Πρόεδρος του τμήματος, Καθηγήτρια

ΤΣΙΤΙΡΙΔΟΥ-ΕΥΑΓΓΕΛΟΥ ΜΑΡΙΑ

Δρ Μαρία Τσιτιρίδου – Ευαγγέλου: Καθηγήτρια, στο Τμήμα Αγωγής & Φροντίδας στην Πρώιμη Παιδική Ηλικία, της Σχολής Κοινωνικών Επιστημών του Διεθνούς Πανεπιστημίου Ελλάδος.  

Υπήρξε επίκουρος και στη συνέχεια Αναπληρώτρια καθηγήτρια στο Παιδαγωγικό Τμήμα της Οξφόρδης από το 2002 έως και τον Απρίλιο του 2018. Διετέλεσε Διευθύντρια των Μεταπτυχιακών Σπουδών του Τμήματος, Ακαδημαϊκή διευθύντρια του Μεταπτυχιακού Προγράμματος για την Ανάπτυξη και Εκπαίδευση των παιδιών, διηύθυνε την Ερευνητική Ομάδα με έμφαση στην Οικογένεια, Αποτελεσματική Μάθηση, Ανάγνωση και Γραφή.  Συντόνιζε μία από τις τρεις Μεταπτυχιακές-Ερευνητικές Κατευθύνσεις του Παιδαγωγικού Τμήματος με έμφαση στη Γλώσσα, Γνωστική Λειτουργία και Ανάπτυξη των παιδιών. 

Πρόεδρος του τμήματος, Καθηγήτρια

Η Μαρία Τσιτιρίδου (Ευαγγέλου) πραγματοποίησε τις βασικές σπουδές της στην Παιδαγωγική Ακαδημία Θεσσαλονίκης (1985-87) και στο Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης του Αριστοτελείου Πανεπιστημίου της Θεσσαλονίκης (1990-1994). Δίδαξε σε δημοτικό σχολείο για 7 χρόνια (1987-1994) προτού μετακομίσει μόνιμα στην Αγγλία τον Ιανουάριο του 1995. Πήρε το Μεταπτυχιακό της πτυχίο στην Γλώσσα και Λογοτεχνία στην Εκπαίδευση από το Institute of Education, University of London (1996) και ολοκλήρωσε τις διδακτορικές της σπουδές στο Παιδαγωγικό Τμήμα της Οξφόρδης το 2001.  Δίδαξε ως επίκουρος και στη συνέχεια ως Αναπληρώτρια καθηγήτρια στο Παιδαγωγικό Τμήμα της Οξφόρδης από το 2002 έως και τον Απρίλιο του 2018 που επέστρεψε στην Ελλάδα. Συνολικά έχει διδάξει σε μεταπτυχιακό και διδακτορικό επίπεδο στη Μεγάλη Βρετανία και σε προπτυχιακό επίπεδο σε άλλες Ευρωπαϊκές χώρες ως καλεσμένη καθηγήτρια.  Έχει δίπλωμα στη Μάθηση και Διδασκαλία στην Τριτοβάθμια Εκπαίδευση από το Πανεπιστήμιο της Οξφόρδης και είναι μέλος της Ανώτατης Ακαδημίας Εκπαίδευσης του Ηνωμένου Βασιλείου. Είναι επίτιμη ερευνήτρια του Παιδαγωγικού τμήματος της Οξφόρδης (Honorary ResearchFellow).

Έχει συμμετάσχει σε πληθώρα επιτροπών κατά τη διάρκεια της θητείας της. Από τον Οκτώβριο του 2003 έως και τον Απρίλιο του 2018 διηύθυνε ή συμμετείχε σε 17 επιτροπές στο πανεπιστήμιο της Οξφόρδης.

Από την αρχή της ακαδημαϊκής της καριέρας το 2000, έχει λάβει πάνω από £5,000,000 χρηματοδότηση για τη συμμετοχή της σε 23 ερευνητικά προγράμματα σε διάφορους ρόλους ευθύνης. Έχει δημοσιεύσει πάνω από 80 επιστημονικές εργασίες και έχει πάνω από 55 παρουσιάσεις σε συνέδρια.

