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Associate Professor David Evans

MA(SpecialEducation)(Macquarie), GDSE(ECU), PhD(OU), BEd(UniSA)
Director, Bachelor of Education Honours Program
Associate Professor, Special Education
Course Coordinator, MEd(Special and Inclusive Education)

A35 - Education Building
The University of Sydney

Telephone +61 2 93518463
Fax +61 2 93512606

Biographical details

Dr Evans is Associate Professor of Special Education in the Faculty of Education and Social Work at eh University of Sydney. He is the convenor of the special and inclusive education designation in the Faculty; the Faculty delivers courses to more than 600 pre-service and postgraduate students each year. His research interests include design of curriculum to meet the needs of students with special education needs, and evidence-based practices in special education.

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Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Research on teaching and learning

  • Special and inclusive education
  • Teacher education and professional learning

Keywords: special education, inclusive education, universal design, literacy, numeracy

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Current research students

Project title Degree Research student
General and special education teachers beliefs and attitudes toward collaboration in Saudi middle schools MEd (Research) Nora ALHARTHI
Participatory Action Approach: A Key to Constructing School's Policy and Creating Culture of Inclusion in Targeted Primary Schools in Yogyakarta PhD Elga ANDRIANA
Investigating attachment theory in young children with a hearing impairment and complex needs PhD Samantha BERNARDO
Impact of text on decoding fluency and comprehension: an empirical investigation of the role of pictures. MEd (Research) Susanna BRIKHA
Teachers' attitudes and understanding toward academically gifted and talented children in public primary schools. PhD Petra CARTER
The inclusion of students with a mild intellectual disability into mainstream schools. MEd (Research) Michele LANGDON
Special education: teaching reading to all children. An examination of how teachers' measurement of their own knowledge required for teaching reading impacts on willingness and attitudes towards attending professional learning and students learning to read. PhD Criss MOORE
Conceptualising the link between being black and being made disabled. MEd (Research) Danielle NARAINSAMY - LOUIS
Investigating the number sense challenge through the impact of teacher knowledge and practice on 'at risk' early mathematical learners. PhD Hannah NEWMAN
Self-regulated Strategy Development (SRSD): a teaching framework to support the development of students' writing. MEd (Research) Robyn SMITH
Exploring how principals construct knowledge in support of students with disruptive behaviour in NSW primary schools. PhD Paul WOOD
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Current projects

  • Early numeracy: examining the development of early numeracy and how students experiencing difficulties learning engage with early numeracy (e.g., number sense), and the quality of instruction required to assist these students acquire early numeracy skills, knowledge and understanding.
  • Teacher education: Examination of how pre-service and in-service teachers construct knowledge, skills and values in the area of special and inclusive education.
  • Teacher attitudes to inclusion - International perspectives: Examination of attitudes of students, teachers and parents towards education of students with a disability in the mainstream classroom. Comparative data has been collected across years, and countries (e.g., China, Czech Republic, Singapore).
  • Literacy support: Examination of a range of variables (e.g. teacher attitudes, professional knowledge) relating to the development of literacy sills for students experiencing difficulties learning (e.g., learning support, handwriting).
  • Off to a Good Start: Enhancing Early Reading Skills for All Thai Children Project (Australia-Thailand Institute)
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Associations

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Selected grants

2013

  • The use of function to design academic and social interventions for primary-aged students with problem behaviour; Evans D; Department of Education and Training (NSW)/State Education Research Approvals Process (SERAP).

2009

  • Group of Eight European Fellowship; Evans D, Strnadova I; Group of Eight/European Fellowships.

2006

  • Effective Teaching and Learning Practices for Students with Learning Difficulties Initiative; Evans D; DET NSW;Catholic Education Commission NSW; ; Association of Independent Schools of NSW/BLO Project.
  • Positive Behaviour Support; Evans D, Swayne N; Education Queensland (Qld State G/mnt)/Research Grants.
  • Developing and Learning in Children and Youth Research Network; et a, Evans D, Martin A; Faculty of Education and Social Work, University of Sydney /Research Grant.

2005

  • Comparative Analysis of Early Intervention Programs for Young Children with Autism; Carter M, Parmenter T, Williams K, Evans D, Carter M, Williams K, Silove N; Australian Research Council (ARC)/Linkage Projects (LP).

2004

  • Effects of chronic Illness on the Education of Primary Aged Students; Barton B, Pearce D, Parmenter T, Evans D; Royal Alexandra Hospital for Children /BLO Project.
  • Quality teaching and learning for gifted learners; Evans D; Telstra Foundation/Research Grant.
  • Research into linking health and education programs through the syllabus: Showing the way - Sydney Childrens Hospital; Evans D, Carmichael D, Crouch M; South Eastern Sydney and Illawarra Area Health Service/Research Grants.

