Viewing archives for Honorary Fellow

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

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 Reports, 125(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 Psychology, 91(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

Dr Chris Wheadon is a psychometrician, and the founder of No MoreMarking Ltd, which seeks through the website nomoremarking.com to popularise the use of Comparative Judgement approaches in Assessment. His specialist area is Item Response Theory which he explored through his PhD, ’An Item Response Theory Approach to the Maintenance of Standards in Public Examinations in England.’

Over the years Chris has worked as a senior advisor on many projects of national significance in England for the examinations regulator in England, Ofqual, including the design of the National Reference Test and the re-design of GCSE Maths.

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Professor Maria Teresa Tatto is an internationally respected expert in comparative education whose research focuses on teacher education systems and, more generally, on studying how the intersection of research, policy, and practice can result in more equitable and widely accessible educational opportunities for disadvantaged populations. Her recent research addresses the impact of mathematics teacher preparation on teaching and learning and globalization and its effects on education, including teacher education.

Professor Tatto’s collaboration with colleagues in the University of Oxford Department of Education has been continuous, extensive, and highly productive, engaging in studies at the cutting edge of research in teacher education policy and practice. She has been an effective ambassador for the Department and has established a long-lasting collaboration in research and dissemination, teaching, and other activities since 2013. Professor Tatto’s association with the University of Oxford Department of Education has promoted the Department’s research worldwide. She brings to this association a high-profile research agenda in the U.S., Latin America, and internationally across several areas of education and an extensive research network in more than 50 countries. Her expertise as the Director of the Master in Education in Global Education at Arizona State University may help develop new initiatives in the Department as this all-online program prepares current teachers as global researchers.

Professor Tatto obtained her master’s and doctoral degrees from Harvard University Graduate School of Education and her undergraduate in Educational Psychology at the National Autonomous University of Mexico (UNAM). She is a former president of the Comparative and International Education Society and a Fellow of the American Educational Research Association. She is an Honorary Fellow at the University of Oxford, Department of Education, and a Visiting Professor at University College London, Institute of Education, and the University of Bath, England.

Professor Tatto served as the Principal Investigator and Executive Director of the first large-scale cross-national study of the effectiveness of teacher education: Teacher Education and Development Study in Mathematics (TEDS-M), sponsored by the International Education Association for the Evaluation of Educational Achievement (IEA), and the follow-up study: The First Five Years of Mathematics Teaching (FIRSTMATH). She was the co-Principal Investigator of Developing Subject Matter Knowledge in Mathematics Middle School Teachers: A Cross-National Study of Teacher Preparation (Pre-TEDS/ MT21). The U.S. National Science Foundation and the participating countries funded all these studies.

She is a frequent keynote speaker and presenter at the annual meetings of the American Educational Research Association, the Association of Mathematics Teacher Educators, the British Education Research Association, The Comparative and International Education Society, the European Educational Research Association, and the World Education Research Association, among others.

Professor Tatto serves as Editor-in-Chief for Bloomsbury Education and Childhood Studies and STEM Education, a journal of the American Institute of Mathematical Sciences (Mathematics and Statistics Section), and as editor of Educational Evaluation and Policy Analysis, a journal of the American Education Research Association. She serves on the advisory boards of the Comparative Education Review, the Curriculum Journal, a Journal of the British Education Research Association, and the European Journal of Teacher Education, among others. She reviews for multiple journals and plays an active role in professional conferences, including serving in key committees and as an organiser, chair, presenter, and discussant in academic panels.

She is a frequent reviewer for the National Science Foundation Grant Programs (e.g., IUSE, EHR, HER, DRL, REESE, CAREER). She regularly contributes to key initiatives such as the Research on Improving Systems of Education (RISE) Programme (Oxford Policy Management and Blavatnik School of Government, University of Oxford); the Visioning Panel for the 2025 National Assessment of Educational Progress (NAEP) Mathematics Assessment Framework (National Assessment Governing Board, Washington, D.C.); and the Teacher Education Evaluation Panel (National Accreditation Commission, Santiago, Chile).

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M., Carstens, R. Brese, F., Dumais, J. & Meinck, S. (2012). TEDS-M 2008 international database. IEA Teacher Education and Development Study in Mathematics (TEDS-M). Hamburg: Data Processing Center, International Association for the Evaluation of Student Achievement.

Podcasts

Tatto, M. T., & Menter, I. (2018, March). Learning to be a Teacher [Audio podcast]. Retrieved from http://www.freshedpodcast.com/tatto-menter/ [soundcloud: https://soundcloud.com/freshed- podcast/freshed-109-learning-to-be-a]

Blogs

Tatto, M.T. (2022, May 23). Reimagining the Future: Developing Teachers’ Research and Collaborative Capacity through Teacher Education Curriculum Reform. Prepared for the Secretariat of the International Task Force on Teachers for Education 2030, published by the Futures of Education Ideas Lab.

Tatto, M. T. (2021, June 30). Evaluating global progress on improving teacher quality: ISCED-T and other possible metrics. International Task Force on Teachers for Education 2030. https://teachertaskforce.org/blog/evaluating-global-progress-improving-teacher-quality-isced-t-and- other-possible-metrics

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

The Hechinger Report (2012, April 30). Q & A with Maria Teresa Tatto: Teacher training programs around the world. https://hechingerreport.org/qa-with-maria-teresa-tatto-teacher-training-programs- around-the-world/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the Head of the Science and Learning Technologies Lab, which investigates cognitive and sociocultural aspects of online learning and the promotion of 21^st century skills. Her work involves two major research areas: Engineering education, examining unique approaches related to critical thinking and innovation cultivation; and Science education, examining knowledge construction and motivation to learn, using location-based technologies and game-based learning.