Τα ερευνητικά της ενδιαφέροντα και το ερευνητικό της έργο περιλαμβάνει ένα ευρύ φάσμα θεμάτων όπως: τον σχεδιασμό, υλοποίηση και αξιολόγηση παρεμβατικών προγραμμάτων, την ανάπτυξη των παιδιών υψηλής ομάδας κινδύνου λόγω κοινωνικό – οικονομικών συνθηκών, τη γλωσσική ανάπτυξη   στην προσχολική ηλικία, τρόπους βελτίωσης εμπλοκής των γονέων στη διαπαιδαγώγηση των παιδιών τους, την ποιότητα του Σχολικού και του Οικογενειακού Μαθησιακού περιβάλλοντος, την επαγγελματική ανάπτυξη εκπαιδευτικών και μεθοδολογικά θέματα έρευνας. Για περισσότερες λεπτομέρειες πατήστε εδώ: http://www.education.ox.ac.uk/people/maria-evangelou/ και εδώ: https://scholar.google.com/citations?user=BE0KiJUAAAAJ&hl=el&oi=ao

Από το 2003 έχει επιβλέψει με επιτυχία  14 ολοκληρωμένες διδακτορικές διατριβές.  Στο ΔΙ.ΠΑ.Ε έχει αναλάβει ήδη 2 διδακτορικές φοιτήτριες. Υπήρξε εξωτερικός Κριτής ποιότητας σπουδών σε πανεπιστημιακά τμήματα του εξωτερικού. Είναι μέλος των παρακάτω οργανισμών: Fellow of the Higher Education Academy (HEA), BERA (British Educational Research Association), EARLI (European Association for Research on Learning and Instruction), EECERA (European Early Childhood Research Association), Early Childhood Environment Rating Scale International Network (ECERS) και Τhe International Congress for School Effectiveness & Improvement (ICSEI).

Διδασκόμενα Μαθήματα

  • Ανάπτυξη και Εφαρμογή Ερευνητικών Σχεδιασμών

  • Συμβουλευτική και διαπροσωπικές δεξιότητες στην αγωγή πρώιμης παιδικής ηλικίας

  • Εφαρμογές στην παιδαγωγική πράξη

  • Αξιολόγηση στις επιστήμες της αγωγής

Μεταπτυχιακά Μαθήματα

  • Αξιοποίηση ήπιων δεξιοτήτων στις επιστήμες της αγωγής

Ερευνητικά Ενδιαφέροντα

  • Σχεδιασμός και υλοποίηση παρεμβατικών προγραμμάτων στην πρώιμη παιδική ηλικία (έμφαση στον Γραμματισμό)

  • Συνεργασία οικογένειας – προσχολικών κέντρων

  • Ποιότητα προσχολικών κέντρων

  • Ανάπτυξη αναλυτικών προγραμμάτων

  • Μετάβαση από το σπίτι στο προσχολικό κέντρο και στο νηπιαγωγείο

  • Επαγγελματική επιμόρφωση παιδαγωγών προσχολικών κέντρων

Δημοσιεύσεις

  • Vatou, A., Manolitsis, G., Tsitiridou-Evangelou, M., Piedade, F., Michael, D., Chirleșan, G. …. Grammatikopoulos, V. (2024). ProW, Report on findings. EU Report. Available at https://prowproject.eu/outputs/

  • Vatou, A., Tsitiridou-Evangelou, M., Manolitsis, G., Piedade, F., Michael, D.,

    Chirleșan, G. …. Grammatikopoulos, V. (2023). ProW, Implementation of the Field Trials across four countries. EU Report. Available at https://prowproject.eu/wp-content/uploads/2023/02/ProW_D3_1_ProW_Implementation-of-field-trials-1st-year-Report.pdf

  • Manolitsis, G., Oikonomidis, V., Kypriotaki, M., Mouzaki, A., Vatou, A., … & Grammatikopoulos, V. (2021). ProW: Intervention design. EU Report. Available at https://prowproject.eu/wp-content/uploads/2022/04/WP2-D2.1-Intervention-design1.pdf

  • Manolitsis, G., Oikonomidis, V., Kypriotaki, M., Mouzaki, A., Vatou, A., … & Grammatikopoulos, V. (2021). ProW: Research design and measures. EU Report. Available at https://prowproject.eu/wp-content/uploads/2022/04/WP2-D2.2-Experimental-protocol.pdf

  • Agathokleous, Α., Charalambous V., Vrasidas, C., Oikonomidis, V., Kypriotaki, M., Mouzaki, A., Manolitsis, G., Grammatikopoulos, V., Evangelou, M., Vatou, A., … & Alina Turculet (2021). Need-assessment and action planning report. Available at repositorio-aberto.up.pt

