early Childhood Practice. 11-24.

    • Siraj-Blatchford, I (2001) “’Content analysis of pedagogy’ in the QCA/DfEE guidance”, Unknown. 35 7-7.

    • 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: http://doi.org/10.1080/1361332990020109

    • Siraj‐Blatchford, I, Wong, Y (1999) “Defining and evaluating ‘Quality’ early childhood education in an international context: Dilemmas and possibilities”, Early Years. 20(1) 7-18.
      DOI: http://doi.org/10.1080/0957514990200102

    • Siraj‐Blatchford, I, Siraj‐Blatchford, J (1997) “Reflexivity, social justice and educational research”, Cambridge Journal of Education. 27(2) 235-248.
      DOI: http://doi.org/10.1080/0305764970270207

    • Folque, MA, Siraj-Blatchford, I (1996) “Parents' view of quality in early childhood services in Portugal”, International Journal of Early Childhood. 28(2) 37-48.
      DOI: http://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: http://doi.org/10.1080/0966976960040206

    • 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: http://doi.org/10.1080/0142569950160205

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

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

    • 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: http://doi.org/10.1080/0013191930450101

    • Siraj‐Blatchford, I, Troyna, B (1993) “Equal Opportunities, Research and Educational Reform: some introductory notes”, British Educational Research Journal. 19(3) 223-226.
      DOI: http://doi.org/10.1080/0141192930190301

    • 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: http://doi.org/10.1080/00071005.1993.9973975

    • Siraj‐Blatchford, I (1993) “Ethnicity and Conflict in Physical Education: a critique of Carroll & Hollinshead's case study”, British Educational Research Journal. 19(1) 77-82.
      DOI: http://doi.org/10.1080/0141192930190106

    • Siraj‐Blatchford, I (1991) “A Study of Black Students' Perceptions of Racism in Initial Teacher Education”, British Educational Research Journal. 17(1) 35-50.
      DOI: http://doi.org/10.1080/0141192910170104

    • MELHUISH, E, Sylva, K, SAMMONS, P, SIRAJ, I, Taggart, B “Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour”, Zeitschrift für Erziehungswissenschaft.
      DOI: http://doi.org/10.1007/s11618-020-00945-x

    • Baker, W, Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, EC, Taggart, B “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.
      DOI: http://doi.org/10.1080/03054985.2014.953921

    • Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “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.

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

    • MELHUISH, E, Barnes, J, GARDINER, J, SIRAJ, I, SAMMONS, P, Sylva, K, Taggart, B “A study of the long-term influence of early childhood education and care on the risk for developing special educational needs”, Exceptionality Education International.
      DOI: http://doi.org/10.5206/eei.v29i3.9385

    • Sammons, PM, Anders, Y, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S “Children's Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education”, Zeitschrift für Erziehungswissenschaft. (Special Issue 11/2008) 179-198.

  • 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. Australia: New South Wales Government.

    • SIRAJ, I, Howard, S, Neilsen-Hewett, C, MELHUISH, E, Kingston, D, de Rosnay, M, Duursma, E, Luu, B (2018) Fostering Effective Early Learning (FEEL) study. Australia: New South Wales Government.

    • 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. Australia: New South Wales Government.

    • Siraj, I, Cheeseman, S, Kingston, D (2017) Quality Interaction Study Final Report Working with DoE Pre-schools to Strengthen the Quality of Intentional & Relational Pedagogy,. NSW Australia: Dept of Education, NSW, Australia.

    • Taggart, B, Sammons, PM, 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. London: DfE.

    • Sammons, PM, 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. London: Department for Education.

    • Sammons, PM, 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. London: Department for Education.

    • Sylva, K, Melhuish, EC, 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. London: Department for Education.

    • Sylva, K, Melhuish, EC, 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. London: Department of Education.

    • Siraj-Blatchford, I, Shepherd, D-L, Melhuish, EC, 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. London: Department of Education.

    • Sammons, PM, 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.. London: Institute of Education and Department for Education.

    • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Draghici, D, Smees, R, Toth, K (2011) 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. London: 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. London: EPPSE Project - Institute of Education.

    • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. London: Department for Education.

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

    • Sammons, P, Sylva, K, Melhuish, EC, 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. Nottingham: DCSF.

    • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14). What Makes a Successful Transition from Primary to Secondary School?. Nottingham: 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. London: Institute of Education, University of London.

    • 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. Nottingham: 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). Nottingham: DCSF Publications.

    • 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. London: 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. Nottingham: DCSF Publications.

    • Sammons, PM, 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. London: DCSF Publications.

