Home > People > Iram Siraj

Iram Siraj

Professor of Child Development and Education | Jesus College

iram.siraj@education.ox.ac.uk

About me

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 1^st 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 4^th 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. Taylor & Francis.

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. Taylor & Francis.

https://doi.org/10.4324/9781003379867
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).

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).

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).

https://www.ucl-ioe-press.com/books/early-years-and-primary-education/effective-teachers-in-primary-schools/
SIRAJ, I., Taggart, B., SAMMONS, P., Melhuish, E., Sylva, K., & Shepherd, D.-L. (2019). Teachers in Effective Primary Schools. UCL-IOE Press & Trentham Books.

https://www.ucl-ioe-press.com/books/early-years-and-primary-education/effective-teachers-in-primary-schools/
Siraj, I., & Archer, I. (2017). Movement Environmental Rating Scale (MOVERS). Trentham Books UCL-IOEPress, London. Trentham Books & UCL-IOEPRESS.
Archer, C., & Siraj, I. (2015). Encouraging Physical Development Through Movement-Play. SAGE Publications.

https://doi.org/10.4135/9781473920439
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.

http://eprints.ioe.ac.uk/21575/
Siraj, I., & Mayo, A. (2014). Social Class and Educational Inequality. Cambridge University Press.
Siraj, I., & Mayo, A. (2014). Social Class and Educational Inequality. Cambridge University Press.

https://doi.org/10.1017/cbo9781139086387 https://doi.org/10.1017/cbo9781139086387
Siraj-Blatchford, I., & Hallet, E. (2014). Effective and Caring Leadership in the Early Years. SAGE Publications.

https://doi.org/10.4135/9781473957848
Siraj-Blatchford, I., Shepherd, D.-L., Sammons, P., Taggart, B., Melhuish, E., & Sylva, K. (2014). Effective Teachers in primary Schools: key research on pedagogy and children’s learning. Trentham Books.
Siraj, I., & Mayo, A. (2014). Social class and educational inequality (pp. 1-321).

https://doi.org/10.1017/CBO9781139086387
Siraj, I., & Kingston, D. (2014). An independent stocktake of the Foundation Phase in Wales. Final Report. Welsh Assembly Government.

http://eprints.ioe.ac.uk/18576/
Siraj, I. (2014). Exploring Effective Pedagogy in Primary Schools: Evidence from research. Pearson.
Siraj, I., & Mayo, A. (2012). Major Work Four Volume International Reader, Early Childhood Education. Sage.
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. EPPSE Project - Institute of Education.

http://eprints.ioe.ac.uk/16503/
Siraj-Blatchford, I., & Woodhead, M. (2009). Effective Early Childhood Programmes. Open University.

http://eprints.ioe.ac.uk/6089/
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. Institute of Education, University of London/ Department for Children, Schools and Families.

http://eprints.ioe.ac.uk/5297/
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. Institute of Education, University of London/ Department for Children, Schools and Families.

http://eprints.ioe.ac.uk/5275/
Manni, L., & Siraj-Blatchford, I. (2007). Effective Leadership in the Early Years Sector: The ELEYS study. Institute of Education, University of London.

http://eprints.ioe.ac.uk/6066/
Siraj-Blatchford, I., Clarke, K., & Needham, M. (2007). The Team Around the Child: Multi-agency working in the early years. Trentham Books.

http://eprints.ioe.ac.uk/6085/
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Assessing quality in the early years: Early childhood environment rating scale. Teachers College Press.
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2006). A Guide to Developing the ICT Curriculum for Early Childhood Education. Trentham Books.

http://eprints.ioe.ac.uk/6084/
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.

http://eprints.ioe.ac.uk/5308/
Meighan, R., & Siraj-Blatchford, I. (2003). A Sociology of Educating. Continuum.

http://eprints.ioe.ac.uk/14700/
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2003). More than computers - information and communication technology in the early years. British Association for Early Childhood Education (Early Education).

http://eprints.ioe.ac.uk/6080/
MacNaughton, G., Rolfe, S., Siraj-Blatchford, I., & Mac Naughton, G. (2001). Doing Early Childhood Research: International Perspectives on Theory and Practice. Open University Press.

http://eprints.ioe.ac.uk/6103/
Mac Naughton, G., Rolfe, S., & Siraj-Blatchford, I. (2001). Doing Early Childhood Research: International Perspectives on Theory and Practice field research methods. Allen & Unwin.

http://eprints.ioe.ac.uk/6075/
Clarke, P., & Siraj-Blatchford, I. (2000). Supporting Identity, Diversity and Language in the Early Years. Open University Press.

http://eprints.ioe.ac.uk/6064/
Siraj, I. (1998). A curriculum development handbook for early childhood educators.
Moriarty, V., & Siraj, I. (1998). An Introduction to Curriculum for 3 to 5 Year-Olds.
Siraj, I. (1994). The Early Years: Laying the Foundations for Racial Equality. Trentham Books.

