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Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues & M. Schütte (Hrsg.), Language and communication in mathematics education: International perspectives (S. 119–135). Springer. https://doi.org/10.1007/978-3-319-75055-2
  • Erath, K. (2018). Creating space and supporting vulnerable learners: Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Hrsg.), Mathematical discourse that breaks barriers and creates space for marginalized learners (S. 39–60). Sense Publishers. https://doi.org/10.1163/9789463512121
  • Erath, K., Prediger, S., Quasthoff U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179. https://doi.org/10.1007/s10649-018-9830-7
  • Wessel, L. & Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching learning arrangements. ZDM Mathematics Education, 50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y

Websites

https://didaktik.mathematik.uni-halle.de/kirstin_erath

https://orcid.org/0000-0002-0745-1416

Professor Maria Tsitiridou Evangelou is an internationally respected leader in the field of early childhood interventions and their design and evaluations, specialising in children’s language and literacy development and parenting.

She was elected as a Professor of Early Childhood Interventions in the Department of Early Childhood Education and Care at the International Hellenic University in February 2022. She is also an Honorary Research Fellow at our Department, where she worked from 2000 until 2018. She co-supervises two doctoral students at the OUDE.

Her research interests address curriculum development; educational effectiveness; quality of early childhood environments; and the role of evidence-informed practices in education. Her methodological expertise covers longitudinal studies; evaluations; trials, quasi-experimental designs; mixed methods and systematic reviews. She has led many large grants evaluating local, national and international parenting programmes including the Early Learning Partnership Project (ELPP).

She was one of the Principal Investigators of the Evaluation of Children’s Centres in England, leading the parenting strand funded by the Department for Education (DfE).  Since 2008 she has been involved in a number of projects that address professional development and work with practitioners. They have focused on the professional development of early-years teachers and professionals in inclusive early childhood environments or in supporting children’s language and literacy development. In 2017 she led the parenting strand of the ISOTIS project funded by Horizon 2020.