2003

  • Developing Mathematical Proficiency for Students At-Risk of Failure; Evans D; DVC Research/Research and Development Scheme: Newly Appointed Staff (NAS).
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Selected publications

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Book Chapters

  • Little, C., Evans, D. (2012). Conceptualizing social inclusion within teacher education. In Chris Forlin (Eds.), Future Directions for Inclusive Teacher Education: An International Perspective, (pp. 141-150). Oxon, UK: Routledge.
  • Evans, D. (2012). Curriculum adaptations. In Ashman A, Elkins, J. (Eds.), Education for inclusion and diversity, (pp. 193-222). Sydney: Pearson Australia.
  • Wong, M., Evans, D. (2011). Assessing students' understanding of fraction equivalence. In Jenni Way & Janette Bobis (Eds.), Fractions: teaching for understanding, (pp. 81-90). Adelaide, SA: Australian Association of Mathematics Teachers.
  • Evans, D., Strnadova, I. (2008). Examining the range of strategies mothers use to cope when caring for a child with an intellectual disability. In Bottrell, Dorothy and Meagher, Gabrielle (Eds.), Communities and change: selected papers, (pp. 141-164). Sydney: Sydney University Press.
  • Ishimine, K., Evans, D. (2007). Quality of childcare and its impact on children's social skills in disadvantaged areas in Sydney, Australia. In Alan France, Ross Homel (Eds.), Pathways and Crime Prevention: Theory, Policy and Practice, (pp. 319-336). Cullompton, UK & Oregon, USA: Willan Publishing.
  • Evans, D., Moore, C., Strnadova, I. (2007). University-school partnerships: Literacy and students with additional learning needs. In Alyson Simpson (Eds.), Future directions in literacy: International conversations conference 2007, (pp. 57-71). Sydney: Sydney University Press.

Journals

  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33.
  • Strnadova, I., Evans, D. (2013). Schooling Transitions Within the Lifespan of People With an Intellectual Disability: Perceptions and Recommendations of Ageing Mothers. Australasian Journal of Special Education, 37(1), 64-78.
  • Vibulpatanavong, K., Evans, D. (2012). Investigating phonological awareness in Thai children. Journal of Research and Development in Special Education, , 77-97.
  • Wood, P., Spandagou, I., Evans, D. (2012). Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management, 32(4), 375-395.
  • Strnadova, I., Evans, D. (2012). Subjective quality of life of women with intellectual disabilities: The role of perceived control over own life in self-determined behaviour. Journal of Applied Research in Intellectual Disabilities, 25(1), 71-79.
  • Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553-1566.
  • Hwang, Y., Evans, D. (2011). Attitudes Towards Inclusion: Gaps Between Belief and Practice. International Journal of Special Education, 26(1), 136-146.
  • Mark, C., Roberts, J., Williams, K., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). Interventions used with an Australian sample of preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(3), 1033-1041.
  • Ishimine, K., Wilson, R., Evans, D. (2010). Quality of Australian childcare and children's social skills. International Journal of Early Years Education, 18(2), 159-175.
  • McDougall, M., Evans, D., Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.
  • Strnadova, I., Evans, D. (2007). Coping Strategies in Mothers of School-Aged Children with Intellectual Disabilities. Australasian Journal of Special Education, 31(2), 159-170.
  • Evans, D. (2007). Developing mathematical proficiency in the Australian context: Implications for students with learning difficulties. Journal of Learning Disabilities, 40(5), 420-426.
  • Wong, M., Evans, D. (2007). Improving basic multiplication fact recall for primary school students. Mathematics Education Research Journal, 19(1), 89-106.
  • Hwang, Y., Evans, D., Mackenzie, J. (2007). Theory-of-Mind Continuum Model: Why Mind Matters in Philosophy, Psychology and Education. International Journal of Interdisciplinary Social Sciences, 2(3), 249-258.
  • Moore, C., Evans, D., Dowson, M. (2005). The intricate nature of phonological awareness instruction. Special Education Perspectives, 14(1), 37-54.