Book chapters

Jones, P., & Siraj, I. (2023). The contribution of ‘sustained shared thinking’ to successful literacy transitions in English curriculum. In Dialogic Pedagogy (pp. 52-68). Taylor & Francis.

https://doi.org/10.4324/9781003296744-6
Siraj-Blatchford, I., Odada, M., & Omagor, M. (2022). Supporting Child-Centered Teaching under Universal Primary Education in Kampala, Uganda. In Improving Schools Through Teacher Development (pp. 117-136). Taylor & Francis.

https://doi.org/10.1201/9780203751213-5
Siraj-Blatchford, I. (2021). Social Justice and Teacher Education in the UK. In Inequality and Teacher Education (pp. 89-99). Taylor & Francis.

https://doi.org/10.4324/9781003138532-8
Siraj-Blatchford, I. (2020). Mixed-method designs. In Doing Early Childhood Research (pp. 193-208). Taylor & Francis.

https://doi.org/10.4324/9781003115403-13
Siraj-Blatchford, I. (2020). An ethnographic approach to researching young children’s learning. In Doing Early Childhood Research (pp. 271-289). Taylor & Francis.

https://doi.org/10.4324/9781003115403-19
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2020). An ethnographic approach to researching young children’s learning. In Doing early childhood research (pp. 193-207). Taylor & Francis.

https://doi.org/10.4324/9781003115397-16
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2020). Surveys and questionnaires: an evaluative case study. In Doing early childhood research (pp. 149-161). Taylor & Francis.

https://doi.org/10.4324/9781003115397-13
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 (pp. 166-178). Taylor & Francis.

https://doi.org/10.4324/9781315098203-13
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 (pp. 141-153). Melbourne University Press & NSW Department of Education.

http://www.mup.com.au/
Siraj-Blatchford, I., & Clarke, P. (2014). Identity, self-esteem and learning. In Supporting children’s learning in the early years (pp. 28-38).
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, I., & Mayo, A. (2014). Powerful parenting and home learning. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 127-156).
Siraj, I., & Mayo, A. (2014). Children as active agents of their own learning. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 105-126).
Siraj, I., & Mayo, A. (2014). Cultural repertoires of childrearing across and within social classes. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 64-104).
Siraj, I., & Mayo, A. (2014). Child and Family Case Studies in the context of the EPPSE study. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (p. 1 - +).
Siraj, I., & Mayo, A. (2014). Studying learning life-courses. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 12-38).
Siraj, I., & Mayo, A. (2014). Example of personalized student interview. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 255-299).
Siraj, I., & Mayo, A. (2014). Methods and sample of the Child and Family Case Studies. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 39-63).
Siraj, I., & Mayo, A. (2014). Gateways to enhanced social, cultural and emotional capital. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 213-229).
Siraj, I., & Mayo, A. (2014). Concluding discussion: promoting agency and advocacy. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 230-254).
Siraj, I., & Mayo, A. (2014). Parenting towards higher aspirations. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 157-178).
Siraj, I., & Mayo, A. (2014). Inspiring success in the early years and school environment. In SOCIAL CLASS AND EDUCATIONAL INEQUALITY: THE IMPACT OF PARENTS AND SCHOOLS (pp. 179-212).
Siraj-Blatchford, I., & Mayo, A. (2012). Early Childhood Education. SAGE Publications.

