Maria Evangelou

940 total citations
49 papers, 596 citations indexed

About

Maria Evangelou is a scholar working on Education, Clinical Psychology and General Health Professions. According to data from OpenAlex, Maria Evangelou has authored 49 papers receiving a total of 596 indexed citations (citations by other indexed papers that have themselves been cited), including 45 papers in Education, 14 papers in Clinical Psychology and 8 papers in General Health Professions. Recurrent topics in Maria Evangelou's work include Early Childhood Education and Development (26 papers), Parental Involvement in Education (17 papers) and Child Development and Digital Technology (9 papers). Maria Evangelou is often cited by papers focused on Early Childhood Education and Development (26 papers), Parental Involvement in Education (17 papers) and Child Development and Digital Technology (9 papers). Maria Evangelou collaborates with scholars based in United Kingdom, Australia and Greece. Maria Evangelou's co-authors include Pam Sammons, Κathy Sylva, Simone Lehrl, Brenda Taggart, Sally A. Smith, Iram Siraj‐Blatchford, Edward Melhuish, Lars‐Erik Malmberg, Greg Brooks and Karen McLean and has published in prestigious journals such as SHILAP Revista de lepidopterología, Sustainability and British Journal of Educational Psychology.

In The Last Decade

Maria Evangelou

45 papers receiving 529 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Maria Evangelou United Kingdom 12 420 200 105 87 64 49 596
Philip Fletcher United Kingdom 6 379 0.9× 167 0.8× 89 0.8× 50 0.6× 42 0.7× 6 525
Donna-Marie Winn United States 8 417 1.0× 194 1.0× 135 1.3× 61 0.7× 79 1.2× 11 611
Nicole Gardner‐Neblett United States 12 294 0.7× 113 0.6× 143 1.4× 96 1.1× 32 0.5× 27 482
Nóirín Hayes Ireland 13 351 0.8× 100 0.5× 59 0.6× 123 1.4× 68 1.1× 74 518
Ann S. Epstein United States 13 403 1.0× 144 0.7× 94 0.9× 103 1.2× 33 0.5× 29 573
Elizabeth L. Jaeger United States 10 447 1.1× 241 1.2× 79 0.8× 127 1.5× 41 0.6× 32 625
Pamela Cantor United States 8 310 0.7× 176 0.9× 98 0.9× 70 0.8× 45 0.7× 12 523
Lauren Stentiford United Kingdom 10 292 0.7× 231 1.2× 41 0.4× 87 1.0× 46 0.7× 19 509
Nikki Aikens United States 10 547 1.3× 133 0.7× 247 2.4× 64 0.7× 23 0.4× 36 700
Julieta Lugo‐Gil United States 8 372 0.9× 152 0.8× 179 1.7× 56 0.6× 31 0.5× 11 550

Countries citing papers authored by Maria Evangelou

Since Specialization
Citations

This map shows the geographic impact of Maria Evangelou's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Maria Evangelou with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Maria Evangelou more than expected).

Fields of papers citing papers by Maria Evangelou

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Maria Evangelou. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Maria Evangelou. The network helps show where Maria Evangelou may publish in the future.

Co-authorship network of co-authors of Maria Evangelou

This figure shows the co-authorship network connecting the top 25 collaborators of Maria Evangelou. A scholar is included among the top collaborators of Maria Evangelou based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Maria Evangelou. Maria Evangelou is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
2.
Edwards, Susan, Karen McLean, Andrea Nolan, et al.. (2022). School playgroups: Which features of provision matter?. British Educational Research Journal. 48(3). 598–616. 2 indexed citations
3.
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McLean, Karen, et al.. (2022). Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood. 48(1). 5–17. 5 indexed citations
5.
Tsigilis, Nikolaos, et al.. (2021). Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context. Psychological Reports. 125(4). 2292–2311. 1 indexed citations
6.
Hall, James, Pam Sammons, Rebecca Smees, et al.. (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. 9 indexed citations
7.
Carmona, Marina García, et al.. (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. 35(3). 337–358. 7 indexed citations
8.
Soukakou, Elena, et al.. (2018). Inclusive Classroom Profile: a pilot study of its use as a professional development tool. International Journal of Inclusive Education. 22(10). 1124–1135. 13 indexed citations
9.
Evangelou, Maria, et al.. (2017). The Tools of the Mind curriculum for improving self‐regulation in early childhood: a sytematic review. Campbell Systematic Reviews. 13(1). 1–77. 23 indexed citations
10.
Evangelou, Maria, et al.. (2016). Protocol for a Systematic Review: The Tools of the Mind Curriculum for Improving Self‐Regulation in Early Childhood: A Systematic Review. Campbell Systematic Reviews. 12(1). 1–28. 2 indexed citations
11.
McLean, Karen, Susan Edwards, Maria Evangelou, et al.. (2015). Playgroups as sites for parental education. Journal of Early Childhood Research. 15(3). 227–237. 15 indexed citations
12.
Evangelou, Maria. (2015). International perspectives on transition to school: reconceptualising beliefs, policy and practice. British Journal of Educational Studies. 63(1). 114–115. 20 indexed citations
13.
Eisenstadt, Naomi, et al.. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3). Oxford University Research Archive (ORA) (University of Oxford). 2 indexed citations
14.
Hall, James, Κathy Sylva, Gráinne Smith, et al.. (2013). Evaluation of children's centres in England: strand 3 - delivery of family services by children’s centres. Oxford University Research Archive (ORA) (University of Oxford). 6 indexed citations
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Evangelou, Maria, Brenda Taggart, Κathy Sylva, et al.. (2008). What makes a successful transition from primary to secondary school. Research Online (University of Wollongong). 63 indexed citations
17.
Evangelou, Maria, et al.. (2008). An Evaluation of PEEP Provision for "excluded" families: Room to Play. 1 indexed citations
18.
Evangelou, Maria & Κathy Sylva. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP).. Oxford University Research Archive (ORA) (University of Oxford). 9(1). 9 indexed citations
19.
Evangelou, Maria, Sally A. Smith, & Κathy Sylva. (2007). Evaluation of the Sutton Trust Shopping Centre Project: Room to Play. International Journal of Mental Health Nursing. 24(2). 149–57. 9 indexed citations
20.
Angelides, Panayiotis, Maria Evangelou, & James Leigh. (2005). Implementing a collaborative model of action research for teacher development. Educational Action Research. 13(2). 275–290. 6 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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