Conferences

  • Evans, D., Little, C., Spandagou, I., Atkinson, S., Boon, R., McInnes, L. (2012). Developing a Framework for Including all Teachers: The Implications for Design and Delivering a Comprehension In-Service Teacher Education Program. 7th International Conference on e-Learning (ICEl 2012), Reading, UK: Academic Publishing International Limited.
  • Wood, P., Spandagou, I., Evans, D. (2012). Enlisting Bourdieu in an exploration of how primary school principals' construct knowledge in support of students with disruptive behaviour. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Newman, H., Wong, M., Evans, D. (2012). Teacher Subject Matter Knowledge of Number Sense. 35th Annual Mathematics Education Research Group of Australasia (MERGA) Conference 2012, Adelaide: MERGA.
  • Wood, P., Spandagou, I., Evans, D. (2012). The Principal's Role in supporting the inclusion of students with disruptive behaviour in mainstream schools: A NSW perspective. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Evans, D., Little, C., Spandagou, I., Wood, P. (2012). What do we know about how early career teachers experience inclusive education? 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Hoskin, C., Evans, D., Little, C., Spandagou, I. (2011). Examining the tensions of professional practice: Preparing quality special educators. Australian Association of Special Education National Conference: Tensions in Competing Agendas (AASE 2011), Gold Coast, Australia: AASE.
  • Moore, C., Evans, D. (2011). University-School Partnerships: Literacy and Students with Additional Learning Needs: Following Up. Future Directions in Literacy Conference 2010, Sydney, Australia: Faculty of Education and Social Work, University of Sydney.
  • Spandagou, I., Evans, D., Little, C. (2009). Primary education preservice teachers' attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).
  • Wong, M., Evans, D. (2008). Fractions as a measure. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.
  • Wong, M., Evans, D. (2007). Assessing Students' Understanding of Fraction Equivalence. EARCOME 4 2007, 4th East Asia Regional Conference on Mathematics Education, Malaysia: Asian Academy of Management.
  • Evans, D., Strnadová, I., Wong, M. (2007). Examining Number Sense: An Exploratory Study Of Students With Additional Learning Needs. International Symposium Elementary Mathematics Teaching (2007), Prague, Czech Republic: Charles University.
  • Wong, M., Evans, D. (2007). Students' Conceptual Understanding of Equivalent Fractions. 30th Annual Conference of the Mathematics Education Research Group of Australasia (2007), Adelaide, SA , Australia: MERGA.
  • Strnadová, I., Evans, D. (2007). The quality of life of ageing people with intellectual disability as viewed by their parents. Festival of International Conferences on Caregiving, Disability, Aging and Technology (FICCDAT), www.ficcdat.ca: FICCDAT.
  • Evans, D. (2005). The Place of Contemporary Special Education: Voices and Experiences from the Field. 30th National Conference of the Australian Association of Special Education - AASE 2005, Brisbane, Queensland, Australia: AASE.

2013

  • Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfeld, S., Parmenter, T. (2013). Home-based reading between mothers and their children with autism spectrum disorders. Australian Journal of Learning Difficulties, 18(1), 17-33.
  • Strnadova, I., Evans, D. (2013). Schooling Transitions Within the Lifespan of People With an Intellectual Disability: Perceptions and Recommendations of Ageing Mothers. Australasian Journal of Special Education, 37(1), 64-78.

2012

  • Little, C., Evans, D. (2012). Conceptualizing social inclusion within teacher education. In Chris Forlin (Eds.), Future Directions for Inclusive Teacher Education: An International Perspective, (pp. 141-150). Oxon, UK: Routledge.
  • Evans, D. (2012). Curriculum adaptations. In Ashman A, Elkins, J. (Eds.), Education for inclusion and diversity, (pp. 193-222). Sydney: Pearson Australia.
  • Evans, D., Little, C., Spandagou, I., Atkinson, S., Boon, R., McInnes, L. (2012). Developing a Framework for Including all Teachers: The Implications for Design and Delivering a Comprehension In-Service Teacher Education Program. 7th International Conference on e-Learning (ICEl 2012), Reading, UK: Academic Publishing International Limited.
  • Wood, P., Spandagou, I., Evans, D. (2012). Enlisting Bourdieu in an exploration of how primary school principals' construct knowledge in support of students with disruptive behaviour. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Vibulpatanavong, K., Evans, D. (2012). Investigating phonological awareness in Thai children. Journal of Research and Development in Special Education, , 77-97.
  • Wood, P., Spandagou, I., Evans, D. (2012). Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management, 32(4), 375-395.
  • Strnadova, I., Evans, D. (2012). Subjective quality of life of women with intellectual disabilities: The role of perceived control over own life in self-determined behaviour. Journal of Applied Research in Intellectual Disabilities, 25(1), 71-79.
  • Newman, H., Wong, M., Evans, D. (2012). Teacher Subject Matter Knowledge of Number Sense. 35th Annual Mathematics Education Research Group of Australasia (MERGA) Conference 2012, Adelaide: MERGA.
  • Wood, P., Spandagou, I., Evans, D. (2012). The Principal's Role in supporting the inclusion of students with disruptive behaviour in mainstream schools: A NSW perspective. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Evans, D., Little, C., Spandagou, I., Wood, P. (2012). What do we know about how early career teachers experience inclusive education? 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).