Dr Barak holds a BSc degree, Cum Laude, in Biotech & Food Engineering, with industry work experience as an R&D Engineer. She received her MSc ‎and PhD degrees at the Technion ‎and was a postdoctoral fellow at the Center for Educational Computing Initiatives ‎‎(CECI) at MIT – Massachusetts Institute of Technology, US. ‎

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Morad, S., Ragonis, N., & Barak, M. (2021). An integrative conceptual model of innovation and innovative thinking based on a synthesis of a literature review. Thinking Skills and Creativity, 40, DOI:10.1016/j.tsc.2021.100824.

Usher, M., Barak, M. & Haick, H. (2021). Online vs. on-campus engineering education: examining students’ perceived innovative thinking and actual innovation. Thinking skills and Creativity, 42, 100965, DOI:10.1016/j.tsc.2021.100965.

Barak, M. & Usher, M. (2022). The innovation level of engineering students’ team projects in hybrid and MOOC environments. European Journal of Engineering Education, 47(2), 299-313. DOI:10.1080/03043797.2021.1920889.

Asakle S. & Barak, M. (2022). Location-based learning and its effect on students’ understanding of Newton’s laws of motion. Journal of Science Education and Technology, 31, 403–413. DOI:10.1007/s10956-022-09963-2.

Barak, M. & Shahab, C. (2022). The conceptualization of critical thinking: Toward a culturally-sensitive framework for technology-enhanced instruction in higher education. Journal of Science Education and Technology, DOI:10.1007/s10956-022-09999-4.

Barak, M., Yachin T., & Erduran, S. (2022). Tracing preservice teachers’ understanding of nature of science through their drawings and writing. Research in Science Education, DOI:10.1007/s11165-022-10069-3.

Barak, M., Ginzburg, T., & Erduran, S. (2022). Nature of engineering: A cognitive and epistemic account with implications for engineering education. Science & Education, DOI:10.1007/s11191-022-00402-7

Website

Pramod is an Honorary Norham Fellow in the Department of Education. Pramod is currently working as a Postdoctoral Research Associate at the University of Calgary’s Werklund School of Education. Pramod completed his PhD in Language and Literacy Education from the University of British Columbia, where he was also a Killam Laureate and Sessional Lecturer. Before beginning his research career, Pramod lived and taught in elementary and secondary schools in Nepal for about five years.

Pramod’s primary research focuses on the issues of English as a medium of instruction (EMI), language education policy, language ideology, multilingual/translingual practices, epistemic injustice, ethnic/racial discourses, and multilingual and multimodal literacies of youth. Pramod’s PhD research examined the development of EMI policies at different policy layers (e.g., federal, provincial, municipal, and school) and how the practice of EMI policies influenced access, quality, and equity for ethnolinguistic, class, caste, religion, and gender minoritized students in Southern part of Nepal.

One of his current research projects looks at how newcomer students construct, (re)negotiate, and resist their intersectional identities (the intersection of language, race/ethnicity, culture, and religion) in the process of learning the English language at a Canadian school. His research interests also include teacher education with a key focus on teacher agency and linguistic and cultural responsiveness in teacher preparation programs and policies.

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Fang, F., Lawrence, Z., & Sah, P. K. (2022). Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312. https://doi.org/10.1177/00336882221114478

Sah, P. K. & Uysal, H. (2022). Unbiased but ideologically unclear: Teacher beliefs about language practices of emergent bilingual students in the U.S. Linguistics and Education, 72. https://doi.org/10.1016/j.linged.2022.101126

Sah, P. K., & Kubota, R. (2022). Towards critical translanguaging: A review of literature on English as a medium of instruction in South Asia’s school education. Asian Englishes, 24(2), 132-146. https://doi.org/10.1080/13488678.2022.2056796

Sah, P. K. (2022). Teacher preparation for primary English education in Nepal: Missing agenda of diversity and inclusion. English Teaching & Learning, 46(2), 373 – 393. https://doi.org/10.1007/s42321-021-00100-7

Phyak, P., Sah, P. K., Ghimire, N. B., Lama, A. (2022). Teacher agency in creating a translingual space in Nepal’s multilingual schools. RELC Journal, 53(2), 431-451. https://doi.org/10.1177/00336882221113950

Phyak, P., & Sah, P. K. (2022). Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0070

Sah, P. K. (2022). A research agenda for English-medium instruction: Conversation with scholars at the research fronts. Journal of English-Medium Instruction, 1(1), 124-136. https://doi.org/10.1075/jemi.21022.sah

Sah, P. K., & Li, G. (2022). Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction policy in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, 25(6), 2075-2094. https://doi.org/10.1080/13670050.2020.1849011

Sah, P. K. (2022). English medium instruction in South Asia’s multilingual schools: Unpacking the dynamics of ideological orientations, policy/practices, and democratic questions. International Journal of Bilingual Education and Bilingualism. 25(2), 742-755. https://doi.org/10.1080/13670050.2020.1718591