  • Cadima, J., Guedes, C., Grande, C., Charalambous, V., Agathokleous, A., Vrasidas, C., Grammatikopoulos, V., Evangelou, M., Vatou, A., … & Halamandaris, R. (2021). Literature review on early childhood teachers' careers and professional development, teachers' well-being (PERMA) and children's socio-emotional support (SWPBS). Available at  epositorio-aberto.up.pt

  • Vatou, A., Gregoriadis, A., Evangelou-Tsitiridou, M., Manolitsis, G., Mouzaki, A., Kypriotaki, M., … & Grammatikopoulos, V. (2024). Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal. Education Sciences, 14(8), 840.

  • Cadima, J., Ferreira, T., Guedes, C., Alves, D., Grande, C., Leal, T., Evangelou-Tsitiridou, M…. & Grammatikopoulos, V. (2024). Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries. Early Childhood Education Journal, 1-13.

  • 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, M. (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. (2022). 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 

  • 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 

  • 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:  10.1080/09243453.2020.1693487. [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: 10.1080/1350293X.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: 10.1080/02671522.2019.1568532[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: 10.1080/03054985.2018.1551195. [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: 10.1080/13603116.2017.1416188. [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: 10.4073/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: 10.1136/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.

  • 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.

  • 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.

ΔΗΜΟΣΙΕΥΜΕΝΕΣ ΕΚΘΕΣΕΙΣ & ΣΥΝΟΨΕΙΣ ΕΡΕΥΝΩΝ (RESEARCH REPORTS & BRIEFS)

Βιβλία

  • Γρηγοριάδης, Α., Ευαγγέλου-Τσιτιρίδου, Μ. & Κρουσοράτη, Α. (2023).Οικογενειακό Μαθησιακό Περιβάλλον (No. IKEEBOOK-2024-028). Σοφία.

  • Murphy, V.A. & Evangelou, M. (Eds.). (2016). Early Childhood Education in English for Speakers of Other Languages. London: British Council, ISBN: 978-0-86355-782-8.

  • Murphy, V.A. & Evangelou, M. (Eds.). (2016). Early Childhood Education in English for Speakers of Other Languages. London: British Council, ISBN: 978-0-86355-782-8.

  • Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J. & Eisenstadt, N. (2017). Children’s Centres: an English Intervention for Families Living in Disadvantaged Communities. In N.J. Cabrera, & B. Leyendecker (Eds.). Handbook on Positive Development of Minority Children. Chapter Part VI, 5, (pp. 455-470). Netherlands: Springer, ISBN: 978-3-319-43645-6. doi: https://doi.org/10.1007/978-3-319-43645-6_27.

  • Murphy, V.A. & Evangelou, M. (2016). In V.A., Murphy & M. Evangelou (Eds.). Early Childhood Education in English for Speakers of Other Languages. Chapter Introduction, (pp. 4-17). London: British Council, ISBN: 978-0-86355-782-8.

  • Murphy, V.A., Evangelou, M., Goff, J. & Tracz, R. (2016). European Perspectives on Early Childhood and Care in English for Speakers of other Languages. In A., Murphy & M. Evangelou (Eds.). Early Childhood Education in English for Speakers of Other Languages. Chapter 1.3, (pp. 57-75). London: British Council, ISBN: 978-0-86355-782-8.

  • Murphy, V.A. & Evangelou, M. (2016). In V.A., Murphy and M. Evangelou (Eds.). Early Childhood Education in English for Speakers of Other Languages. Chapter Epilogue, (pp. 297-300). London: British Council, ISBN: 978-0-86355-782-8.

  • M. & Wild. M. (2014). Connecting Home and Educational Play: Interventions that Support Children’s Learning. In L., Brooker, M., Blaise, & S., Edwards. (Eds.). The Sage Handbook of: Play and Learning in Early Childhood. Chapter 31, (pp. 378-391). London: SAGE Publications Ltd., ISBN: 978-1-4462-5245-1.

  • Evangelou, M., Brooks, G. & Smith, S. (2012). ‘The Birth to School Study: Evidence on the Effectiveness of PEEP, an Early Intervention for Children at Risk of Educational Under-achievement’. In K., Pahl, & J., Rowsell, (Eds). Early Childhood Literacy. Sage Library of Educational Thought and Practice. (Vol II)., Chapter 22, (pp. 85-110). London: Sage, ISBN: 978–0–85702–977–5.