2011

  • Roberts, J., Williams, K., Carter, M., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). A randomised controlled trial of two early intervention programs for young children with autism: Centre-based with parent program and home-based. Research in Autism Spectrum Disorders, 5(4), 1553-1566.
  • Wong, M., Evans, D. (2011). Assessing students' understanding of fraction equivalence. In Jenni Way & Janette Bobis (Eds.), Fractions: teaching for understanding, (pp. 81-90). Adelaide, SA: Australian Association of Mathematics Teachers.
  • Hwang, Y., Evans, D. (2011). Attitudes Towards Inclusion: Gaps Between Belief and Practice. International Journal of Special Education, 26(1), 136-146.
  • Hoskin, C., Evans, D., Little, C., Spandagou, I. (2011). Examining the tensions of professional practice: Preparing quality special educators. Australian Association of Special Education National Conference: Tensions in Competing Agendas (AASE 2011), Gold Coast, Australia: AASE.
  • Mark, C., Roberts, J., Williams, K., Evans, D., Parmenter, T., Silove, N., Clark, T., Warren, A. (2011). Interventions used with an Australian sample of preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(3), 1033-1041.
  • Moore, C., Evans, D. (2011). University-School Partnerships: Literacy and Students with Additional Learning Needs: Following Up. Future Directions in Literacy Conference 2010, Sydney, Australia: Faculty of Education and Social Work, University of Sydney.

2010

  • Ishimine, K., Wilson, R., Evans, D. (2010). Quality of Australian childcare and children's social skills. International Journal of Early Years Education, 18(2), 159-175.

2009

  • Spandagou, I., Evans, D., Little, C. (2009). Primary education preservice teachers' attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. AARE 2008 International Education Research Conference, Australia: Australian Association for Research in Education (AARE).
  • McDougall, M., Evans, D., Spandagou, I. (2009). Teaching phonics and sight words to Year One through the medium of "working with words" and "games". Special Education Perspectives, 18(1), 35-46.

2008

  • Evans, D., Strnadova, I. (2008). Examining the range of strategies mothers use to cope when caring for a child with an intellectual disability. In Bottrell, Dorothy and Meagher, Gabrielle (Eds.), Communities and change: selected papers, (pp. 141-164). Sydney: Sydney University Press.
  • Wong, M., Evans, D. (2008). Fractions as a measure. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.

2007

  • Wong, M., Evans, D. (2007). Assessing Students' Understanding of Fraction Equivalence. EARCOME 4 2007, 4th East Asia Regional Conference on Mathematics Education, Malaysia: Asian Academy of Management.
  • Strnadova, I., Evans, D. (2007). Coping Strategies in Mothers of School-Aged Children with Intellectual Disabilities. Australasian Journal of Special Education, 31(2), 159-170.
  • Evans, D. (2007). Developing mathematical proficiency in the Australian context: Implications for students with learning difficulties. Journal of Learning Disabilities, 40(5), 420-426.
  • Evans, D., Strnadová, I., Wong, M. (2007). Examining Number Sense: An Exploratory Study Of Students With Additional Learning Needs. International Symposium Elementary Mathematics Teaching (2007), Prague, Czech Republic: Charles University.
  • Wong, M., Evans, D. (2007). Improving basic multiplication fact recall for primary school students. Mathematics Education Research Journal, 19(1), 89-106.
  • Ishimine, K., Evans, D. (2007). Quality of childcare and its impact on children's social skills in disadvantaged areas in Sydney, Australia. In Alan France, Ross Homel (Eds.), Pathways and Crime Prevention: Theory, Policy and Practice, (pp. 319-336). Cullompton, UK & Oregon, USA: Willan Publishing.
  • Wong, M., Evans, D. (2007). Students' Conceptual Understanding of Equivalent Fractions. 30th Annual Conference of the Mathematics Education Research Group of Australasia (2007), Adelaide, SA , Australia: MERGA.
  • Strnadová, I., Evans, D. (2007). The quality of life of ageing people with intellectual disability as viewed by their parents. Festival of International Conferences on Caregiving, Disability, Aging and Technology (FICCDAT), www.ficcdat.ca: FICCDAT.
  • Hwang, Y., Evans, D., Mackenzie, J. (2007). Theory-of-Mind Continuum Model: Why Mind Matters in Philosophy, Psychology and Education. International Journal of Interdisciplinary Social Sciences, 2(3), 249-258.
  • Evans, D., Moore, C., Strnadova, I. (2007). University-school partnerships: Literacy and students with additional learning needs. In Alyson Simpson (Eds.), Future directions in literacy: International conversations conference 2007, (pp. 57-71). Sydney: Sydney University Press.

2005

  • Moore, C., Evans, D., Dowson, M. (2005). The intricate nature of phonological awareness instruction. Special Education Perspectives, 14(1), 37-54.
  • Evans, D. (2005). The Place of Contemporary Special Education: Voices and Experiences from the Field. 30th National Conference of the Australian Association of Special Education - AASE 2005, Brisbane, Queensland, Australia: AASE.
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