Sah, P. K. (2022). English medium instruction as neoliberalism endowment in Nepal’s higher education: Policy-shaping practices. In N. Galloway & J. McKinley (eds.), English-medium instruction practices in higher education: International perspectives (pp. 71-83). Bloomsbury. https://doi.org/10.5040/9781350167889.ch-006

Sah, P. K. (2022). Language ideologies, symbolic power, and social stratification: An ethnographic exploration of English medium instruction policy in Nepal’s public schools. In L. Adinolfi, U. Bhattacharya, & P. Phyak (eds.), Multilingual education in South Asia: At the intersection between policy and practice (pp. 50-68). Routledge. https://doi.org/10.4324/9781003158660-4

Kubota, R., Corella, M., Lim, K., Sah, P. K. (2021). “Your English is so good”: Linguistic experiences of racialized students and instructors of a Canadian university. Ethnicities. https://doi.org/10.1177/14687968211055808

Sah, P. K. (2021). Reproduction of nationalist and neoliberal ideologies in Nepal’s language and literacy policies. Asia Pacific Journal of Education. 41(2), 238-252. https://doi.org/10.1080/02188791.2020.1751063.

Sah, P. K., & Phyak, P. (2021). Critical literacies in South Asia. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden, & R. S. de Roock (eds.), The handbook of critical literacies (pp. 289-296). Routledge. https://doi.org/10.4324/9781003023425-33

Sah, P. K., & Karki, J. (2020). Elite appropriation of English as a medium of instruction policy and epistemic inequalities in Himalayan schools. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2020.1789154

Li, G., & Sah, P. K. (2020). Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg, & B. Down (eds.), The Sage handbook of critical pedagogies (pp. 884-898). Sage Publications. http://dx.doi.org/10.4135/9781526486455.n82

Sah, P. K. (2019). Academic discourse socialization, scaler politics of English, and racialization in study abroad: A critical autoethnography. The Qualitative Report, 24(1), 174-192. https://doi.org/10.46743/2160-3715/2019.2948

Li, G., & Sah, P. K. (2019). Immigrant and refugee language policies, programs, and practices in an era of change: Promises, contradictions, and possibilities. In S. J. Gold & S. J. Nawyn (2^nd ed.), The Routledge international handbook of migration studies (pp. 325-338). Rutledge. https://doi.org/10.4324/9781315458298

Upadhaya, A., & Sah, P. K. (2019). Education, English language, and girls’ development: Exploring gender-responsive policies and practices in Nepal. In S. Douglas, P. Kennett, R. Ingram, P. Dexter & Y. Hutchinson (eds.), Creating an inclusive school environment. London: British Council (pp. 105- 114). British Council.

Sah, P. K., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 109-123. https://doi.org/10.1080/19313152.2017.1401448

Website

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

Alison is the Deputy Director of Undergraduate Admissions at the University of Oxford, with a background in education and assessment. She is the former Director of Research, Development and Evidence at QCDA and independent consultant working with a range of organisations including, SQA C&G and UCAS.

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

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 Reports, 125(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 Psychology, 91(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

Prior to this he was the senior psychometrician at the examination board AQA. Chris is a visiting lecturer in psychometrics at Oxford University.

Publications

The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment
A Pinot de Moira, C Wheadon, D Christodoulou
Research in Education 113 (1), 25-40
A comparative judgement approach to the large-scale assessment of primary writing in England
C Wheadon, P Barmby, D Christodoulou, B Henderson
Assessment in Education: Principles, Policy & Practice 27 (1), 46-64
Fifty years of A‐level mathematics: have standards changed?
I Jones, C Wheadon, S Humphries, M Inglis
British Educational Research Journal 42 (4), 543-560

Website
www.nomoremarking.com

Publications

Books

Tatto, M.T. (Ed.) (in progress). Comparative studies in teaching and teacher education section (3 chapters). The International Study Association on Teachers and Teaching Yearbook. Emerald (in progress).
Tatto, M.T. (2022). Comparative studies in teacher education (Section Editor for Seventeen Chapters), in Ian Menter (Ed.), The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T., Rodriguez, M., Reckase, M., Smith, W, Bankov, K., & Pippin, J. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH): Concepts, Methods and Strategies for Comparative International Research. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030- 44047-3
Tatto, M.T., and Menter I. (Eds.). (2019). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
Tatto, M.T., Rodriguez, M., Smith, W., Reckase, M., & Bankov, K. (Eds.) (2018). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-319-92144-0
Tatto, M.T., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2018). Learning to Teach in England and the United States: The evolution of policy and practice. Abingdon, England: Routledge. ISBN: ISBN 978-1-138-93374-3
Tatto. M.T. (ed.) (2013). The Teacher Education and Development Study in Mathematics (TEDS-M). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Technical Report. Amsterdam: International Association for the Evaluation of Student Achievement.
Ingvarson, L., Schwille, J., Tatto, M.T., Rowley, G., Peck, R. & Senk, S.L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. Amsterdam: International Association for the Evaluation of Student Achievement.
Tatto, M. T., Schwille, J., Senk, S. L., Ingvarson, L., Rowley, G., Peck, R., Bankov, K., Rodriguez, M. & Reckase, M. (2012). Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries. Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M). Amsterdam: International Association for the Evaluation of Student Achievement.
Brese, F., & Tatto, M.T. (Eds.) (2012). User guide for the TEDS-M international database. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement (IEA).
Tatto, M. T. (2012). Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
Schmidt, W., Blömeke, S., & Tatto, M.T. (2011). Teacher education matters. A study of middle school mathematics teacher preparation in six countries. New York, NY: Teachers College Press.
Tatto, M.T., & Mincu, M. (Eds.) (2009). Reforming teaching and learning. Taipei City: Sense Publishers.
Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. Teacher Education and Development International Study Center, Michigan State University, East Lansing, MI, and IEA.
Tatto, M.T. (2007). Reforming teaching globally. Oxford, UK: Symposium Books. (Reprinted in 2009 Information Age Publishers). DOI: https://doi.org/10.15730/books.11
Tatto, M.T. (2004). La Educación magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era].
Tatto, M.T. (2001). Empirical measures of teacher quality: Comparative perspectives, Washington, DC: Board of International and Comparative Studies in Education. [E-book]. Available: http://www4.nationalacademies.org/dbasse/bicse.nsf/web/current.projects
Cummings, W.K., Tatto, M.T., & Hawkins, J. (Eds.) (2001). Values education for dynamic societies: Individualism or collectivism. Hong Kong: University of Hong Kong Press.
Cummings, W.K., Tatto, M.T., Williams, J., & Beykont, Z. (1993). Reaching peripheral groups: Community, language and teachers in the context of development. Buffalo, NY: SUNY Special Studies in Comparative Education.
Tatto, M.T. (1987). An assessment of the LASPAU/AID training for development program in Latin America and Caribbean Universities: Its impact on institutional capacity and community involvement. Unpublished doctoral dissertation, Cambridge, MA, Harvard Graduate School of Education.