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).
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2011). Creativity, communication, collaboration and curriculum: a Vygotskian perspective Foreword. In EXPLORING CHILDRENS 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). 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. (2010). The EPPE settings in the context of english pre-schools. In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 8-23).
Siraj-Blatchford, I. (2010). Teaching in Early Childhood Centers Instructional Methods and Child Outcomes. In International Encyclopedia of Education (pp. 86-92). Elsevier.

https://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) (pp. 148-160). SAGE Publications Ltd.

http://eprints.ioe.ac.uk/6088/
Siraj-Blatchford, I. (2009). Teaching in Early Childhood Centers Instructional Methods and Child Outcomes. In International Encyclopedia of Education, Third Edition (pp. 86-92).

https://doi.org/10.1016/B978-0-08-044894-7.01186-6
Siraj-Blatchford, I. (2007). Effecktive bildungsprozesse: Lehren in der fruher kindheit. In F. Becker-Stoll & M. Textor (Eds.), Die erzieherin-kind-beziehung: Zentrum von bildung und erziehung (pp. 97-114). Cornelsen Verlag Scriptor.

http://eprints.ioe.ac.uk/13502/
Siraj-Blatchford, I. (2007). International Journal of Early Years Education. In Early Childhood Education: An International Encyclopedia (p. 456).
Siraj-Blatchford, I., Sylva, K., Taggart, B., Melhuish, E., Sammons, P., & Elliot, K. (2006). Was kennzeichnet qualitativ gute Vorschulbildung? Ergebnisse von Einzelfallstudien in britischen Vorschuleinrichtungen. In Kinder zwischen drei und sechs (pp. 127-138). Psychosozial-Verlag.

https://doi.org/10.30820/9783837969771-127
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2006). The Effective Provision of Preschool Education (EPPE). In J. van Kuyk (Ed.), The Quality of early childhood education: report of a scientific conference (pp. 45-56). Cito.

http://eprints.ioe.ac.uk/5310/
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 E. Bernardo & S. Hebenstreit-Muller (Eds.), Innovationsprojekt Fr�hp�dagogik: Professionalit�t im Verbund von Praxis, Forschung, Aus- und Weiterbildung (pp. 72-86). Schneider Verlag Hohengehren GmbH.

http://eprints.ioe.ac.uk/5303/
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, & H. Rossbach (Eds.), Anschlussfaehige Bildungsprozesse im Elementar- und Primarbereich (pp. 154-167). Klinkhardt.

http://eprints.ioe.ac.uk/13905/
Siraj-Blatchford, I., & Moriarty, V. (2004). Pädagogische Wirksamkeit in der Früherziehung. In Frühpädagogik international (pp. 87-104). Springer Nature.

https://doi.org/10.1007/978-3-322-95041-3_5
Siraj-Blatchford, I. (2004). Quality Teaching In The Early Years. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early Childhood Education: Socety and Culture (pp. 137-148). SAGE Publications Ltd.

http://eprints.ioe.ac.uk/6081/
Siraj-Blatchford, I. (2004). Soziale Gerechtigkeit und Lernen in der frühen Kindheit. In Frühpädagogik international (pp. 57-70). Springer Nature.

https://doi.org/10.1007/978-3-322-95041-3_3
Siraj-Blatchford, I. (2003). Language, Culture and Difference: Challenging Inequality and Promoting Respect. In Respectful Educators – Capable Learners: Children’s Rights and Early Education (pp. 23-33). SAGE Publications.

https://doi.org/10.4135/9781446219003.n3
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 (pp. 84-118). Swets & Zeitlinger.

http://eprints.ioe.ac.uk/6077/
Siraj-Blatchford, I. (2002). New Horizons in Early Childhood Education in the United Kingdom. In K. Lorna, E. Mellor, & L. Chan (Eds.), International Developments in Early Childhood Services (pp. 211-226). Peter Lang Publishing Inc.

http://eprints.ioe.ac.uk/6078/
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2001). Surveys and questionnaires: an evaluative case study. In G. MacNaughton, S. Rolfe, & I. Siraj-Blatchford (Eds.), Doing Early Childhood Research: International Perspectives on Theory and Practice (pp. 149-161). Allen and Unwin.

http://eprints.ioe.ac.uk/6095/
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) (pp. 96-108). Paul Chapman.

http://eprints.ioe.ac.uk/6074/
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) (pp. 104-121). Paul Chapman Publishing.

http://eprints.ioe.ac.uk/6073/

Conference papers

Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012, August 31). 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”.

