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Sandra Mathers

Associate Professor

sandra.mathers@education.ox.ac.uk

About me

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.

Research

Book chapters

MATHERS, S. (2019). Early education as an intervention for children in care. In P. McNamara, C. Montserrat, & S. Wise (Eds.), Early Education in Out-of-Home Care: International Perspectives on Policy, Practice and Research. Springer International Publishing.

https://doi.org/10.1007/978-3-030-26372-0
Mathers, S. (2019). Early Education as an Intervention for Children in Care. In Education in Out-of-Home Care (pp. 77-89). Springer Nature.

https://doi.org/10.1007/978-3-030-26372-0_6
Mathers, S., & Ereky-Stevens, K. (2017). Quality of Early Childhood Education and Care for Children under Three: Sound Foundations. In L. Miller, C. Cameron, C. Dalli, & N. Barbour (Eds.), SAGE Handbook of Early Childhood Policy. SAGE Publications.

https://ora.ox.ac.uk/objects/uuid:80ebb78d-e09f-42af-a6f2-145487318c62
Mathers, S., Roberts, F., & Sylva, K. (2013). Quality in Early Childhood Education. In G. Pugh & B. Duffy (Eds.), Contemporary Issues in the Early Years. SAGE Publications Limited.
Mathers, S., Roberts, F., & Sylva, K. (2013). Quality in early childhood education. In G. Pugh & B. Duffy (Eds.), Contemporary Issues in the Early Years (pp. 55-72). Sage Publications.
Roberts, F., Mathers, S., Joshi, H., Sylva, K., & Jones, E. (2010). Childcare in the pre-school years. In Children of the 21st Century: The First Five Years (pp. 131-152).

Journal articles

Mathers, S., Kolancali, P., Jelley, F., Singh, D., Hodgkiss, A., Turnbull, S., Malmberg, L., & Murphy, V. (2025). Features of digital media which influence social interactions between adults and children aged 2–7 years during joint media engagement: a multi-level meta-analysis. Educational Research Review, 46, 100665.

https://doi.org/10.1016/j.edurev.2025.100665 https://ora.ox.ac.uk/objects/uuid:f0e456c2-c34f-4f9e-92b2-726ccfaa7e9a
Mathers, S., Kolancali, P., Jelley, F., Singh, D., Hodgkiss, A., Booton, S., Malmberg, L., & Murphy, V. (2025). Features of digital media which influence social interactions between adults and children aged 2 to 7 years during joint media engagement: a multi-level meta-analysis. Educational Research Review.
Kolancali, P., Hodgkiss, A., Mathers, S., Nag, S., Hewitt, E., & Murphy, V. (2024). In between multilingualism and monolingualism: exploring language practices, attitudes, and management among Bangladeshi households in England. Journal of Multilingual and Multicultural Development.

https://doi.org/10.1080/01434632.2024.2431629 https://ora.ox.ac.uk/objects/uuid:6d6f2b53-6f10-468c-b6d1-f73738e4e60d
Dobinson, K., Mathers, S., Forrest, C., Charlton, J., & Dockrell, J. (2024). The quality of universal language supporting provision in maintained nursery classrooms in economically disadvantaged areas of England: Identifying strengths and areas for development. Child Language Teaching and Therapy, 40(3), 238-255.

https://doi.org/10.1177/02656590241252044
Hulks, V., Scerif, G., Rhodes, S., Smith, S., Charman, T., Mathers, S., & Hendry, A. (2024). Feasibility and acceptability of a parent-toddler programme to support the development of executive functions in children at elevated likelihood of autism or ADHD: pilot findings. Journal of Research in Special Educational Needs, 24(4), 972-985.

https://doi.org/10.1111/1471-3802.12679 https://ora.ox.ac.uk/objects/uuid:589e8653-b8cb-4c01-840a-528051817008
Mathers, S., Hodgkiss, A., Kolancali, P., Booton, S., Wang, Z., & Murphy, V. (2024). Comparing parent-child interaction during wordless book reading, print book reading and imaginative play. Journal of Child Language, 52(2), 399-424.