Articles

Tatto, M.T. (2021). Comparative Research on teachers and teacher education: Global perspectives to inform UNESCO’S SDG 4 Agenda. Oxford Review of Education, 47 (1), 25-44. http://dx.doi.org/10.1080/03054985.2020.1842183
Tatto, M.T. (2021). Developing teachers’ research capacity: The essential role of teacher education. Teaching Education, 32 (1), 27-46. https://doi.org/10.1080/10476210.2020.1860000
Tatto, M.T. (2021). Professionalism in teaching and teacher education. European Journal of Teacher Education, 44 (1), 20-44. DOI: https://doi.org/10.1080/02619768.2020.1849130
Tatto, M.T, Rodriguez, M., Reckase, M. (2020). Early Career Mathematics Teachers: Concepts, Methods, and Strategies for Comparative International Research. Teaching and Teacher Education, 96, 1-18. https://doi.org/10.1016/j.tate.2020.103118
Tatto, M.T. (2019). Federalism and Education: Ongoing Challenges and Policy Strategies in Ten Countries (Book Review). Teachers College Record [https://www.tcrecord.org/Content.asp?ContentId=22978].
*Tatto, M.T. (2018). Constructing research impact on teacher education through international collaboration and capacity building. Research Intelligence, 135, 27-33.
*Hordern, J. & Tatto, M.T. (2018). Conceptions of teaching and educational knowledge requirements. Oxford Review of Education, 44 (6), 686-701. DOI: https://doi.org/10.1080/03054985.2018.1438254
Richmond, G., & Tatto, M.T., (2016). Innovation in Educational Research. Journal of Teacher Education, 67, (5), 360-362. DOI: https://doi.org/10.1177/0022487116670866
Tatto, M.T., Richmond, G. Carter, A. D., (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 67, (4) 247-250. DOI: https://doi.org/10.1177/0022487116663694.
*Tatto, M.T., Savage, C., Liao, W., Marshall, S., Goldblatt, P., & Contreras, M. L. (2016). The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations. Education Policy Analysis Archives, 24 (25), 1-54. DOI: http://dx.doi.org/10.14507/epaa.24.2322.
Tatto, M.T., Carter, A. D., Floden, E. R., Richmond, G. (2016). A Global Call for Scholarship on the Policy and Practice of Teacher Education. Journal of Teacher Education, 67 (1), 4-5. DOI: https://doi.org/10.1177/0022487115622205
*Tatto, M.T. (2015). The role of research in the policy and practice of quality teacher education: An international review. Oxford Review of Education, 41 (2), 171-201. DOI: https://doi.org/10.1080/03054985.2015.1017405
* Tatto, M.T. & Furlong, J. (2015). Research and teacher education: Papers from the BERA-RSA Inquiry. Oxford Review of Education, 41 (2), 145-153. DOI: https://doi.org/10.1080/03054985.2015.1017404
Tatto, M.T. (2015). What is missing in the Early Childhood Education Policy Dialogue? The Child. Michigan State University: Green & Write Education Policy Research Insights. [http://edwp.educ.msu.edu/green-and-write/?s=Tatto]
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
*Senk, S.L., Tatto, M.T., Reckase, M., Rowley, G., Peck, R., & Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative perspective. ZDM – The International Journal on Mathematics Education, 44, 3, 307-324.
*Tatto, M.T. (2011). Reimagining the education of teachers: The role of comparative and international research. Comparative Education Review, 55, 495-516.
*Tatto, M.T., Senk, S., Ingvarson, L. & Rowley, G. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62, 121-137.
*Papanastasiou, E.C., & Tatto, M.T. (2011). Program theory, program documents, and state standards in evaluating teacher education. Assessment and Evaluation in Higher Education, 36, 1-16.
*Tatto, M.T., Lerman, S., & Novotná, J. (2010). The organization of the mathematics preparation and development of teachers: A report from the ICMI Study 15. Journal of Mathematics Teacher Education, 13, 313-324.
*Blömeke, S., Paine, L., Houang, R., Hsieh, F., Schmidt, W., Tatto, M.T., Bankov, K., Cedillo, T., Cogan, L., Han, S., Santillán, M., & Schwille, J. (2008). Future teachers’ competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM – The International Journal on Mathematics Education, 40, 749-762.
*Schmidt, W., Houang, R., Cogan, L., Blömeke, S., Tatto, M.T., Hsieh, F., Santillán, M., Bankov, K., Han, S., Cedillo, T., Schwille, J., & Paine, L. (2008). Opportunity to learn in the preparation of mathematics teachers: Its structure and how it varies across six countries. ZDM – The International Journal on Mathematics Education, 40, 735-747.
*Tatto, M. T. (2008). Teacher policy: A framework for comparative analysis. Prospects: Quarterly Review of Comparative Education, 38, 487-508.
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work (Guest Editor). International Journal of Educational Research, 45 (4-5).
*Tatto, M.T. (2006/2007). Educational reform and the global regulation of teachers’ education, development and work. International Journal of Educational Research, 45, 231-241.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2006/2007). Implementing reform amidst resistance: The regulation of teacher education and work in Mexico. International Journal of Educational Research, 45, 267-278.
*Tatto, M.T. (2003). Developing teachers and teaching practice: International research perspectives. Comparative Education Review, 47, 504-506.
*Tatto, M.T., (2003). Examining Mexico and U.S. values education in a global context. Journal of Beliefs and Values, 24, 219-238.
*Tatto, M.T. (2001). The value and feasibility of evaluation research on teacher preparation: Contrasting the experiences in Sri Lanka and Mexico. International Journal of Education and Development, 22, 637-657.
*Tatto, M.T., Alvarez Arellano, L. Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). Examining Mexico’s values education in a globally dynamic context. Journal of Moral Education, 30, 173-198.
*Tatto, M.T., Rodriguez, A., Gonzalez-Lanz, D., Miller, C., Busscher, M., Trumble, D., Centeno, R., & Woo, A. (2001). The challenges and tensions in reconstructing teacher-parent relations in the context of school reform: A case study. Teachers and Teaching, 7, 315-333.
*Stuart, J., & Tatto, M.T. (2000). Designs for initial teacher preparation programs: An international view. International Journal of Educational Research, 33, 493-514.
*Tatto, M.T. (1999). The socializing influence of normative cohesive teacher education on teachers’ beliefs about instructional choice. Teachers and Teaching, 5, 111-134. https://doi.org/10.1080/1354060990050106
*Tatto, M.T. (1999). Improving teacher education in rural México: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15, 15-35.
Tatto, M.T. (1999). Iniciativas para el cambio en la formación de maestros: El caso de México. Revista Latinoamericana de Estudios Educativos, 29 (3 & 4), 9-62.
*Tatto, M.T. (1999). Para una mejor formación de maestros en el México rural: Retos y tensiones de la reforma constructivista. Revista Mexicana de Investigación Educativa, 4, 101-136.
*Tatto, M.T. (1999). Education reform and state power in México: The paradoxes of decentralization. Comparative Education Review, 43, 251-282.
*Tatto, M.T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles and practice. Journal of Teacher Education, 49, 66-77. https://doi.org/10.1177/0022487198049001008
*Tatto, M.T. (1997). Reconstructing teacher education for disadvantaged communities. International Journal of Educational Development, 17, 405-415.
*Tatto, M.T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18, 155-180. https://doi.org/10.2307/1164554
*Tatto, M.T., & Kularatna, N.G. (1993). The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka. International Journal of Educational Research, 19, 755-778.
*Tatto, M.T., Nielsen, H.D., Cummings, W.C., Kularatna, N.G., & Dharmadasa, D.H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.

