Cheung, R. Y. M. ORCID: https://orcid.org/0000-0003-0998-7991 and Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2024) “May all be well”: the links between compassion, psychological distress, and mindfulness in teaching in early years. Psychology in the Schools. ISSN 1520-6807 doi: https://doi.org/10.1002/pits.23305

Harris, R. ORCID: https://orcid.org/0000-0001-8606-5515, Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson-Daily, A. and Copsey-Blake, M. (2024) ‘We fear the repercussions from parents’: primary school parents and teachers’ perspectives on the inclusion of LGBTQ+ issues in the English primary school curriculum. Sex Education. ISSN 1472-0825 doi: https://doi.org/10.1080/14681811.2024.2361062 (In Press)

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Wilson, T., Pieridou, M., Quinn, S. F. and Liu, J. (2022) Making partnerships work: proposing a model to support parent‑practitioner partnerships in the early years. Early Childhood Education Journal, 50. pp. 639-661. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-021-01181-6

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2020) The role of professionals and play in the Early Years, in challenging gender stereotypes in education. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. SAGE, London, pp. 53-64. ISBN 9781526494542

Fuller, C. ORCID: https://orcid.org/0000-0002-3816-5068, Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Muldoon, C. (2020) Empowering Women from the bottom to the top; parents, community and partnership. In: Jones, K. ORCID: https://orcid.org/0000-0001-5154-4583 (ed.) Challenging Gender Stereotypes in Education. Sage. ISBN 9781526494542

Pieridou, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2020) Qualitative doctoral research in educational settings: reflecting on meaningful encounters. International Journal of Evaluation and Research in Education, 9 (1). pp. 21-31. doi: https://doi.org/10.11591/ijere.v9i1.20360

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Evans, A. (2019) Perceptions of gender roles: a case study. Early Years Educator (EYE), 20 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2019.20.11.38

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Ravanis, K., Jameau, A. and Boilevin, J.-M. (2019) Precursor models and early years science learning: a case study related to the water state changes. Early Childhood Education Journal, 47 (4). pp. 475-488. ISSN 1573-1707 doi: https://doi.org/10.1007/s10643-019-00937-5

Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418, Liu, J., Pieridou, M. and Quinn, S. F. (2018) Exploring our practitioner and parent partnerships. Early Years Educator (EYE), 19 (10). pp. 26-29. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2018.19.10.26

Allen, M. and Kambouri-Danos, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2017) Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care, 187 (2). pp. 181-191. ISSN 1476-8275 doi: https://doi.org/10.1080/03004430.2016.1237561

Olteanu, A., Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Stables, A. (2016) Predicating from an early age: edusemiotics and the potential of children’s preconceptions. Studies in Philosophy and Education, 35 (6). pp. 621-640. ISSN 0039-3746 doi: https://doi.org/10.1007/s11217-016-9526-3

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418, Salowm Pampoulou, E., Pieridou, M. and Allen, M. (2016) Science learning and graphic symbols: an exploration of early years teachers’ views and use of graphic symbols when teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 12 (9). pp. 2399-2417. ISSN 1305-8223 doi: https://doi.org/10.12973/eurasia.2016.1275a

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2016) Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 24 (6). pp. 907-927. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.970857

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A. (2015) Dramatic water: a drama-based approach to science in the early years. Primary Science Review, 136. pp. 10-12. ISSN 0269-2465

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2015) Children's preconceptions of science: how these can be used in teaching. Early years educator (EYE), 16 (11). pp. 38-44. ISSN 1465-931X doi: https://doi.org/10.12968/eyed.2015.16.11.38

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 and Michaelides, A. (2014) Using drama techniques for the teaching of early years science : a case study. Journal of Emergent Science, 7. pp. 7-14. ISSN 2046-4754

Kambouri, M. ORCID: https://orcid.org/0000-0001-5591-9418 (2011) Children's misconceptions and the teaching of early years science: a case study. Journal of Emergent Science, 2 (2). pp. 7-16. ISSN 2046-4754