Number of items: 16.
Article
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
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
Book or Report Section
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
This list was generated on Fri Aug 16 20:23:46 2024 UTC.