Selected Chapters

(* indicates peer review)

Tatto, M.T., Menter, I., Burn, K., Clark, C. M., Ikoma, S., LeTendre, G., Mayer, D., and Mutton, T. (in progress). Learning to Teach: Building Global Research Capacity for Evidence-Based Decision Making. The Palgrave Handbook of Teacher Education Research. Springer.
Tatto, M.T. (in progress). Comparative studies in teaching and teacher education as a cornerstone in the International Study Association on Teachers and Teaching. Introduction to the section Comparative Studies on Teaching and Teacher Education of the ISATT Yearbook. The ISATT Yearbook. Emerald.
Tatto, M.T., & Menter, I (in progress). The importance of comparative framing in the study of teaching and teacher education. The ISATT Yearbook. Emerald.
Menter, I., & Tatto, M.T. (2023). Comparative teacher education research in turbulent times. International Encyclopedia of Education, 4th edition, Volume 5 https://doi.org/10.1016/B978-0-12-818630-5.04071-9
Evans, D. & Tatto, M.T. (2022, November). On accountability, teacher professional development, and the value and challenge of strengthening professional norms. In Y.-Y. Hwa (Ed.). Purpose, Pressures, and Possibilities: Conversations About Teacher Professional Norms in the Global South. Research on Improving Systems of Education. Oxford, UK. https://doi.org/10.35489/BSG-RISE-Misc_2022/06
Tatto, M.T. (2022). An international perspective on practical theorizing. In Burn, K., Mutton, T. & Thompson, I. (Eds.). Practical Theorizing in Teacher Education (pp. 32-48). London: Routledge.
Tatto, M.T. & Menter I. (2022). Institutional and Pedagogical Consequences of Neoliberal Globalization in Teacher Education (pp. 195-217). In Misiaszek, L.I., Robert F. Arnove, Carlos Alberto Torres (Eds.) Comparative Education: Emergent Trends in the Dialectic of the Global and the Local (5th Edition, Volume 2). Lanham, Maryland, USA: Rowman & Littlefield.
Tatto, M.T. (2022). The Need for Comparative Studies in Teacher Education. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. https://doi.org/10.1007/978-3-030- 59533-3_86-1
*Tatto, M.T. (2021). Opportunities to Learn General Pedagogical Knowledge along the Teaching Career. In H. Ulferts (Ed.) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems (pp. 104-122). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
*Tatto, M.T. (2021). Teacher Education in the United States of America: An Overview of the Policies, Pathways, Issues and Relevant Research. In D. Mayer (Ed.) Teacher Education Policy and Research (pp. 177-194). Springer. DOI: https://doi.org/10.1007/978-981-16-3775-9_13
Tatto, M. T. (2021). The role of interdisciplinarity, multiple methodologies, and context. In D. Mayer & Menter, I. (Eds.) Becoming a teacher education researcher (pp.24-34). St. Albans, U.K: Critical Publishing. ISBN: 9781913453299
*Tatto, M.T. (2020). What Do We Mean When We Speak of Research Evidence in Education? In Beckett, L. (Ed.) Research-Informed Teacher Learning, (pp. 139-154). London: Routledge. ISBN: 978-0-367-13313-9.
*Novotna, J., Moraova, H., & Tatto, M. T. (2020). Mathematics Teacher Education Organization, Curriculum, and In S. Lerman (Ed.), Encyclopedia of Mathematics Education, Dordrecht, Netherlands: Springer. DOI: https://doi.org/10.1007/978-3-030-15789-0_151
Tatto, M.T. (2019). The Influence of Teacher Education on Teacher Beliefs. In Jo, Lampert (Ed.), The Oxford Encyclopedia of Global Perspectives on Teacher Education. New York: Oxford University Press. ISBN-13: 9780190670221
*Hordern, J. & Tatto, M.T. (2019). Using comparative analysis to further illuminate the English case (pp. 130-145) in N. Sorensen (ed.) Diversity in Teacher Education: perspectives on a school-led system. London: Institute of Education, University College London. ISBN: 978-1-7827-7252-1
*Tatto, M.T. & Menter, I. (2019). Understanding Teacher Education Policy and Practice Cross- Nationally (pp. 3 – 8). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Menter, I. (2019). The Significance of Teacher Education (pp. 9 – 20). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Parra-Gaete, I. (2019). Learning to Teach in Mexico: Reviewing policy and research trends (pp. 173 – 192). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. & Clark, C.M. (2019). Institutional Transformations, Knowledge and Research Traditions in the USA (pp. 233 – 256). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2019). Professional Knowledge and Theories of Teaching and Learning (pp. 257 – 267). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross- National Study. London: Bloomsbury Academic. https://doi.org/10.5040/9781350068711
*Menter, I. & Tatto, M.T. (2019). What Future for Teacher Education? (pp. 280 – 292). In M.T. Tatto and I. Menter (Eds.). Knowledge, Policy and Practice in Learning to Teach: A Cross-National Study. London: Bloomsbury Academic. DOI: https://doi.org/10.5040/9781350068711
*Tatto, M.T. (2018). Exploring the mathematical education of teachers using TEDS-M data (pp. 1-14). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-1
*Tatto, M.T. & Smith, W. (2018). Exploring different dimensions of teacher education programs in the TEDS-M study (pp. 17-30). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-2
*Peralta, Y., & Tatto, M.T. (2018). Preparing high-quality mathematics primary teachers: exploring program strategies and standards in the United States, Russia, Poland, and Chinese Taipei (pp. 31- 67). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-3