Παρουσιάσεις σε συνέδρια

  • Vatou, A., Manolitsis, G., Evangelou, M., Chirleșan, G., Marinescu, B., Duminică, D., Nilă Stratone, M., Nteli, E., Oikonomides, V., Kypriotaki, M., Ciucurel, M., Mouzaki, A., Zachopoulou, E., Krousorati, K., Grammatikopoulos, V. (2023). Teachers’ wellbeing in Early Childhood Education: Applying the PERMA & SWPBS approach across four countries. In Chair of the symposium (Ana Lemos), ProW: a European project to promote teachers’ well-being through positive behaviour support in early childhood education. 31 st EECERA Annual, Conference, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development. 30 th August – 2 nd September, Lisbon, Portugal.

  • Vatou, A., Manolitsis, G., Evangelou, M., Oikonomides, V., Kypriotaki, M., Mouzaki, A., Zachopoulou, E., Grammatikopoulos, V. (2023). Teachers’ social self-efficacy in cross-national perspective. In Chair of the symposium (Grammatikopoulos, V.), Teachers’ Wellbeing, Social Self-Efficacy, Burnout And Job-Satisfaction In ECE Across Four Countries. The 20th Biennial EARLI Conference for Researchon Learning and Instruction. 22-26 August, Thessaloniki, Greece.

  • Michael, D., Vatou, A., Krousorati, K., Charalambous, V., Evangelou-Tsitiridou, M., Vrasidas,C., Zachopoulou, E., Grammatikopoulos, V. (2023). Early childhood teachers’ job-satisfaction across four countries. In Chair of the symposium (Grammatikopoulos, V.), Teachers’ Wellbeing, Social Self-Efficacy, Burnout And Job-Satisfaction In ECE Across Four Countries. The 20 th Biennial EARLI Conference for Researchon Learning and Instruction. 22-26 August, Thessaloniki, Greece.

  • Vatou, A., Evangelou-Tsitiridou, M., Zachopoulou, E. Grammatikopoulos, V., Charalambous, V., Nikiforou, M., Agathokleous, A.,, Michael, D., Vrasidas, C., Kosmas, P., Michaelidou, V., Piedade, F., Lemos, A., Alves, D., Ferreira, T., Guedes, C., Grande, C., Leal, T., Cadima, J., Manolitsis, G., Oikonomides, V., Kypriotaki, M. and Mouzaki, A. Exploring Early Childhood Educators’ Social and General Self-Efficacy in 3 Countries. The 9th International Conference on Social Sciences (ICOSS 2022). 15-16 September, Virtual.

  • Vatou, A., Evangelou, M., Grammatikopoulos, V. (2022). Professional development of ECEC staff working with birth-to-six-years-olds: Working conditions in Greece. EARLI SIG 5 Conference. 12-14 July, Utrecht, Netherlands

  • Vatou, A., Evangelou, M., Grammatikopoulos, V. (2022). PROW: Promoting Teachers Well-Being Through Positive Behavior Support in Early Childhood Education. 74th OMEP World Assembly and Conference. 12-15 July, Athens, Greece.

  • Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., Smith, G. Goff, J. (2020). The utility and validity of the Toddler Home Learning Environment (THLE) scale as an assessment tool in Early Childhood Education and Care, Presented at the 33rd International Congress for School Effectiveness and Improvement (ICSEI) Marrakech. https://2020.icsei.net/

  • Evangelou, M. (2019). Designing Early Childhood Setting-based Interventions to Enhance Home-setting Partnerships in Challenging Circumstances. Invited Keynote Speaker at the 29th EECERA Conference, Thessaloniki, Greece. https://www.eecera.org/conference/2019-29th-eecera-conference-thessaloniki-greece/

  • Soukakou, E., and Evangelou, M. (2019). Using Quality Assessment to Support Quality Inclusion. Presented at the 29th EECERA Conference, Thessaloniki, Greece. https://www.eecera.org/conference/2019-29th-eecera-conference-thessaloniki-greece/

  • Evangelou, M. (2017). Supporting parents’ participation in their children’s learning: what we know from effective English interventions Υποστηρίζοντας την συμμετοχή των γονέων στη μάθηση των παιδιώντους: στοιχεία από αποτελεσματικές παρεμβάσεις στην Αγγλία. Invited Speaker from the University of Crete, Greece.