https://ora.ox.ac.uk/objects/uuid:13197766-714c-4c9d-99e0-59f4eb16e209

Journal articles

Carter, B., Shelton, K., Holmes, L., Sprecher, E., Javed, M., Macleod, J., Park, J., Selwyn, J., Siraj, I., Robinson, C., & Hiller, R. (2025). The mental health and wellbeing of care-experienced young people during early and later adolescence. Clinical Child Psychology and Psychiatry, 13591045251333028.

https://doi.org/10.1177/13591045251333028
Maryam, J., Sprecher, E., Carter, B., Hiller, R., Holmes, L., Selwyn, J., & Siraj, I. (2025). A systematic review of ethnic representation in UK research involving children and young people living in care. British Journal of Social Work.

https://doi.org/10.1093/bjsw/bcaf066 https://ora.ox.ac.uk/objects/uuid:fbeb4ff1-d9a2-4926-9b87-584c7b1993f0
Siraj, I., & Huang, R. (2024). Promoting Teaching and Learning Through Research-Informed Professional Development: The Leadership for Learning Programme in Australia and China. Education Sciences, 14(12), 1299-1299.

https://doi.org/10.3390/educsci14121299
Huang, R., Siraj, I., & Melhuish, E. (2024). Promoting Effective Teaching and Learning Through a Professional Development Program: A Randomized Controlled Trial. Journal of Educational Psychology, 116(8), 1352-1367.

https://doi.org/10.1037/edu0000851
Kong, K., Siraj, I., & Ereky-Stevens, K. (2024). Digital learning in pandemic times: assessing academic readiness among refugee children in Malaysia. Early Child Development and Care, 194(13-14), 1301-1317.

https://doi.org/10.1080/03004430.2024.2337226
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 Systematic Reviews, 20(2).

https://doi.org/10.1002/cl2.1383 https://ora.ox.ac.uk/objects/uuid:55bc50b2-424e-4496-a29f-7f1799ad9ef0
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.

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.

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.

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.

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://doi.org/10.1186/s40723-023-00109-4 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 and Society, 39(3), 1275-1302.

https://doi.org/10.1007/s00146-022-01555-3 https://ora.ox.ac.uk/objects/uuid:47015246-d436-48ec-8f12-d73a33bd98f1
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.

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.

https://doi.org/10.3389/fpsyg.2022.1092284
https://doi.org/10.26226/morressier.618aaea94a84e7b4701d818b
Mathers, S., & Siraj, I. (2021). Researching pre-school teachers’ knowledge of oral language pedagogy using video. Frontiers in Education, 6.

https://doi.org/10.3389/feduc.2021.748347 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.

https://doi.org/10.1080/1350293x.2021.1968464
Sylva, K., Siraj, I., & Mathers, S. (2020). Better together. Nursery World, 2020(15), 35-35.

https://doi.org/10.12968/nuwa.2020.15.35
Siraj, I., Kingston, D., & Melhuish, E. (2020). Can professional development in the early years bring improved outcomes for children?. Researching Education, 1(2).

https://doi.org/10.5281/zenodo.4283377 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://doi.org/10.1159/000508499 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://doi.org/10.1016/j.ecresq.2020.05.003 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://doi.org/10.1159/000508341 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://doi.org/10.1007/s11618-020-00945-x 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://doi.org/10.18546/LRE.18.1.04 https://ora.ox.ac.uk/objects/uuid:abc39f79-b598-4c51-913a-3d79024a6680
Siraj, I., Howard, S., Kingston, D., Neilsen‑Hewett, C., Melhuish, E., & de Rosnay, M. (2020). Comparando índices regulatórios e não regulatórios de qualidade da educação infantil australiana. Estudos Em Avaliação Educacional, 30(75), 958-982.

https://doi.org/10.18222/eae.v30i75.6925
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://doi.org/10.5206/eei.v29i3.9385 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://doi.org/10.1080/09243453.2019.1618348 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://doi.org/10.12968/nuwa.2019.11.16 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://doi.org/10.17206/apjrece.2019.13.2.49 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://doi.org/10.1007/s13384-019-00325-3 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://doi.org/10.17206/apjrece.2019.13.2.49 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://doi.org/10.1080/03004430.2018.1511549 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://doi.org/10.16922/wje.19.1.3 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://doi.org/10.1186/s13063-016-1742-1 https://ora.ox.ac.uk/objects/uuid:44f07347-0d4d-4197-b317-88a04ef4093c
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2016). Report: Pre-school and Early Home Learning Effects on A-level Outcomes. Children and Young People Now, 2016(2), 27-27.