Publications

  • Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 1-22.
  • Gregoriadis, A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood, 18369391221099370.
  • Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. In Frontiers in Education(p. 731). Frontiers.
  • McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (in press). Perspectives of play and play-based learning: What do adults think play is? Australasian Journal of Early Childhood.
  • McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (under review).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review
  • Τουλουμάκου, Α., Αδαμοπούλου, Ε., Τσιτιρίδου Ευαγγέλου, Μ. (in press). Αντίξοες εμπειρίες κατά την παιδική ηλικία: Προεκτάσεις για ένα ευαισθητοποιημένο σχολείο στις ψυχοκοινωνικές και μαθησιακές ανάγκες των μαθητών Ψυχολογία
  • Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2022). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports125(4), 2292-2311.
  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. In Frontiers in Education(p. 222). Frontiers.
  • Burton, L., Nunes, T., & Evangelou, M. (2021). Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. British Journal of Educational Psychology91(4), 1231-1248.
  • Simone Lehrl, Maria Evangelou & Pam Sammons. (Eds.). (2020). The home learning environment and its role in shaping children’s educational development, School Effectiveness and School Improvement, 31:1, 1-6, doi: 1080/09243453.2020.1693487. [Impact factor: 1.504]
  • Baron, A., Malmberg, L.E., Evangelou, M., Nesbitt, K., & Farran, D. (2020). The play’s the thing: Analyzing the associations between make-believe play and self-regulation in the Tools of the Mind early childhood curriculum. Early Education and Development. 31:1, 66-83, doi: 10.1080/10409289.2019.1613327. [Impact factor: 1.367]
  • Lake, G. & Evangelou, M. (2019). Let’s Talk! An interactive intervention to support children’s language development. European Early Childhood Education Research Journal, 27(2),221-240, doi: 1080/1350293X.2019.1579549. [Impact factor: 1.075]
  • García-Carmona, M., Evangelou, M. & Fuentes-Mayorga, N. (2019). ‘Hard-to-reach’ parents: immigrant families’ participation in schools and the views of parent association leaders in Spain and the United States. Research Papers in Education, 1470-1146 (Online) doi: 1080/02671522.2019.1568532 [Impact factor: 2.062]
  • Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T. & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389, doi: 1080/03054985.2018.1551195. [Impact factor: 1.421]
  • Soukakou, E., Evangelou, M. & Holbrooke, B. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education, 22(10),1124-1135, doi: 1080/13603116.2017.1416188. [Impact factor: 1.480]
  • Wang, J., Evangelou, M., & Xu, S. (2018). The effect of the audience on the spoken narrative of Chinese children. Narrative Inquiry, 28(2), 301-329, doi: https://doi.org/10.1075/ni.17011.wan.
  • Talaee, E., Sylva, K., Evangelou, M., & Norouzi, O. (2018). Longitudinal impacts of home computer use on primary school children’s Reading and Mathematics Achievement, International Electronic Journal of Elementary Education, 11(2), doi: 10.26822/iejee.2019248586.
  • McLean, K., Edwards, S., Evangelou, M., & Lambert, P. (2017). Supported Playgroups in Schools: Bonding and bridging family knowledge about transition to formal schooling. Cambridge Journal of Education, 15(3), 227-237, doi: https://doi.org/10.1080/0305764X.2016.1268569. [Impact factor: 2.070]
  • Baron, A., Evangelou, M., Malmberg, L. E., & Melendez-Torres, G. J. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self-Regulation in Early Childhood: A Systematic Review, The Campbell Collaboration, 1-28, doi: 4073/csr.2017.10.
  • Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. British Medical Journal BMJ, 352, i897, doi: 1136/bmj.i897. [Impact factor: 20.785]
  • Evangelou, M. (2015). International perspectives on transition to school: reconceptualizing beliefs, policy and practice. British Journal of Educational Studies, 63(1), 114-115, doi: 10.1080/00071005.2015.1006966. [Impact factor: 1.716]
  • McLean, K., Edwards, S., Evangelou, M., Skouteris, H., Harrison, L.J., Hemphill, S.A., Sullivan, P., & Lambert, P. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research, 13(3), doi: 10.1177/1476718X15595753.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M, and Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012, Oxford Review of Education, 41(1), 89-104, doi: 10.1080/03054985.2014.1001731. [Impact factor: 0.927]
  • Goff, J., Evangelou, M., and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project, ZEITSCHRIFT FUR FAMILIENFORSCHUNG, 24(2), 160-177.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S. & Chan, L.S. (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention, Children and Society, 27(2), 127-138, doi: https://doi.org/10.1111/j.1099-0860.2011.00387.
  • Boag-Munroe, G. and Evangelou, M. (2010). From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families. Research Papers in Education. 27(2), 209-239, doi: https://doi.org/10.1080/02671522.2010.509515.
  • Evangelou, M. (2010). Book review: Supporting Language and Literacy Development in the Early Years MARIAN WHITEHEAD Early Years, 22(1), 69-70.
  • Evangelou, M. and Boag-Munroe, G. (2009). A Systematic Review of the Literature on how ‘hard-to-reach’ families might be engaged to reduce social exclusion. British Educational Research Association (BERA), Research Intelligence, (108), 22-23.
  • Evangelou, M., Brooks, G. and Smith, S. (2007). ‘The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement’. Oxford Review of Education, 33(5), 581-609, doi: https://doi.org/10.1080/03054980701476477.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9(1), 1-19.
  • Evangelou, M. (2004). PEEP: Supporting Parents as First Educators, Literacy Today, 38, 15.
  • Evangelou, M. and Scollo, P. (2004). Book review: Studying Teachers in Early childhood Settings. Saracho, O.N, & Spodek, B. (Eds.). British Journal of Educational Studies, 52(3), 330-332.
  • Nunes, T., Malmberg, L.E., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., Evangelou, M. (2019). Onebillion Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/onebillion.pdf
  • Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., Sanders-Ellis, D. (2018). 1stClass@Number Evaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf
  • Cadima, J., Nata, G., Evangelou, , Anders, Y. (Eds.). (2017). Inventory and Analysis of Promising and Evidence-based Parent- and Family Focused Support Programs Document Identifier D3.2 Report on inventory and analysis of good practices in family support programs, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2018/06/ISOTIS_D3.2-Inventory-and-Analysis-of-Promising-and-Evidence-based-Parent-and-Family-Focused-Support-Programs.pdf