*Tatto, M.T. & Bankov, K. (2018). The intended, implemented and achieved curriculum of mathematics teacher education in the United States (pp. 69-133). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-4
*Rodriguez, M. C., Tatto, M.T., Palma, J. & Nickodem, K. (2018). A comparative international study of differences in beliefs between future teachers and their educators (pp. 165-192). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-6
*Tatto, M.T. & Smith, W. (2018). Future teachers in the TEDS-M study (pp. 195-204). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-7
*Tatto, M.T. (2018). The mathematical education of primary teachers (pp. 205-256). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-8
*Tatto, M.T. (2018). The mathematical education of secondary teachers (pp. 409-450). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319- 92144-0-14
*Tatto, M.T. & Smith, W. (2018). Methodological challenges in the TEDS-M study (pp. 479-487). In M.T. Tatto, M. Rodriguez, W. Smith, M. Reckase, & K. Bankov (Eds.). Exploring the Mathematics Education of Teachers using TEDS-M Data. Dordrecht, Netherlands: Springer. https://doi.org/10.1007/978-3-319-92144-0-16
Tatto, M.T. (2017). The Role of Comparative and International Research in Developing Capacity to Study and Improve Teacher Education. In M. A. Peters; B. Cowie & I. Menter (Eds.), A Companion to Research in Teacher Education. Singapore: Springer.
*Tatto, M.T. & Hordern, J. (2017). The configuration of teacher education as a professional field of practice: a comparative study of mathematics education (255-274). In J. Furlong & G. Whitty (eds.), Knowledge and the Study of Education: an international exploration. Oxford, England: Oxford Comparative Education Series, Symposium Books.
*Tatto, M.T. & Pippin, J. (2017). The Quest for Quality and the Rise of Accountability Systems in Teacher Education. In J.D. Clandinin, & J. Husu (Eds.), International Handbook of Research in Teacher Education. Los Angeles, California: SAGE.
*Tatto, M.T., Rodriguez, M., & Lu, Y. (2015). The Influence of Teacher Education on Mathematics Teaching Knowledge: Local Implementation of Global Ideals, in G. LeTendre & A. Wiseman (Eds.), Promoting and sustaining a quality teaching workforce. Washington, DC: American Educational Research Association.
*Krainer, K., Hsieh, F.-J., Peck, R., & Tatto, M. T. (2015). The TEDS-M: Important issues, results and questions. In S. J. Cho (Ed.), The Proceedings of the 12th International Congress on Mathematical Education. Intellectual and attitudinal challenges (p. 99-121). Springer Open. doi 10.1007/978-3- 319-12688-3
*Tatto, M.T. (2014). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M.T., Rodriguez, M.C., Reckase, M., Rowley, G., Lu, Y. (2013). Scale Development and Reporting: Opportunities to Learn, Beliefs and Mathematics Knowledge for Teaching. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Brese, F., Becker, A., Tatto, M.T., Cartens, R., Berzina-Pitcher, I. (2013). Survey Operations Procedures. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Dumais, J., Meinck, S., Tatto, M.T., Schwille, J., Ingvarson, L. (2013). Sampling Design. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T., Rodriguez, M.C., Ingvarson, L. Rowley, G., Maeda, Y., Byun, S. (2013). Development of the TEDS-M Survey Questionnaires. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Bankov, K., Senk, Sharon L., Peck, R., Tatto, M.T., Rodriguez, M.C., Maeda, Y. (2013) Developing TEDS-M Mathematics Assessment Frameworks, Instruments and Scoring Guides. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, The Netherlands: International Association for the Evaluation of Educational Achievement.
*Schwille, J., Ingvarson, L., Tatto, M.T. (2013). TEDS-M Policy Context Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). Overview of the Teacher Education in Mathematics Study. In Tatto, M.T. (Ed.) (2013). The Teacher Education Study in Mathematics (TEDS-M), Technical Report. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement.
*Tatto, M.T. (2013). The Role of Research in International Policy and Practice in Teacher Education (paper 2). The role of research in teacher education: Findings from the BERA-RSA Inquiry.
*Tatto, M.T. (2013). Changing Trends in Teacher Education Policy and Practice: International perspectives and future challenges for educational research. Research Intelligence, 121, 16-17.
Tatto, M.T., Krajcik, J., & Pippin, J. (2013). Variations in Teacher Preparation Evaluation Systems: International Perspectives. NSF Project on Evaluation of Teacher Education Programs: Toward a Framework for Innovation. Washington, DC: National Academy of Education.
*Schwille, J., Ingvarson, L., Tatto, M.T., Holdgreve-Resendez, R. Kim, W., & Byun, S. (2013). Organization of Teacher Education and Its Contexts Across the TEDS-M Countries (page 23). In Ingvarson, L., Schwille, J., Tatto, M.T., Senk, S.L., Bankov, K., Rodriguez, M., Reckase, M., Rowley, G., & Peck, R. (2013). An Analysis of Teacher Education Context, Structure, and Quality- Assurance Arrangements in TEDS-M Countries. Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement. 978-90-79549-21-4
*Krainer, K., Hsieh, F., Peck, R., and Tatto, M.T. (2013). The TEDS-M plenary panel at ICME-12: Important issues, results, and questions. In S. J., Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education. Seoul, Korea: IPC.
