Sandra is part of the Child Development and Learning research group. She began her career as a primary school teacher and her work remains strongly practice and policy relevant. Sandra’s research explores how we can best promote high-quality interactions between adults and children, including:
- developing early language and professional development programmesfor early educators and evaluating them via randomised controlled trials (Talking Time, URLEY)
- parent-child joint media engagement (LiFT)
- large-scale longitudinal studies (Children of the 2020s, Millennium Cohort Study)
- evaluations of government early years initiatives (Graduate Leader Fund, Early Education Pilot for Two-Year Olds)
- studying quality and inequalityin early education provision (Assessing & Improving Language Supporting Practice in the EY; Starting out Right: Early Education & Looked After Children; Quality & Inequality; Improving Quality in the Early Years: Perspectives and Measures)
- developing toolsto capture educators’ pedagogical knowledge (Measuring pre-school teachers’ knowledge of oral language pedagogy)
Recently funded projects
- Mathers & Dockrell (2024-2026) Assessing and improving language-supporting practice in the early years. Nuffield Foundation/Education Endowment Foundation.
- Murphy, Eynon &Mathers (2017-2027) Learning for Families Through Technology. Ferrero.
- Fearon, Calderwood, Goodman, Mathers& Knibbs (2021-2027) Children of the 2020s. Department for Education.
- Mathers, Dockrell & Lee (2023-2026) Evaluation of Talking Time. Education Endowment Foundation.
- Mathers, Lindorff & Malmberg (2021-2024) Measuring pre-school teachers’ knowledge of oral language pedagogy. Nuffield Foundation.
- Hendry & Mathers(2022-2023), Development, validation and data collection of self-report and observational parenting measures that are inclusive of neurodiversity. John Fell Fund.
- Dockrell, Law and Mathers(2019-2023) Empowering Staff to Enhance oral language in the early years. Nuffield Foundation.