https://doi.org/10.1017/S0305000924000072 https://ora.ox.ac.uk/objects/uuid:d9757d0f-2af9-4f29-8a14-3e534f82e5ed
Kupiec, K., Malmberg, L.-E., & Mathers, S. (2022). The effectiveness of museum intervention on parent-child conversations: a meta-analysis. Visitor Studies, 26(1), 82-101.

https://doi.org/10.1080/10645578.2022.2142926 https://ora.ox.ac.uk/objects/uuid:d41a9a3f-3e8f-43bd-9eb3-befb35a4a5c0
Mathers, S. (2022). Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022). First Language, 42(4), 588-591.

https://doi.org/10.1177/01427237221096512 https://ora.ox.ac.uk/objects/uuid:998877fb-8f82-44d2-ace6-a2929432bd4c
Dockrell, J., Forrest, C., Law, J., Mathers, S., & Charlton, J. (2022). Screening for language difficulties in disadvantaged populations on entry to early years education: challenges and opportunities. Frontiers in Pediatrics, 10.

https://doi.org/10.3389/fped.2022.833603 https://ora.ox.ac.uk/objects/uuid:4dcedf0f-843c-4086-b5fa-9aec9311e9bf
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
Booton, S., Wonnacott, E., Hodgkiss, A., Mathers, S., & Murphy, V. (2021). Children’s knowledge of multiple word meanings: which factors count and for whom?. Applied Linguistics, 43(2), 293-315.

https://doi.org/10.1093/applin/amab028 https://ora.ox.ac.uk/objects/uuid:8998a368-ce23-4c09-ad2d-e0f72832adcc
Murphy, V., Booton, S., Hodgkiss, A., & Mathers, S. (2021). Measuring knowledge of multiple word meanings in children with English as a first and an additional language and the relationship to reading comprehension. Journal of Child Language.

https://doi.org/10.1017/S0305000921000052
Booton, S., Hodgkiss, A., Mathers, S., & Murphy, V. (2021). Measuring knowledge of multiple word meanings in children with English as a first and an additional language, and the relationship to reading comprehension. Journal of Child Language, 49(1), 164-196.

https://doi.org/10.1017/S0305000921000052 https://ora.ox.ac.uk/objects/uuid:598346ca-06b4-4cd8-8aac-33b4fcbdd42e
Mathers, S. (2020). Using video to assess preschool teachers’ pedagogical knowledge: explicit and higher-order knowledge predicts quality. Early Childhood Research Quarterly, 55, 64-78.

https://doi.org/10.1016/j.ecresq.2020.10.010 https://ora.ox.ac.uk/objects/uuid:ee137295-1ed0-4215-a552-8bd5f9db37d8
Sylva, K., Siraj, I., & Mathers, S. (2020). Better together. Nursery World, 2020(15), 35-35.

https://doi.org/10.12968/nuwa.2020.15.35
MATHERS, S. (2020). What are the features of effective professional learning?. Early Education Journal.
Mathers, S. (2019). The right mix. Nursery World, 2019(Sup6), 22-23.

https://doi.org/10.12968/nuwa.2019.sup6.22
Mathers, S., & Tracz, R. (2018). Early education as an intervention for children looked after. International Journal of Birth and Parent Education, 5(2), 7-10.

https://ora.ox.ac.uk/objects/uuid:2f31bd67-c5da-4def-a6a8-17e3d5abc28a
Barlow, J., Beake, S., Bick, D., Bryson, C., Day, L., Gilby, N., Glover, V., Knibbs, S., Leyland, A., Lindsay, G., Mathers, S., McKenna, K., Petrou, S., Purdon, S., Sylva, K., Summerbell, C., Tudor, F., Wheeler, A., & Woolgar, V. (2017). Initial protocol for a national evaluation of an area-based intervention programme (A Better Start) on early-life outcomes: a longitudinal cohort study with comparison (control) cohort samples. BMJ Open, 7(8).

https://doi.org/10.1136/bmjopen-2016-015086 https://ora.ox.ac.uk/objects/uuid:15a18ce7-ba24-4453-b5d2-6fb7eac69e4e
Sammons, P., Sylva, K., Hall, J., Siraj, I., Melhuish, E., Taggart, B., & Mathers, S. (2017). Establishing the effects of quality in early childhood: comparing evidence from England. Early Education.