*Tatto, M.T. (2013). Teacher Education Development Study-Mathematics (TEDS-M). In S. Lerman (ed.), Encyclopedia of Mathematics Education, Dordrecht: Springer.
*Tatto, M. T. (2012). On constructing a framework for policy analysis in the global era: The effects of the global introduction of performance standards and regulations to promote and improve education for all. In M. T. Tatto (Ed.) Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access. Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M. T., Bruner, J., Chang, F. H., Cranfield, C. G., Kintz, T. M., Kuo, N., Pylvainen, S. K., & Sharif, A. (2012). Scholarly Teaching: Learning and doing policy analysis in education. In M. T. Tatto (Ed.), Learning and doing policy analysis in education: Examining diverse approaches to increasing educational access (pp. 253-266). Rotterdam, The Netherlands: Sense Publishers.
*Tatto, M.T., Lerman, S., & Novotná, J. (2009). Overview of teacher education systems across the world. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 15-23). New York, NY: Springer.
*Winslow, C., Bergsten, C., Butlen, D., David, M., Gómez, P., Grevholm, B., Li, S., Moreira, P., Robinson, N., Sayac, N., Schwille, J., Tatto, M.T., White, A., & Wood, T. (2009). First years of teaching. In R. Even & D. L. Ball (Eds.), The professional education and development of teachers of mathematics (New ICMI Study Series, Vol. 11, pp. 93-101). New York, NY: Springer.
*Tatto, M.T. (2008). Policy tools to improve teaching. In W.K. Cummings, & J.H. Williams (Eds.), Policy-making for education reform in developing countries: Policy options and strategies (pp. 217- 250). New York, NY: Rowman & Littlefield.
*Tatto, M.T. (2007). International comparisons and the global reform of teaching. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Studies in Education, pp. 7-20). Oxford, UK: Symposium Books.
*Tatto, M.T., Schmelkes, S., Guevara, M.R., & Tapia, M. (2007). Mexico’s educational reform and the re-shaping of accountability on teachers’ development and work (pp. 139-168). In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education). Oxford, UK: Symposium Books.
*Tatto, M.T., & Plank, D. N. (2007). The dynamics of global teaching reform. In M.T. Tatto (Ed.), Reforming teaching globally (Oxford Studies in Comparative Education, pp. 267-277). Oxford, UK: Symposium Books.
Tatto, M.T. (2004). The reach and possibilities of education reform for the rural poor in Mexico. In C.C. Yeakey, T.A. Reed, & J.W. Richardson (Eds.), Suffer the little children: National and international dimensions of child poverty and policy (pp. 231-252). Oxford, U.K.: Elsevier. [ISBN-10: 9780762308316].
*Tatto, M.T., & Coupland, D. (2003). Teaching and measuring attitudes in teacher education. In J. Raths & A. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (Advances in Teacher Education, Vol. 6, pp. 123-181). Greenwich, CT: Information Age Publishing.
*Cummings, W.K., Tatto, M.T., Hawkins, J., & Steiner-Khamsi, G. (2001). Reason over faith: The non-sectarian tradition in U.S. values education. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 89-112). Hong Kong: University of Hong Kong Press.
*Tatto, M.T., Alvarez de Testa, L., Tapia Uribe, M., Loera Varela, A., & Rodriguez, M. (2001). México: The construction of a national identity under centralized leadership. In W.K. Cummings, M.T. Tatto, & J. Hawkins (Eds.), Values education for dynamic societies: Individualism or collectivism (pp. 61-88). Hong Kong: University of Hong Kong Press.
Tatto, M.T. (2000). El desarrollo de metodologías para el estudio de programas de educación de maestros: Los casos de Sri Lanka y México. In J.C. Navarro, K. Taylor, A. Bernasconi, & L. Tyler (Eds.), Perspectivas sobre la reforma educativa: América Central en el contexto de políticas de educación en las América (pp. 399-432). Washington, DC: AED, IDB, HIID.
*Tatto, M.T. (1997). Limits and constraints to effective teacher education. In W. Cummings, & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 213-230). Oxford: Pergamon.
*Tatto, M.T. (1997). The reach and potential of teacher education. In W. Cummings & N. McGinn (Eds.), International handbook of education and development: Preparing schools, students and nations for the twenty-first century (pp. 795-812). Oxford: Pergamon.
Tatto, M.T., & Velez, E. (1997). A document-based assessment of teacher education reform initiatives: The case of México. In C.A. Torres, & A. Puigros (Eds.), Latin American education: Comparative Perspectives (pp. 165-216), Boulder, CO: Westview.
*Tatto, M.T. (1997). Teachers working in the periphery: Addressing persistent policy issues. In D. Nielsen, & W. Cummings (Eds.), Quality Education for all: Community-oriented approaches (pp. 139-181). NY: Garland.
*Tatto, M.T., & Dharmadasa, K.H. (1995). Social and political contexts of policy formation in teacher education in Sri Lanka. In M. Ginsburg, & B. Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on policy formation, socialization and society (pp. 99-120). Bristol, PA: Falmer Press.
Nielsen, D., & Tatto, M.T. (1993). Teacher upgrading in Sri Lanka and Indonesia. In H. Perraton (Ed.), Distance education for teacher training (pp. 95-135). N.Y.: Routledge.
Tatto, M.T. (1993). Policies for teachers working in the periphery: An international review of the literature. In W.K. Cummings, J.H. Williams, Z.F. Beykont, & M. T. Tatto (Eds.), Reaching peripheral groups: Community, language, and teachers in the context of development (pp. 152-187). Buffalo, NY: SUNY Special Studies in Comparative Education.