  • Evangelou, M. and Murphy, V. (2016). European Perspectives on Early Childhood Education and Care in English for speakers of other Languages. Presented at the Conference Young Language Learners, Oxford, UK. http://lantern.humanities.manchester.ac.uk/?p=8625

  • Soukakou, E., Evangelou, M. and Holbrooke, R. (2016). Supporting the Quality of Inclusive Education Practices in Early Years Settings. Poster presented at the ECERS, ERS International Network meeting, Oxford, UK. https://www.ucviden.dk/ws/portalfiles/portal/92962047/ECERS_2016.pdf

  • Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Sammons, P., and Smith, T. (2016). Evaluating Parenting Services in Children’s Centres in England. Presented at the EECERA Conference, Dublin, Ireland. https://www.eecera.org/conference/2016/

  • Evangelou, M., Sammons, P., Goff. J., Hall, J., Sylva, K., Eisenstadt, N., Smith, T., Smees, R. (2016). The Evaluation of Children’s Centres in England: Delivery Services through a UK Family Intervention. Presented at the International Congress for School Effectiveness and Improvement (ICSEI), Glasgow, UK.https://10times.com/icsei-glasgow

  • Gregoriadis, A. and Evangelou, M. (2016). Reconceptualising the Home Learning Environment: Introducing the Home Learning Ecosystem. Presented at the EARLI SIG Conference, Porto, Portugal.https://ecec-care.org/resources/presentations-and-papers/earli-sig-5-conference-2016/

  • Soukakou, E. and Evangelou, M. (2015). Using ICP for Professional Development: an Exploratory Study. Presented at the ECERS Conference, Volos, Greece.

  • Evangelou, M., Sammons, P., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N.
    and Smees, R. (2015). The Evaluation of Children’s Centres in England: Delivering services through a UK family intervention. Presented at the EARLI Conference, Limassol, Cyprus. http://vhostweb04.level27.be/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2015

  • Evangelou, M. (2015). Supporting children’s learning through PEEP: a parent child intervention. Presented at the Bien Seminar, Berlin, Deutsches Institut fur Wirtschafts Forschung https://bien-edu.net/jahrestagung-2015/

  • Evangelou, M., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., and Siraj, I. (2015). What makes a successful transition from primary to secondary school in England? Presented at the EARLI Conference, Limassol, Cyprus. http://vhostweb04.level27.be/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2015

  • Touloumakos, A., and Evangelou, M. (2015). «Γνωστική Ανάπτυξη και οικογενειακό περιβάλλον μάθησης Μια διαχρονική μελέτη». Παρουσιάστηκε στο 15ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας , Αθήνα, Ελλάδα. https://elpse.com/15-panellhnio-synedrio-psychologikis-erevnas/

  • Evangelou, M., (2014). The Evaluation of Children’s Centres in England: Parenting Services in Children’s Centres. Presented at the EARLI Conference, Jyväskylä, Finland. https://www.jyu.fi/earli-sig5-2014

  • Evangelou, M., (2014). Evaluation of Sure Start Children’s Centres in England: Delivery of Family Services. Presented at the Youth Institute Seminar, Munich, Germany. https://www.dji.de/en/suchergebnisse.html?q=evaluation+of+sure+start+children%E2%80%99s+centres+in+england%5C%3A+delivery+of+family+servicesseminars+2014&id=29&L=1

  • Evangelou, M., (2014). Supporting children’s learning through parent-child interventions: evidence from England. Presented at Hannover, Germany.

  • Evangelou, M., Touloumakos, A. & Lake, G. (2013). The Role of HLE in Language and Literacy Outcomes at Ages 4 and 5, Presented at the EARLI Conference, Munich, Germany. http://vhostweb04.level27.be/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2013

  • Evangelou, M. (2013). Effectiveness of Early Childhood Interventions. Presented at the Robert Bosch Stiftung Summer School, Lake Como, Italy.

  • Evangelou, M. (2013) Engaging with Hard-to-Reach Families: Research Evidence from England.Presented at the Robert Bosch Stiftung Summer School, Lake Como, Italy.

  • Evangelou, M. (2013). Studying Quality in Educational Settings: Environment and Interactions measures Presented at the EKPA University, Department of Pedagogy, Philosophy and Education, Athens, Greece.