https://ora.ox.ac.uk/objects/uuid:54f50c47-9668-4fc1-b182-215d1acd8ea7
Mathers, S., Sylva, K., Eisenstadt, N., Soukakou, E., & Ereky-Stevens, K. (2014). Supporting early learning for children under three: research and practice. Journal of Children’s Services, 9(2), 177-187.

https://doi.org/10.1108/jcs-02-2014-0008
MATHERS, S., & Smees, R. (2014). Quality and Inequality in Early Years Provision. Early Education Journal.
Mathers, S., Linskey, F., Seddon, J., & Sylva, K. (2007). Using quality rating scales for professional development: experiences from the UK. International Journal of Early Years Education, 15(3), 261-274.

https://doi.org/10.1080/09669760701516959

Reports

Nunes, T., Barros, R., Evangelou, M., STRAND, S., MATHERS, S., & SANDERS-ELLIS, D. (2018). 1st Class @ Number Evaluation Report. Education Endowment Foundation.
Mathers, S., Hardy, G., Clancy, G., Dixon, J., & Harding, C. (2016). Starting out right: early education and looked after children. In Starting out right : early education and looked after children. University of Oxford/Family and Childcare Trust.

https://ora.ox.ac.uk/objects/uuid:c458070a-2dc5-4da7-b8e9-e55c9233d53c
Mathers, S., & Smees, R. (2014). Quality and Inequality : do three-and four-year-olds in deprived areas experience lower quality early years provision. Nuffield Foundation.

https://www.nuffieldfoundation.org/sites/default/files/files/Quality_inequality_childcare_mathers_29_05_14.pdf
Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E., & Ereky-Stevens, K. (2014). Sound Foundations: A review of the research evidence on quality for early childhood education and care for children under three. Implications for policy and practice.

http://www.suttontrust.com/wp-content/uploads/2014/01/1sound-foundations-jan2014-3.pdf
Mathers, S., Linskey, F., Woodcock, J., & Williams, C. (2012). Mapping the Family Child Care Environment Rating Scale to the EYFS 2012. ECERS.
Mathers, S., Linskey, F., Woodcock, J., & Williams, C. (2012). Mapping the Infant Toddler Environment Rating Scale to the EYFS 2012. ECERS.
Mathers, S., Linskey, F., Woodcock, J., & Williams, C. (2012). Mapping the Early Childhood Environment Rating Scale to the EYFS 2012. ECERS.

http://www.ecersuk.org/11.html
Mathers, S., Singler, R., & Karemaker, A. (2012). Improving Quality in the Early Years: a comparison of perspectives and measures. University of Oxford, Daycare Trust and A+ Education.
Karemaker, A., Mathers, S., Hall, J., Sylva, K., & Clemens, S. (2011). Evaluation of the Graduate Leader Fund: factors relating to quality: findings from the baseline study . In Graduate Leader Fund: evaluation. Department for Education.

https://ora.ox.ac.uk/objects/uuid:0c13c388-66ba-4b6a-9511-8a36116da973
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., & Siraj-Blatchford, I. (2011). National Evaluation of the Graduate Leader Fund: Impact Study Final Report. DfE.

https://www.gov.uk/government/publications/evaluation-of-the-graduate-leader-fund-final-report
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., & Siraj-Blatchford, I. (2011). National Evaluation of the Graduate Leader Fund: Technical Report. DfE.

https://www.gov.uk/government/publications/evaluation-of-the-graduate-leader-fund-final-report
Mathers, S., Linskey, F., & Nelson, A. (2009). ECERS-EYFS map.
Mathers, S., & Linskey, F. (2009). UK addendum to the ECERS-R.
Smith, R., Purdon, S., Mathers, S., Sylva, K., Schneider, V., La Valle, I., Wollny, I., Owen, R., Bryson, C., & Lloyd, E. (2009). Early Education Pilot for Two Year Old Children Evaluation. DCSF Publications.
Mathers, S., Sylva, K., & Joshi, H. (2007). Quality of Childcare Settings in the Millennium Cohort Study. DfES.
Mathers, S., & Sylva, K. (2007). National Evaluation of the Neighbourhood Nurseries Initiative: The Relationship Between Quality and Children’s Behavioural Development. DfES.