Databases

Podcasts

Blogs

Tatto, M.T. (2015, March 25). What is Missing in the Early Childhood Education Policy Dialogue? The Child. https://edwp.educ.msu.edu/green-and-write/category/teacher-quality-evaluation/page/6/

Websites

https://scholar.google.com/citations?user=yZu19OsAAAAJ&hl=en

Dr Miri Barak is a Professor of Science and Engineering Education at the Technion, Israel Institute of Technology, and an Honorary Research Fellow of our Department.

She is the former Chair of the Institutional Review Board for Ethics in Behavioral Science Research and the former Assistant to the Technion’s SVPR for the Promotion of Learning and Teaching.

Her academic work is presented in more than 70 peer-reviewed papers and book chapters in leading international and national publications.

Google scholar profile I ORCID #0000-0002-7756-6171

Publications

Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24, DOI:10.1007/s11948-021-00280-2.

Website

Pramod is also an Editor-in-Chief of the Journal of Education, Language, and Ideology. He has edited two books of EMI in Asian universities and published many articles in international journals.

Publications

Sah, P. K., & Fang, F. (eds.). (2023, in press). Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges. Routledge.

Fang, F., & Sah, P. K. (eds.) (2023, in press). Pedagogies of English-medium instruction programs in Asian universities. Routledge.

Website

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

Particular research interests include equity and access in education and assessment, evaluation of curriculum and qualification change, and comparability of qualifications.

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.

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, 14^th 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