https://doi.org/10.12968/cypn.2016.2.27
Kingston, D., & Siraj, I. (2015). Quality time. Nursery World, 2015(6), 18-19.

https://doi.org/10.12968/nuwa.2015.6.18
Mayo, A., & Siraj, I. (2015). Parenting practices and children’s academic success in low-SES families. Oxford Review of Education, 41(1), 47-63.

https://doi.org/10.1080/03054985.2014.995160
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.

https://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.

https://doi.org/10.1108/JCS-02-2015-0007 https://ora.ox.ac.uk/objects/uuid:3ea42ffa-4f0f-4fb0-8c5c-039ecda69bd5
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2014). Las influencias del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño. Education Policy Analysis Archives, 22, 112 - 1.

https://doi.org/10.14507/epaa.v22.1893
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://doi.org/10.1080/03054985.2014.953921 https://ora.ox.ac.uk/objects/uuid:7e2b4b82-3c8a-4bd9-b728-bffbe0803e89
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.

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.

https://doi.org/10.1080/09243453.2012.749796 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 für Erziehungswissenschaft, 16(2), 277-301.

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.

https://doi.org/10.1080/09243453.2012.749796
Siraj-Blatchford, I. (2013). More Than the Sum of its Parts. Children’s Centre Leader Reader, 2, 1-4.

http://eprints.ioe.ac.uk/17547/
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.

https://doi.org/10.1163/27730840-04502002
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://doi.org/10.1080/09243453.2012.749793 https://ora.ox.ac.uk/objects/uuid:00445cac-ef1d-4ebd-a781-025de65b8366
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://doi.org/10.1080/09243453.2012.749797 https://ora.ox.ac.uk/objects/uuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4c
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2012). 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.
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.

http://eprints.ioe.ac.uk/12065/
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.

http://eprints.ioe.ac.uk/12063/
Siraj-Blatchford, I. (2012). Curriculum, pedagogy and progression in sustained shared thinking. Every Child, 18(3), 34-35.

http://eprints.ioe.ac.uk/12089/
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.

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.

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 No1, 69-66.

http://eprints.ioe.ac.uk/11304/
Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2011). O poder da pré-escola: evidências de um estudo longitudinal na Inglaterra. Cadernos De Pesquisa, 41(142), 68-99.

https://doi.org/10.1590/s0100-15742011000100005
Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Against all odds. Every Child, 2(5), 50-55.

http://eprints.ioe.ac.uk/12086/
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://doi.org/10.1348/026151008X399925 https://ora.ox.ac.uk/objects/uuid:57e430e2-177e-4056-a470-510c971d1762
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.

http://eprints.ioe.ac.uk/12088/
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://doi.org/10.1080/03054980902934613 https://ora.ox.ac.uk/objects/uuid:f04769fe-937e-4e9f-b1c1-d68ca7e8197a
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.

https://doi.org/10.1007/978-3-531-91452-7_12
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.

https://doi.org/10.53841/bpsecp.2009.26.2.77
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.

http://eprints.ioe.ac.uk/5268/
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.

http://eprints.ioe.ac.uk/10351/
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.

https://doi.org/10.1126/science.1158808
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.

http://eprints.ioe.ac.uk/5276/
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.

http://eprints.ioe.ac.uk/5274/
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.

http://eprints.ioe.ac.uk/5296/
Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Sammons, P. (2008). Influencing policy and practice through research on early childhood education. International Journal of Early Childhood Education, 14(2), 7-21.
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.

http://eprints.ioe.ac.uk/6086/
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2007). ICT in the early years: The effect of the home learning environment. Eye, 8, 37-42.

http://eprints.ioe.ac.uk/6097/
Siraj-Blatchford, I., & Siraj-Blatchford, J. (2007). ICT in the early years: The effect of the home learning environment. Early Years Educator, 8(11), 36-42.

https://doi.org/10.12968/eyed.2007.8.11.22879
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 & Research in Education, 19(2), 63-82.

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.

https://doi.org/10.1016/j.ecresq.2006.01.003
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.

http://eprints.ioe.ac.uk/5305/
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.

http://eprints.ioe.ac.uk/5304/
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.

https://doi.org/10.1080/13502930485209391
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.

https://doi.org/10.1080/13502930485209391
Gardner, P., Bowers, T., Melhuish, E., Siraj-Blatchford, I., & Karwowska-Struczyk, M. (2003). Book Reviews. International Journal of Early Years Education, 2(1), 93-100.

https://doi.org/10.1080/0966976940020110
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.