    • Sylva, K, Sammons, P, Taggart, B, Smees, R, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) The early years transition and special educational needs (EYTSEN) project. DfES Publications.

  • Theses & dissertations

    • Sum, CW (2016) Exploring leadership for learning in kindergartens: A case study of Singapore.

  • 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)”, INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION. 14(5) 999-999.
      DOI: http://doi.org/10.1007/s10763-014-9529-x

    • Siraj, I, Taggart, B (2013) EPPSE project: findings on students? development at age 14 [IOE Research Briefing No.65]. IOE Research Briefings. London: Institute of Education, University of London.

    • Siraj, I, Taggart, B (2013) EPPE project: findings on the influences on academic and social-behavioural development at age 11 [IOE Research Briefing No.67]. IOE Research Briefings. London: Institute of Education, University of London.

    • Siraj, I, Taggart, B (2013) EPPE project: findings on social-behavioural outcomes at age 10 [IOE Research Briefing No.66]. IOE Research Briefings. London: Institute of Education, University of London.

    • Siraj, I, Taggart, B (2013) EPPE project: findings on academic outcomes at age 10 [IOE Research Briefing No.64]. IOE Research Briefings. London: Institute of Education, University of London.

    • Siraj, I, Taggart, B (2013) EPPE project: findings from pre-school to age 7 [IOE Research Briefing No.69]. IOE Research Briefings. London: Institute of Education, University of London.

    • Siraj-Blatchford, I, Sum, CW (2013) Understanding and advancing systems leadership in the early years. Nottingham: National College for School Leadership.

    • Hayes, N, Siraj-Blatchford, I, Keegan, S, Goulding, E (2013) Supporting children and their families in educational achievement and well-being though a high quality early years service policy brief. The Childhood Development Initiative.

    • Hayes, N, Siraj-Blatchford, I, Keegan, S, Goulding, E (2013) Evaluation of the Early Years Programme of the Childhood Development Initiative : Early Childhood Care and Education. Dublin: The Childhood Development Initiative.

    • Siraj, I, Taggart, B (2013) EPPE project: Relationships between pupils? self-perceptions, views of primary school and their development at age 10 [IOE Research Briefing No.68]. IOE Research Briefings. London: Institute of Education, University of London.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj, I, Taggart, B, Hunt, S, Jelicic, H (2012) The effect of starting pre-school at age 2 on long term academic and social-behavioural outcomes in Year 6 for more deprived children. Institute of Education, University of London.

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2009) Improving development outcomes for children through effective practice in integrating early years services. Centre for Excellence and Outcomes in Children and Young People?s Services (C4EO).

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2009) Improving children’s attainment through a better quality of family-based support for early learning. Centre for Excellence and Outcomes in Children and Young People?s Services (C4EO).

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Barreau, S, Grabbe, Y, Taggart, B (2008) The Influence of School and Teaching Quality on Children?s Progress in Primary School. Nottingham: Department for Children, Schools and Families.

    • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, 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?. London: Institute of Education, University of London/ Department for Children, Schools and Families.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S, Grabbe, Y (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): The influence of school and teaching quality on children’s progress in primary school Research brief. Nottingham: Department for Children, Schools and Families.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2008) Final Report from the Primary Phase: Pre-school, School and Family Influences on children’s development during Key Stage 2 (7-11). Nottingham: Department for Children, Schools and Families.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Jelicic, H, Smees, R, Barreau, S, Grabbe, Y, Taggart, B (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Pupils’ self-perceptions and views of primary school in Year 5. Nottingham: Department for Children, Schools and Families.

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

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2008) Final Report from the Primary Phase: Pre-school, School and Family Influences on children’s development during Key Stage 2 (7-11). Nottingham: Department for Children, Schools and Families.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Jelicic, H, Barreau, S, Grabbe, Y, Smees, R (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Relationships between pupil self-perceptions, views of primary school and their development in Year 5. London: Institute of Education, University of London/ Department for Children, Schools and Families.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Grabbe, Y, Barreau, S (2007) 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 5 Research brief. Nottingham: Department for Education and Skills.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S, Grabbe, Y (2007) 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 5. Nottingham: Department for Children, Schools and Families.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Grabbe, Y, Barreau, S (2007) 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 5 Research brief. Nottingham: Department for Education and Skills.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2007) Persistent inequalities: Early years and education. Norwich: Cabinet Office.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2007) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Promoting Equality in the Early Years, Report to The Equalities Review. West Yorkshire: Equalities Review.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2007) Effective pre-school and primary education: Findings from the pre-school period TLRP research brief. London: Teaching and Learning Research Programme, Economic and Social Research Council.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Grabbe, Y, Barreau, S (2007) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report, Influences on Children’s Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5. Nottingham: Institute of Education, University of London/ Department for Education and Skills.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Grabbe, Y, Barreau, S, Taggart, B (2007) 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 5. Nottingham: Department for Education and Skills.

    • Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Barreau, S, Manni, L, Taggart, B (2006) EPPE 3-11 Summary Report Variations in Teacher and Pupil Behaviours in Year 5 Classes. Nottingham: Department for Education and Skills.

    • 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. Belfast, N.I.: Stranmillis University College Belfast.

    • Melhuish, E, Romaniuk, H, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2006) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): The Effectiveness of Primary Schools in England in Key Stage 2 for 2002, 2003 and 2004. Full Report.. London: Department for Education and Skills.

    • Melhuish, E, Romaniuk, H, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2006) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): The Effectiveness of Primary Schools in England in Key Stage 2 for 2002, 2003 and 2004. Full Report.. London: Department for Education and Skills.

    • Sammons, P, Taggart, B, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Barreau, S, Manni, L (2006) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Variations in Teacher and Pupil Behaviours in Year 5 Classes. Nottingham: Institute of Education, University of London/ Department for Education and Skills.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Barreau, S, Manni, L, Taggart, B (2006) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Variations in Teacher and Pupil Behaviours in Year 5 Classes. Full Report.. London: Department for Education and Skills.

    • Laugharne, J, Sylva, K, Charles, F, Milton, E, Siraj-Blatchford, I (2006) Monitoring and evaluation of the effective implementation of the foundation phase (Meeifp) project across Wales.. Cardiff: National Assembly for Wales.

    • 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.. Belfast, N.I.: Stranmillis Press.

    • Siraj-Blatchford, I, McCallum, B (2005) An evaluation of Share at the Foundation Stage: Final Evaluation Report. Coventry: ContinYou.

    • 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. Belfast, N.I.: Stranmillis Press.

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2004) IBM KidSmart Early Learning programme European Evaluation: France, Germany, Italy, Portugal, Spain and UK: Final Report. Basingstoke: International Business Machines (IBM).

    • 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.. Belfast, N.I.: 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. London: Institute of Education, University of London/ Department for Education and Skills.

    • Sammons, P, Smees, R, Taggart, B, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) The Early Years Transition and Special Eduction Needs (EYTSEN) Project. Special Needs in the early primary years: Primary school entry up to the end of Year 1. London: Institute of Education, University of London/ Department for Education and Skills.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2004) The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to end of Key Stage1 Research brief. Nottingham: Department for Education and Skills.

    • 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.. Belfast, N.I.: 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.. Belfast, N.I.: Stranmillis Press.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K, Marsh, A (2004) The Effective Provision of Pre-School Education (EPPE) Project : Report on Age 6 Assessment. London: Institute of Education, University of London/ Department for Education and Skills.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K, Marsh, A (2004) The Effective Provision of Pre-School Education (EPPE) Project : The Continuing Effects of Pre-school education at Age 7 Years. Technical paper (Effective Provision of Pre-School Education Project). London: Institute of Education, University of London/ Department for Education and Skills.

    • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final Report: A Longitudinal Study Funded by the DfES 1997-2004. London: Institute of Education, University of London/ Department for Education and Skills/Sure Start.

    • Siraj-Blatchford, I, Melhuish, E, Sammons, P, Sylva, K, Taggart, B (2003) Effective Provision of Pre-School Education Project Technical Paper 10: Intensive study of selected centres. London: Institute of Education / DfES.

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

    • 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. Nottingham: Department for Education and Skills.

    • Quinn, L, Taggart, B, Hanna, K, Sweeney, G, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Sylva, K (2003) EPPNI Technical Paper 6 - Cognitive development and progress at the end of Year 1. Belfast: Stanmillis University College Belfast.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K (2003) The Effective Provision of Pre-School Education (EPPE) Project: Measuring the Impact of Pre-School on Children’s Social/Behavioural Development over the Pre-School Period. London: Institute of Education, University of London/ Department for Education and Skills.

    • Sammons, P, Melhuish, E, Elliot, K, Siraj-Blatchford, I, Taggart, B, Sylva, K (2003) Effective Provision of Pre-School Education (EPPE) Project: Technical Paper 8b - Measuring the impact of pre-school on children’s social/behavioural development over the pre-school period. London: Institute of Education, University of London.

    • Siraj-Blatchford, I, Brooker, L (2003) Evaluation of the Childcare for teenage parents (Pilot) project. London: Unknown.

    • 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. Belfast: Stranmillis Press.