  • Evangelou, M. (2013). Effectiveness of Early Childhood Interventions, Studying Educational Effectiveness:  An Overview of Key Concepts and Research Approaches Presented at the EKPA University, Department of Pedagogy, Philosophy and Education, Athens, Greece.

  • Evangelou, M. (2013). Evaluation Research:  A Methodological Pluralism and the Role of the Evaluator.Presented at the EKPA University, Department of Pedagogy, Philosophy and Education, Athens, Greece.

  • Motraghi, T.E., Evangelou, M., & Spencer, T.D. (2013). The effects of a preschool-based story grammar intervention on 4- and 5-year-old children’s story retelling, language production and language comprehension skills: A randomised controlled study. Poster presented to the New Zealand Psychological Society Annual Conference, Auckland, New Zealand https://www.psychology.org.nz/journal-archive/2013-CONF-handbook.pdf

  • Wild, M. & Evangelou, M. (2012). Getting the Balance Right: The Role of the Adult in Supporting Children’s Early Learning. Presented at the EECERA Conference, Porto, Portugal. https://www.eecera.org/wp-content/uploads/2012/08/2012-conference-programme-oporto.pdf

  • Evangelou, M. (2012). Supporting Parents in Promoting Early Learning. Presented at the University of Bamberg, Bamberg, Germany.

  • Evangelou, M. (2012). Children, Families and Home Learning: Research Evidence from England, Presented at the University of Bamberg, Bamberg, Germany

  • Evangelou, M. (2011). Research with and for young children: Methodological dilemmas and debates. Invited speaker, Presented at the Early Childhood Research Symposium of the Australian Catholic University, Melbourne, Australia.

  • Evangelou, M. (2011). Supporting Parents in Promoting Early Learning. Invited speaker, Presented at the Australian Catholic University, Melbourne, Australia.

  • Evangelou, M. (2011). Children, Families and Home Learning: Research Evidence from England. Invited speaker, Presented at the Australian Catholic University, Melbourne, Australia.

  • Evangelou, M. (2011). What have we learnt from the development of family centres (integrated centres)? Invited Speaker, Presented at the Robert-Bosch-Foundation & The University of Bamberg symposium: Berlin, Germany.

  • Evangelou, M. & Sylva, K. (2011). Evidence Base for the 2010 Review of the Early Years Foundation Stage. Presented at the National Strategies Group: Department for Children, Schools and Families (DCSF): London, UK.

  • Evangelou, M., Sylva, K., Wild, M. & Glenny, G. (2010). Evidence Base for the 2010 Review of the Early Years Foundation Stage. Presented at the National Strategies Group: Department for Children, Schools and Families (DCSF): London, UK.

  • Evangelou, M. (2010). Parents’ Perspectives on Childcare Quality. Presented at the ECERS International Conference, Athens, Greece.

  • Evangelou, M. & Wild, M. (2010). Parents’ Perspectives on Childcare Quality: Exploring Ways of Measurement. Presented at the EECERA Conference, Birmingham, UK. https://www.eecera.org/wp-content/uploads/2010/09/2010-conference-programme-birmingham.pdf

  • Evangelou, M. (2009). Room to Play: Working with ‘Hard-to-Reach ’Families in their Children’s Learning. Presented at the BERA Conference, Manchester, UK.http://www.beraconference.co.uk/2009/index.html

  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2008). EPPE 3-11: What makes a Successful Transition from Primary to Secondary school? Presented at the BERA Conference, Edinburgh, UK. https://www.bera.ac.uk/conference/annual-conference-2008

  • Sylva, K., Evangelou, M., Smith, T. & Good J. (2008). Parents and their Children’s Learning Practices and Processes. Presented at the Family Parenting Institute & National Children’s Bureau Conference, London, UK.

  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Lessons for Workforce Development in ELPP.Presented at the Family Parenting Institute & National Children’s Bureau Conference, London, UK.

  • Evangelou, M. (2008). Supporting Parents in Promoting Early Learning:  The Evaluation of the Early Learning Partnership Project. Presented at the Family Parenting Institute Seminar, Leeds, UK.

  • Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons, P. & Siraj-Blatchford, I. (2007). EPPE 3-14: Transition between Primary & Secondary School Evidence from the Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-14). Presented at the Department for Children, Schools and Families Research Conference, London, UK.