  • Anders, Y., Cadima, J. Evangelou, M., Nata, G. (2017). Parent and family focused support to increase educational equality CENTRAL ASSUMPTIONS AND CORE CONCEPTS: 1 Report on literature review WP3, ISOTIS: HORIZON 2020. http://archive.isotis.org/wp-content/uploads/2017/04/ISOTIS_D3.1-Parent-and-family-focused-support-to-increase-educational-equality_CENTRAL-ASSUMPTIONS-AND-CORE-CONCEPTS.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Report, DFE-. London: DfE-RR495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485346/DFE-RR495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres.pdf
  • Sammons, P. Hall, J. Smees, R. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: The Impact of Children’s Centres: Studying the Effects of Children’s Centres in Promoting Better Outcomes for Young Children and their Families, Research Brief, London: DfE-RB495. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485347/DFE-RB495_Evaluation_of_children_s_centres_in_England__the_impact_of_children_s_centres_brief.pdf
  • Sammons, P. Smees, R. Hall, J. Goff, J with Sylva, K. Smith, T. Evangelou, M. Eisenstadt, N. Smith, G. (2016). Evaluation of Children’s Centres in England (ECCE). Strand 4: Changes in Resourcing and Characteristics of Children’s Centres, Additional Research Report, London: DfE-RR494. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485362/DFE-RR494_Children_s_centres_changes_in_resourcing_and_characteristics.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Report, London: DfE-RR433A. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433853/RR433A_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, K, Goff, J., Eisenstadt, N, Smith, T, Hall, J, Evangelou, M., Smith, G, Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Research Brief, London: DfE-RB433. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433854/RB433_-_Organisation_Services_and_Reach_of_Childrens_Centres_.pdf
  • Sylva, , Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G. and Sammons, P. (2015). Evaluation of Children’s Centres in England (ECCE, Strand 3): Organisation, Services and Reach of Children’s Centres, Technical Appendices, London: DfE-RR433B. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/433855/RR433B_-_Organisation_Services_and_Reach_of_Childrens_Centres_Techbical_appendices.pdf
  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T. (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres, Research Report, London: DfE-RR368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330276/Final_draft_-_ECCE_Strand_3_Parenting_Services_Study_Report_FINAL.pdf
  • Evangelou, M Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., and Parkin, T (2014). Evaluation of Children’s Centres in England (ECCE) Strand 3: Parenting Services in Children’s Centres Research Brief. London: DfE-RB368. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/330284/Final_Draft_-_ECCE_Strand_3_Parenting_Services_Study_Research_Brief_FINAL.pdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE) –Strand 3: Delivery of Family Services by Children’s Centres, Research Report, London: DfE-RR297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224096/DFE-RRpdf
  • Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Evangelou, M., Smees, R. Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE)Strand 3: Delivery of Family Services by Children’s Centres, Research Brief, London: DfE-RB297. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/224045/DFE-RBpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas, Research Report, London: DfE-RR260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/191007/DFE-RRpdf
  • Maisey, R., Speight, S. and Haywood, S. with Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., Sylva, K. (2013). Evaluation of Children’s Centres in England (ECCE) – Strand 2: Baseline Survey of Families Using Children’s Centres in the Most Disadvantaged Areas Research Brief, London: DfE-RB260. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/221777/DFE-RBpdf
  • Edwards, A. & Evangelou, M. (2013). Developing Preventative Services in Oxfordshire, Research Report, Oxford: Department of Education.
  • Tanner, E., Agur, M., Hussey D., Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas, Research Report, London: DfE-RR230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/184027/DFE-RRpdf
  • Tanner, E., Agur, M., Hussey D. and Hall, J. with Sammons, P., Sylva, K., Smith, T., Evangelou, M., Flint, A. (2012). Evaluation of Children’s Centres in England (ECCE) – Strand 1: First Survey of Children’s Centre Leaders in the Most Deprived Areas. London: Research Brief, London: DfE-RB230. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/194722/DFE-RB230__Brief.pdf
  • Evangelou, M., Sylva, K., Wild, M., Glenny, G., Kyriacou, M. (2009). Early Years Learning and Development Literature Review, Research Report, Nottingham: DCSF-RR176. https://dera.ioe.ac.uk/11382/2/DCSF-RR176.pdf
  • Boag-Munroe, G. & Evangelou, M. (2009). From Hard to Reach to How to Reach: A Systematic Review of the Literature, Research Report, London: British Educational Research Association (BERA).
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Report, Nottingham: DCSF-RR019. https://dera.ioe.ac.uk/8618/1/DCSF-RR019.pdf
  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and 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? Research Brief, Nottingham: DCSF-RB019 https://dera.ioe.ac.uk/8618/7/DCSF-RB019.pdf
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Report, Nottingham: DCSF-RR039. https://www.researchconnections.org/childcare/resources/14905
  • Evangelou, M., Sylva, K., Edwards, A., Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project, Research Brief, Nottingham: DCSF-RB039. https://www.researchconnections.org/childcare/resources/14906
  • Evangelou, M., Coxon, K., Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Coxon, K. Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 An Evaluation of PEEP Provision for “excluded” families: Room to Play, Research Brief, Oxford: Department of Education
  • Evangelou, M., Smith, S. Sylva, K. (2006). Evaluation of the Sutton Trust Shopping Centre Project Room to Play, Research Report, Oxford: Department of Education.
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Report, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7213
  • Evangelou, M., Brooks, G., Smith, S., Jennings, D. Roberts, F. (2005). The Birth to School Study: a longitudinal evaluation of the Peers Early Education Partnership (PEEP) 1998-2005, Research Brief, London: DfES-SSU/2005/FR/017. https://www.researchconnections.org/childcare/resources/7214
  • Sylva, K., Evangelou, M., Taylor, R., Rothwell, A., Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners, Research Report, Oxford: Department of Education.
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Report, London: DfES-RR489. https://www.researchconnections.org/childcare/resources/7223
  • Evangelou, M., Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress, Research Brief, London: DfES-RB489. https://www.researchconnections.org/childcare/resources/7378