    • Melhuish, E, Sammons, P, Siraj-Blatchford, I, Sylva, K, Taggart, B, Quinn, L, McSherry, K, Guimares, S (2002) Characteristics of Pre-school Environments in Northern Ireland: An analysis of observational data. Belfast: Stanmillis University College Belfast.

    • Siraj-Blatchford, I (2002) Evaluation of the KidSmart Phase One Project, IBM Whitepaper. London: Unknown.

    • Quinn, L, Sammons, P, Siraj-Blatchford, I, Sylva, K, Taggart, B, Colhoun, J, McSherry, K, Melhuish, E (2002) Pre-school centre characteristics : An analysis of centre managers interviews. Belfast: Stranmillis University College Belfast.

    • Siraj-Blatchford, I, Sammons, P, Sylva, K, Melhuish, E, Taggart, B, Elliot, K (2002) Technical Paper 8a - Measuring the Impact of Pre-school on Children’s Cognitive Progress. London:

    • Siraj-Blatchford, I, Sylva, K, Muttock, S, Gilden, R, Bell, D (2002) Researching Effective Pedagogy in the Early Years. London: Department for Education and Skills.

    • Melhuish, E, Quinn, L, Sammons, P, Siraj-Blatchford, I, Sylva, K, Taggart, B, Currie, G (2002) EPPNI Technical Paper 4 - Pre-school experience and social/behavioural development at the start of primary school. Belfast: Stranmillis University College Belfast.

    • Melhuish, E, Quinn, L, Sammons, P, Siraj-Blatchford, I, Sylva, K, Taggart, B, Shields, C (2002) EPPNI Technical Paper 5 - Pre-school experience and cognitive development at the start of primary school. Belfast: Stranmillis University College Belfast.

    • 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. London: Institute of Education, University of London/ Department for Education and Skills.

    • Sammons, P, Sylva, K, Melhuish, E, Taggart, B, Elliot, K, Siraj-Blatchford, I (2002) The Effective Provision of Pre-School Education (EPPE) Project: Measuring the impact of pre-school on children’s cognitive progress over the pre-school period. London: Institute of Education, University of London/ Department for Education and Skills.

    • 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. Belfast: Stranmillis Press.

    • Melhuish, E, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2001) The Effective Provision of Pre-School Education (EPPE) Project: Technical Paper 7 - Social/behavioural and Cognitive Development at 3-4 Years in Relation to Family Background. London: DfEE / Institute of Education, University of London.

    • Siraj-Blatchford, I, Taggart, B, Sylva, K, Sammons, P, Melhuish, E (2001) Technical Paper 5 - Characteristics of the Centre in the EPPE Study: (Interviews). London:

    • Siraj-Blatchford, I, Siraj-Blatchford, J (2001) Kidsmart: The Phase 1 UK Evaluation 2000-2001: Final Project Report. [London]: International Business Machines (IBM).

    • Taggart, B, Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Walker-Hall, J (2000) The Effective Provision of Pre-School Education (EPPE) Project : Characteristics of the Centre in the EPPE Study: (Interviews). London: Institute of Education, University of London/ Department for Education and Skills.

    • Sylva, K, Siraj-Blatchford, I, Melhuish, E, Sammons, P, Evans, E, Dobson, A, Jeavons, M, Lewis, K, Morahan, M, Sadler, S, Taggart, B (1999) The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 6A - Characteristics of Pre-school Environments.. London: Department for Education and Skills.

    • Sylva, K, Siraj-Blatchford, I, Melhuish, E, Sammons, P, Evans, E, Dobson, A, Jeavons, M, Lewis, K, Morahan, M, Sadler, S, Taggart, B (1999) The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 6 - Characteristics of the Centres in the EPPE sample: Observation Profiles.. London: Department for Education and Skills.

    • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Smees, R, Dobson, A, Jeavons, M, Lewis, K, Morahan, M, Sadler, S, Taggart, B (1999) The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 2 - Characteristics of the Effective Provision of Pre-school (EPPE) Project sample at entry to the study.. London: Department for Education and Skills.

    • Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B (1999) The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 1 - An Introduction to The Effective Provision of Pre-school Education (EPPE) Project.. London: Department for Education and Skills.

    • Melhuish, E, Sylva, K, Sammons, P, Siraj-Blatchford, I, Dobson, A, Jeavons, M, Lewis, K, Morahan, M, Sadler, S, Taggart, B (1999) The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 4 - Parent, Family and Child Characteristics in Relation to Type of Pre-school and Socio-Economic Differences. London: Department for Education and Skills.

    • Siraj, I A full list of publications for this author is available to view on the Institute of Education Research Portal.

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