  • Evangelou, M., Coxon, K. & Sylva, K. (2007). Reaching ‘Hard to Reach’ families: Findings from the Second Phase of a Three-year Evaluation Project. Presented at the BERA Conference, London, UK.https://www.bera.ac.uk/conference/annual-conference-2007

  • Evangelou, M. (2007). Early Years Foundation Stage and Parents, The Early Childhood Foundation Stage: Views from Near and Far.  Presented at the Celebrating 10 years of the Families Early Learning and Literacy (FELL) Research Group Conference, Oxford, UK.

  • Evangelou, M. (2006). Effects of a Pre-school Programme on Children at Risk of Educational Underachievement. Presented at the World Association for Infant Mental Health (WAIMH) Conference, Paris, France. https://www.cairn-int.info/abstract-E_DEV_064_0381–the-10th-congress-of-the-world.htm#

  • Evangelou, M. (2006). The Impact of a Family Focused Early Intervention on the Cognitive Development of Young Children: Evidence from a Local Evaluation. Presented at the Evidence-Based Conference, London, UK.

  • Evangelou, M. & Smith, S. (2006). Reaching ‘Hard to Reach’ families: evaluation of a shop-front programme in a shopping centre. Presented at the BERA Conference, Warwick, UK.https://www.bera.ac.uk/conference/annual-conference-2006

  • Evangelou, M. (2006). Self-esteem of Children at Risk of Educational Underachievement: Findings from the Longitudinal Evaluation of the Peers Early Education Partnership (PEEP). Presented at the BERA Conference, Warwick, UK. https://www.bera.ac.uk/conference/annual-conference-2006

  • Evangelou, M. (2006). Involving Parents with their Children’s Learning: Evidence from Research.  Presented at the Oxford Brookes University and Oxfordshire Early Years Unit Research Conference, Oxford, UK.

  • Evangelou, M. & Smith, S. (2005). Effects of a Birth to School Programme: Findings from the Peers Early Education Partnership (PEEP). Presented at the BERA Conference, Cardiff, UK.https://www.bera.ac.uk/conference/annual-conference-2005

  • Evangelou, M. (2005). Birth to School Study:  The Methodology of the Long-term Longitudinal Evaluation of the Peers Early Education Partnership (PEEP). Presented at the 5th Warwick International Early Years Conference, Warwick, UK.

  • Evangelou, M. & Sylva, K. (2003). Foundation PEEP: Evidence from a Short-term Longitudinal Evaluation. Presented at the Evidence-Based Conference, London, UK.

  • Evangelou, M. (2002). New Evidence: Birth to School Literacy Intervention. Presented at the Welsh Assembly Conference, Cardiff, UK

  • Evangelou, M. and Sylva, K. (2002). Mothers’ qualifications & children’s literacy outcomes-a target for interventions?  Presented at the BERA Conference, Exeter, UK. https://www.bera.ac.uk/conference/annual-conference-2002

  • Evangelou, M. and Sylva, K. (2002). New Evidence: Birth to School Literacy Intervention. Presented at the 4thWarwick International Early Years Conference: Warwick, UK.

Ερευνητικά & Αναπτυξιακά Προγράμματα

ΤΡΕΧΟΝΤΑ ΕΡΕΥΝΗΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ

  • Ελάτε να τα πούμε και να παίξουμε!

    2022-2024 (Μέλος Κύριας Ερευνητικής Ομάδας)

  • ProW – Promoting Teachers Well-being through Positive Behaviour Support in Early Childhood Education European Commission €2.208.342,00
    2021-2024 (Μέλος της Ερευνητικής Ομάδας)
  • Edwards, S. McClean, K. Evangelou, M., Henderson, M. Nolan, A. Skouteris, H. A best practice framework for playgroups-in-schools Australian Research Council

    2017-2020 (CI) Εξωτερική Συνεργάτης

ΟΛΟΚΛΗΡΩΜΕΝΑ ΕΡΕΥΝΗΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ

  • Grammatikopoulos, V. Evangelou, M. Promoting Teachers Well-being through Positive Behaviour Support in Early Childhood Education (ProW)

    2019-2022 
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Nunes, T., Evangelou, M. Barros, R. Onebillion evaluation (£364,081) Education Endowment Foundation (EEF).

