ΤΣΙΤΙΡΙΔΟΥ-ΕΥΑΓΓΕΛΟΥ ΜΑΡΙΑ

Michael, D., Vatou, A., Charalambous, V., Pezirkianidis, C., Vrasidas, C., Evangelou-Tsitiridou, M., Manolitsis, G., Mouzaki, A., Kypriotaki, M., Oikonomidis, V., Piedade, F., Lemos, A., Alves, D., Grande, C., Cadima, J., Chirlesan, G., Ciucurel, M.-M., Delia, D., & Grammatikopoulos, V. (2025). Exploring the Factor Structure and Measurement Invariance of the Teacher Subjective Wellbeing Questionnaire Across Four European Countries. Journal of Psychoeducational Assessment, 43(4), 417-436. https://doi.org/10.1177/07342829251319124 

Vatou, A., Evangelou-Tsitiridou, M., Zachopoulou, E., & Grammatikopoulos, V. (2025). Institutional Belonging and Social Self-Efficacy as Predictors of Perceived Ostracism Among Preservice Teachers. Education Sciences, 15(5), 552. https://doi.org/10.3390/educsci15050552

Lemos, A., Piedade, F., Ferreira, T., Guedes, C., Alves, D., Grande, C., Leal, T., Cadima, J., Vatou, A., … & Duminica, D. (2025). Psychometric Properties of Maslach Burnout Inventory – Educators Survey (MBI-ES): A Study With Early Childhood Education Professionals From Greece, Cyprus, Portugal, and Romania. European Journal of Psychological Assessment, [Impact factor: 3.2] https://doi.org/10.1027/1015-5759/a000899

Vatou, A., Gregoriadis, A., Evangelou-Tsitiridou, M., Manolitsis, G., Mouzaki, A., Kypriotaki, M., Oikonomidis, V., Lemos, A., Piedade, F., Alves, D., Cadima, J., Michael, D., Charalambous, V., Agathokleous, A., Vrasidas, C., & Grammatikopoulos, V. (2024). Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal. Education Sciences, 14(8), 840. https://doi.org/10.3390/educsci14080840

 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/ 

 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. 1181–1193 (2025). https://doi.org/10.1007/s10643-024-01669-x

Margaritopoulou, T., Tsitiridou-Evangelou, M., Gregoriadis, A., & Grammatikopoulos, V. (2024). Examining family-preschool partnership: A literature review of the existing measures and their psychometric properties. Journal of Early Childhood Education Research, 13(2), 286-308. DOI: https://doi.org/10.58955/jecer.131474

Vatou, A., Vatou, A., & Tsitiridou-Evangelou, M. (2024). Exploring the relationship between young children’s self-concept and prosocial behaviour in the Greek Early Childhood Education and Care setting: A study on soft skills assessment. Preschool and Primary Education, 12(2), 133-148.

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 

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

Gregoriadis, A., & Evangelou, M. (2022). Revisiting the home learning environment: Introducing the home learning ecosystem. Australasian Journal of Early Childhood, 47(3), 206-218. https://doi.org/10.1177/18369391221099370

Krousorati K, Gregoriadis A, Tsigilis N, Grammatikopoulos V and Evangelou M. (2022) Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. Front. Educ. 7:987131. doi: 10.3389/feduc.2022.987131

 McLean, K., Edwards, S., Katiba, T., Bartlett, J., Evangelou, M., Henderson, M., Nolan, A., & Skouteris, H. (2022).  Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature. Educational Research Review (37), 100493, https://doi.org/10.1016/j.edurev.2022.100493.

 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, 48(1), 5-17. https://doi.org/10.1177/18369391221130790

 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, 114–135. https://doi.org/10.1080/03054985.2022.2125371

 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 

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

Burton, L., Nunes, T. and Evangelou, M. (2021), Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules. Br J Educ Psychol, 91: 1231-1248 e12414. https://doi.org/10.1111/bjep.12414

 Gkolia, A., Tsigilis, N., Evangelou, M., & Koustelios, A. (2021). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports, 125(4), 2292-2311. https://doi.org/10.1177/00332941211009130

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 repositorio-aberto.up.pt

Hall J, Sylva K, Sammons P, Smees R, Evangelou M, Smith T and Goff J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Front. Educ. 6:581005. doi: 10.3389/feduc.2021.581005

 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

 Lehrl, S., Evangelou, M. & Sammons. P.(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

 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

 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

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

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

 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.

 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.

 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.

 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.

 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.

 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

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.

 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.

 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.

 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. 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., 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. (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.

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 repositorio-aberto.up.pt

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@NumberEvaluation Report and Executive Summary, London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/1stClass@Number_evaluation_report.pdf

Cadima, J., Nata, G., Evangelou, M., 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 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, Κ., 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

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., 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., 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

Τσιτιρίδου-Ευαγγέλου Μ., Τύμπα Ε., Βατού Α., Σταμάτογλου Μ., Γραμματικόπουλος Β. & Ζαχοπούλου Ε. (2023). Σχεδιασμός παρεμβατικού προγράμματος για την ανάπτυξη του λεξιλογίου, μέσω παραμυθιών και δραματοποίησης στην προσχολική ηλικία. 18ο Πανελλήνιο Μετεκπαιδευτικό Συνέδριο Προσχολικής Αγωγής: Η προσχολική αγωγή & εκπαίδευση σε πλαίσιο συμπερίληψης και δημοκρατίας. Ο ρόλος των παιδαγωγών. Προτάσεις – Προοπτικές. 26, 27 & 28 Μαϊου 2023, Ιωάννινα.

Τύμπα Ε., Τσιτιρίδου-Ευαγγέλου, Μ., Βατού Α., Σταμάτογλου Μ. & Νταλού Κ. (2023). Σχεδιασμός ενός παρεμβατικού προγράμματος για την ανάπτυξη λεξιλογίου και αφήγησης μέσω του θεατρικού παιχνιδιού σε παιδιά ηλικίας 3 ετών. 18^ο Πανελλήνιο Μετεκπαιδευτικό Συνέδριο Προσχολικής Αγωγής: Η προσχολική αγωγή & εκπαίδευση σε πλαίσιο συμπερίληψης και δημοκρατίας. Ο ρόλος των παιδαγωγών. Προτάσεις – Προοπτικές. 26, 27 & 28 Μαϊου 2023, Ιωάννινα.

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 20th Biennial EARLI Conference for Researchon Learning and Instruction. 22-26 August, Thessaloniki, Greece.

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. 31st EECERA Annual, Conference, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development. 30th August – 2nd September, Lisbon, Portugal.

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. (2022). 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.

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.

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