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 Discrimination entre pense´e ope´rationnelle et sche ¤ mes dans l’apprentissage e´mergent des sciences et des technologies par les jeunes enfants Distinguir entre Planes y Esquema en el Aprendizaje Incipiente de Ciencias y Tecnología de Preescolares. International Journal of Early Years Education, 10(3), 205-214.

https://doi.org/10.1080/0966976022000044744
Siraj-Blatchford, I., & Moyles, J. (2002). Obituary--Professor John Eggleston. Early Years Journal of International Research and Development, 22(2), 85-85.

https://doi.org/10.1080/09575140213639
Siraj-Blatchford, J., & Siraj-Blatchford, I. (2002). Developmentally Appropriate Technology in Early Childhood: ‘video Conferencing’. Contemporary Issues in Early Childhood, 3(2), 216-225.

https://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.

http://eprints.ioe.ac.uk/6092/
Siraj-Blatchford, I. (2001). ’Content analysis of pedagogy’ in the QCA/DfEE guidance. Unknown, 35, 7-7.

http://eprints.ioe.ac.uk/6076/
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.

https://doi.org/10.1007/bf03174501
Siraj‐Blatchford, I. (1996). Values, Culture and Identity in Early Childhood Education. International Journal of Early Years Education, 4(2), 63-69.

https://doi.org/10.1080/0966976960040206
Siraj-Blatchford, I. (1995). Research column. International Journal of Early Childhood, 27(2), 76 - 76.

https://doi.org/10.1007/bf03174940
Siraj-Blatchford, I. (1994). Research review. International Journal of Early Childhood, 26(1), 78 - 78.

https://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.

https://doi.org/10.1080/0013191930450101

Reports

SIRAJ, I., Kong, K., & EREKY-STEVENS, K. (2023). Building an inclusive and equitable early childhood education for refugee children: Framework for action (Final Report).
EREKY-STEVENS, K., SIRAJ, I., & Kong, K. (2022). Review of the Research Evidence on Early Childhood Education and Care in Refugee Contexts in Low-and Middle-Income Countries.
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
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,. Dept of Education, NSW, Australia.
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.

https://www.ucl.ac.uk/ioe/research/pdf/Ratios_in_Pre-School_Settings_DfEE.pdf
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
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.

https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR202.pdf
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.

https://www.education.gov.uk/publications/eOrderingDownload/DFE-RB202.pdf
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.

http://eppe.ioe.ac.uk/eppse3-14/eppse3-14pdfs/Final%20EPPSE%20cogs%2026March2012.pdf
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.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183324/DFE-RR129.pdf
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.

http://eprints.ioe.ac.uk/16508/
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., & 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.

http://publications.education.gov.uk/eOrderingDownload/DCSF-RBX-15-08.pdf
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.

http://www.ttrb.ac.uk/attachments/b8ff01bc-4da6-4582-bee6-48a22b014ff8.pdf
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.

https://www.education.gov.uk/publications/standard/Download?DownloadPublicationReference=DCSF-RR061&DownloadItemReference=Final%20Report%20from%20the%20Primary%20Phase%3A%20Pre-school%2C%20School%20and%20Family%20Influences%20on%20Children's%20Development%20during%20Key%20Stage%202%20PDF(DfES%20Online%20Store)&DocumentType=PDF&Url=%2Fpublications%2FeOrderingDownload%2FDCSF-RR061.pdf
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.

https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2800&context=sspapers
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.

https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2803&context=sspapers
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.

https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2805&context=sspapers
Sylva, K., Sammons, P., Taggart, B., Siraj-Blatchford, I., Melhuish, E., & Hall, J. (2006). Tracking children with SEN through the early years: Can education make a difference?. In The Vernon-Wall Lecture for the annual meeting of the Education Section of the British Psychological Society. British Psychological Society.

https://ora.ox.ac.uk/objects/uuid:53032411-980e-48a3-a0d8-67be87494150
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
SIRAJ, I., Kong, K., & EREKY-STEVENS, K. (n.d.). Building an Inclusive and Equitable Early Childhood Education for Refugee Children: Framework for Action (Final Report).