    2017-2018 (CI) 
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Consortium led by Professor Leseman, University of Utrecht, Inclusive Education and Social Support to Tackle Inequalities in Society. ISOTIS, Horizon 2020 European Funding (£479,000) Part of a consortium of 17 European Countries, leading the Parenting Package.

    2017-2018 (CI)
    Μέλος Ερευνητικής Ομάδας

  • Mathers, S., Evangelou, M., Siraj, I., Williams, C. Using Research Tools to Improve Language in the Early Years (£906,894) Education Endowment Foundation (EEF)

    2016-2019 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Nunes, T., Barros, R., Evangelou, M., Strand, S. and Mathers, S. The Evaluation of the First Class at Number Project (£ 203,688) Education Endowment Foundation (EEF)

    2015-2018 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Evangelou, M. and Mathers, S. Supporting the development of the Maths Champions Intervention by NDNA, (£25,477) NDNA via Education Endowment Foundation (EEF)

    2016 (PI)
    Συντονίστρια Έργου

  • Sylva, K., Sammons, P., Evangelou, M., Smith, T., & Stein, A. Evaluation of Children’s Centres in England, (£1,327,040 allocated to Oxford from a total grant of £4,208,348) Department for Education DfE/NatCen

    2009-2015 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Evangelou, M., & Soukakou, E. Measuring the Quality of Inclusive Education Practices in Early Years Settings, (£15,000) John Fell, Oxford University and Oxfordshire County Council

    2012–2013 (PI)
    Συντονίστρια Έργου

  • Edwards, A., & Evangelou, M. Evaluation of preventative work within the seven Early Intervention Hubs of Oxfordshire (£24,850) Oxfordshire County Council

    2012 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Edwards, A., & Evangelou, M. Staff development within the seven Oxfordshire Preventative Hubs (£20,650). Oxfordshire County Council

    2012 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Evangelou, M., Sylva, K., Wild, M., & Glenny, G. Literature Review for the Early Years Foundation Stage, (£49,504) Department for Children, Schools and Families (DCSF)

    2009 (PI)
    Συντονίστρια Έργου

  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). (€192,800.00) Portuguese Science Council

    2007–2010 (CI)
    Εξωτερική Συνεργάτης

  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. (£449,584). Department for Children, Schools and Families (DCSF)

    2007-2009 (PI)
    Συντονίστρια Έργου

  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. (sub-grant £71,600; main grant £1,278,126 to all partners) Department for Children, Schools and Families (DCSF).

    2007–2008 (CI)
    Μέλος Ερευνητικής Ομάδας

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., & Evangelou, M. EPPSE 3-14: Transition from Primary to Secondary School, sub-grant to main grant held by the Institute of Education. (total grant £120,397; Oxford share £96,619) Department for Children Schools and Families (DCSF)

    2007-2008 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP) (£60,165) Sutton Trust

    2006–2008 (PI)
    Συντονίστρια Έργου

  • Evangelou, M. “Hard to Reach” families: a systematic review. (£3,000) British Educational Research Association (BERA)

    2006 (PI)
    Συντονίστρια Έργου

  • Sylva, K., Evangelou, M. and Mathers, S. in collaboration with the Department of Social Policy and Social Work, University of Oxford, IFS and NatCen. Children’s Centres Feasibility Study, (£90,000 to all partners) Department for Education and Skills (DfES)

    2005–2006 (CI)
    Μέλος Κύριας Ερευνητικής Ομάδας

  • Evangelou, M. & Pring, R. The Birth to School Study (BTSS), (£250,000) Department for Education and Skills (DfES)

    2003-2005 (PI)
    Συντονίστρια Έργου

  • Sylva, K., Evangelou, M. & Brooks, G. Enabling Parents: an evaluation of a parent early education programme (PEEP), (£113,000) Learning and Skills Council (LSC)

    2002–2004 (CI)
    Επικεφαλής Ερευνητικής Ομάδας

  • Evangelou, M. & Pring, R. The Birth to School Study -Oxford Site-, (£105,000) Learning and Skills Council (LSC)

    2002-2005 (PI)
    Συντονίστρια Έργου

  • Evangelou, M. & Pring, R. The Birth to School Study-Oxford Site- (BTSS), (£68,000) Learning and Skills Council (LSC)

    2001–2002 (PI)
    Συντονίστρια Έργου

  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, (£42,982) Department for Education and Employment (DfEE)

    2000-2001 (PI)
    Συντονίστρια Έργου

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