Website

https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Anil Kanjee is a Research Professor at the Tshwane University of Technology whose work focuses on addressing the challenge of equity and quality in education. He is the head of the Assessment and Learning Research Programme within the Faulty of Humanities, and coordinator of the Postgraduate Programme in the Department of Primary Education. He also serves as a Research Fellow at the Oxford University Centre for Educational Assessment, and at the Centre for International Teacher Education (Cape Peninsula University of Technology).

Currently he is supporting the Education Department and Teacher Unions to implement the national Assessment for Learning Pedagogical Strategy in South African schools. Previously, he was an Executive Director at the Human Sciences Research Council, where he headed the Centre for Education Quality Improvement. He has served as a technical advisor to education ministries in Africa and Asia, UNICEF, UNESCO, the United National Relief and Works Agency for Palestinian Refugees, as well as to the Department of Basic Education, JET Education Services, UMALUSI and the National Educational Collaborative Trust

His areas of research focuses on:

  • Enhancing the use of classroom and large-scale assessments to improve learning for ALL.
  • Learner rights, learner voice and learning across schools in different poverty quintiles.
  • Developing models of teacher professional development to address equity gaps in schools.
  • Monitoring and evaluation of education systems, programmes and projects.
  • Application of Item response theory for enhancing the reporting of assessment results.

Travis T. Fuchs is Researcher in Residence and Science Teacher at Crofton House School and an Honorary Norham Fellow at the University of Oxford. His current projects include teachers’ engagement in and with research as forms of professional development, teacher climate change education, expanding teacher recruitment pipelines, and instructional approaches which leverage socioscientific issues in science learning contexts.

Dr Fuchs is a recipient of numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, SSHRC Canada Michael Smith Foreign Study Supplement, Killam Doctoral Scholarship, and Vancouver Poppy Fund. He is a recent recipient of the SSHRC Canada Postdoctoral Fellowship.

Dr Fuchs earned undergraduate degrees in science (BSc Hons) and education (BEd) from McMaster and Western Universities, respectively. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

 

Peer-reviewed Journal Articles

  1. Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632
  2. Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612
  3. Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x
  4. Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658
  5. Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5
  6. Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science
  7. Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711
  8. Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

 

Conference Proceedings

  1. Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Referred Practitioner Articles

  1. Harding, T., & Fuchs, T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education
  2. Fuchs, T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/
  3. Fuchs, T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf

 

Dr Nicole Mockler is Professor of Education within the Sydney School of Education and Social Work at the University of Sydney, Australia.

She was awarded her PhD in Education by the University of Sydney in 2008, and also holds a Master of Arts in History/Gender Studies, a Master of Science in Applied Statistics and a Bachelor of Education with Honours in Ancient History.

Nicole’s research interests are in the areas of teachers’ work and professional learning; education policy and politics; and curriculum and pedagogy. Her recent books include Questioning the Language of improvement and reform in education: Reclaiming meaning (Routledge, 2018, with Susan Groundwater-Smith), and Constructing Teacher Identities: How the Print Media Define and Represent Teachers and their Work (Bloomsbury, 2022), which explores representations of teachers in the Australian print media from 1996 to 2020. Nicole was Editor in Chief of The Australian Educational Researcher from 2017 to 2022, and is a member of the Editorial/International Advisory Board of several other scholarly journals, including the British Educational Research Journal and Professional Development in Education. In 2022 she was the recipient of the Australian Council for Educational Leadership Dr Paul Brock Memorial Medal.

Selected Publications

Stacey, M. & Mockler, N. (Eds) (2024, forthcoming). Analysing Education Policy: Theory and Method. Routledge.

Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Routledge.

Poulton, P. & Mockler, N. (2023). Early career primary teachers’ curriculum-making experiences: Enablers and constraints to knowledge-led forms of curriculum-making. The Curriculum Journal, Online first, pp.1-18.

Thompson, G., Creagh, S., Stacey, M., Hogan, A., & Mockler, N. (2023). Researching teachers’ time use: Complexity, challenges and a possible way forward. The Australian Educational Researcher, Online first, pp.1-24.

Stacey, M. & Mockler, N. (2023). Recruiting the ‘quality teacher’: Equity, faith and passion. Discourse: Studies in the Cultural Politics of Education, Online first, pp.1-13.

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A. (2023). Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis. Educational Review, Online first, pp.1-20.

Mockler, N., Thompson, G., & Hogan, A. (2023). ‘If you can’t beat them, join them’: utility, markets and the absent entrepreneur. British Journal of Sociology of Education, Online first, pp.1-18.

Chan, S.S.W, Thomas, M.A.M., & Mockler, N. (2023). Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020. British Educational Research Journal, 49(2), pp.231-247.

Mockler, N. (2022). Constructing Teacher Identities: How the Print Media Define and Construct Teachers and their Work. Bloomsbury.

Mockler, N. (2022). Teacher professional learning under audit:  Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), pp.166-180.

Thompson, G., Mockler, N. & Hogan, A. (2022). Making work private: Autonomy, intensification and accountability. European Educational Research Journal, 21(1), pp.83-104.

Hogan, A., Thompson, G. & Mockler, N. (2022). Romancing the public school: attachment, publicness and privatisation. Comparative Education, 58(2), pp.164-186.

Hogan, A., Thompson, G., Mockler, N. & Johnson, R. (2022). Anxiety state: Fears for the erosion of comprehensive schooling in Northern England and Alberta. Compare: A Journal of Comparative and International Education 52(4), pp.618-635.

Wang, B., Ginns, P. & Mockler, N. (2022). Sequencing tracing with imagination. Education Psychology Review, 34, pp.421-449.

Mockler, N. & Redpath, E. (2022). Shoring up ‘Teacher Quality’: Media discourses of teacher education in the United Kingdom, United States and Australia. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Mockler, N. & Stacey, M. (2022). Teachers’ work amid global education reform: ‘The greatest challenge’? In R.Tierney, F.Rizvi & K.Ercikan (Eds), International Encyclopedia of Education (4th edition). Elsevier Science.

Stacey, M. & Mockler, N. (2022). Purposes of education: Individual freedom or ‘collective good’? In A.Wilkins (Ed.) Policy Foundations in Education. Bloomsbury Academic.

Mockler, N. (2022). From benign neglect to performative accountability: Changing policy and practice in continuing professional development for teachers. In I.Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Palgrave.

Larsen, E. & Mockler, N. (2021). Australian teacher educators responding to policy discourses of quality. Educational Review, Online first, pp.1-21.

Le Fevre, L., Hogan, A., Thompson, G. & Mockler, N. (2021, Online First). Marketing Australian public schools: the double bind of the public school principal. Asia-Pacific Journal of Education.

Mills, M., Mockler, N., Stacey, M. & Thompson, B. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education, 32(1), pp.77-98.

Mockler, N. & Stacey, M. (2021). Evidence of teaching practice in an age of accountability: When what can be counted isn’t all that counts. Oxford Review of Education, 47(2), pp170-188.

Mayer, D., Goodwin, A.L. & Mockler, N. (2021). Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching, in D.Mayer (Ed.), Teacher Education Policy and Research: Global Perspectives. Springer.

Mockler, N. (2020). Discourses of Teacher Quality in the Australian Print Media 2014-2017: A Corpus-assisted Analysis. Discourse: Studies in the Cultural Politics of Education, 41(6), pp.854-870.

Mockler, N. (2020). Ten years of print media coverage of NAPLAN: A corpus-assisted assessment. Australian Review of Applied Linguistics, 43(2), pp. 117-144. (Special Issue on Corpus Linguistics and Education in Australia.)

Mockler, N. (2020). Navigating professional identity as a teacher of history, in T. Allender, R. Parkes & A. Clarke (Eds). Historical Thinking for History Teachers: A New Approach to Engaging Students and Developing Historical Consciousness. Allen & Unwin.

Mockler, N., Hogan, A., Lingard, B., Rahimi, M. & Thompson, G. (2020). Explaining Publicness: A typology for understanding the provision of schooling in contemporary times, in A.Hogan & G.Thompson (Eds), Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. Routledge.

Mockler, N. (2019). ‘Shifting the Frame’: Representations of early career teachers in the Australian print media, in A.Sullivan, B.Johnson & M.Simons (Eds), Attracting and Keeping the Best Teachers – Problems and Possibilities. Springer.

Mockler, N. (2019) Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Chiado Books, pp. 309-341.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Information Age Publishing.

Mockler, N. (2019). Televising the Revolution? #RevolutionSchool and representations of education across traditional and social media, in S. Riddle, A. Baroutsis and P. Thomson (Eds), Education Research and the Media: Challenges and Possibilities. Routledge.

Mockler, N. (2019). Education and Media Discourses. Oxford Research Encyclopedia of Education.

Mockler, N. & Groundwater-Smith, S. (2018). Questioning the Language of Improvement and Reform in Education: Reclaiming Meaning. Routledge.

Thomas, M.A.M. & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach for America Corps Members. Education Policy Analysis Archive, 26(6), pp. 1-25.

Mockler, N. (2018). Curriculum integration in the twenty-first century: some reflections in the light of the Australian curriculum. Curriculum Perspectives, 38, pp.129-136.

Mockler, N. (2018). Early Career Teachers in Australia: A Critical Policy Historiography. Journal of Education Policy. 33(2), pp.262-278.

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research, 26(1), pp.25-41.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Springer.

Mockler, N. (2018). Curriculum integration in the 21st century: In the light of the Australian curriculum, in A.Reid and D.Price (Eds), The Australian Curriculum: Promises, Problems and Possibilities. ACSA

Neil Selwyn is a professor in the Faculty of Education, Monash University, Melbourne – having previously worked in the Institute of Education, London and the Cardiff School of Social Sciences. He has spent the past 25 years researching the integration of digital technology into schools, universities and adult learning.

 

Neil is recognised as a leading international researcher in the area of digital education – with particular expertise in the ‘real-life’ constraints and problems faced when technology-based education is implemented. He is currently working on nationally-funded projects examining the roll-out of educational data and learning analytics, AI technologies, and the changing nature of teachers’ digital work.

Recent books
  • Pangrazio, L.  and  Selwyn, N.   (2023).   ‘Critical data literacies‘  MIT Press.
  • Andrejevic, M.  and  Selwyn, N.   (2022).   ‘Facial recognition’ Polity
  • Selwyn, N.  (2021)  ‘Education and technology: key issues and debates’  Bloomsbury [third edition]
  • Selwyn, N.  (2019).   ‘Should robots replace teachers?’ Polity
  • Selwyn, N.  (2019).   ‘What is digital sociology?’ Polity
  • Selwyn, N., Nemorin, S., Bulfin, S. and Johnson, N.  (2018)  ‘Everyday schooling in the digital age: High school, high tech?’  Routledge
  • Selwyn, N.  (2016)   ‘Is technology good for education?’Polity
  • Selwyn, N.  (2014)   ‘Digital technology and the contemporary university: degrees of digitization’  Routledge
  • Selwyn, N.  (2014)   ‘Distrusting educational technology: critical questions for changing times’ Routledge

Leesa Wheelahan is a professor in the Department of Leadership, Higher and Adult Education, at Ontario Institute for Studies in Education, University of Toronto where she holds William G. Davis Chair in Community College Leadership. Prior to commencing at the University of Toronto in 2014, she was an associate professor of adult and vocational education at the University of Melbourne. She is a past editor of the Journal of Vocational Education and Training.

Her research interests focus on the role of theoretical knowledge in qualifications; pathways between the sectors of tertiary education and between tertiary education and the labour market; relations between colleges and universities; and tertiary education policy. In recent years, her research has focused on baccalaureate degrees in colleges; marketisation and privatisation in vocational education and in the college sector; and the role that colleges play in society and in their communities.

Gavin Killip is Professor of Buildings & Energy Policy at Nottingham Trent University and an Honorary Research Associate at the Department of Education’s Research Centre for Skills, Knowledge and Organisational Performance (SKOPE).

Gavin’s research is motivated by finding solutions to climate change, particularly in relation to energy efficiency and energy systems in buildings and cities. He has an interest in the development of supply chains and business models, which intersects with issues around jobs and training in the construction sector. Gavin has previously collaborated with SKOPE colleagues on the state of provision for construction training in the FE sector. He has worked with innovators in the construction sector on new courses and with industry bodies on the wider policy context for the energy system and the built environment.

Gavin was previously a Senior Researcher at the Environmental Change Institute at the University of Oxford before taking up a professorship in the School of Architecture Design & Built Environment at Nottingham Trent University. As an Honorary Research Associate, Gavin seeks to deepen the existing links with SKOPE, bringing closer together the research on construction skills and the practice of HE and FE on the ground.

Gavin is interested in the relations between further and higher education in the UK and in similar wealthy countries with liberal market economies.

See ResearchGate for Gavin’s full list of publications.

Kirstin Erath is Professor of Mathematics Education at Martin Luther University Halle-Wittenberg in Germany. Her research interests are language-responsive teaching and learning, conceptual learning of geometry, and equity and participation in mathematics classrooms.

At the moment, she is Co-Investigator in two projects together with Jenni Ingram and Núria Planas: The Nuffield funded project “Developing Language-Responsive Mathematics Classrooms” and the John Fell Fund project “Establishing a Collaborative Relationship for Research on School Mathematics Teaching with Linguistically Disadvantaged Learners”.

Selected Publications

  • Prediger, S., Erath, K., Weinert, H. & Quabeck, K. (2022). Only for multilingual students at risk? Cluster-randomized trial on language-responsive instruction. Journal for Research in Mathematics Education, 53(4), 255–276. https://doi.org/10.5951/jresematheduc-2020-0193
  • Prediger, S., Quabeck, K. & Erath, K. (2022). Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions. Journal on Mathematics Education, 13(1), 1–30. https://doi.org/10.22342/jme.v13i1.pp1-30
  • Erath, K. (2021). Identifying language demands for understanding the meaning of similarity. In J. Ingram, M. Schütte & M. Ní Ríordáin (Hrsg.), Proceedings of Topic Study Group 39, 14th International Congress on Mathematical Education (pp. 45–52). https://hal.archives-ouvertes.fr/hal-03632484/document
  • Erath, K. (2021). Enhancing students’ language in collective processes of knowledge construction in group work: The case of enlarging figures. ZDM Mathematics Education, 53(2), 317–335. https://doi.org/10.1007/s11858-021-01253-2
  • Erath, K., Ingram, J., Moschkovich, J. & Prediger, S. (2021). Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research. ZDM Mathematics Education, 53(2), 245–262. https://doi.org/10.1007/s11858-020-01213-2
  • Erath, K. (2018). Explaining as mathematical discursive practices of navigating through different epistemic fields. In J. Mos