I am quantitative social scientist, having a strong theoretical and applied background in mathematics and statistics, with an interest in inter-disciplinary substantive issues stemming from the field of psychology, education and management/business studies. My research concerns the application of statistical tools in large-scale empirical and data driven research questions mainly concerned with the occurrence of peer effects and contextual influences on cognitive and affective domains in childhood, adolescence and young adulthood. The focus of my doctorate (Oxford University Department of Education, 2009-2014) and early post-doctorate research (University of Cyprus, Department of Education, 2015-2017) has been on the assessment of peer effects in the context of education and psychology. I worked extensively on advancing the methodology employed for the assessment of the school composition effect - interpreted as a peer effect in educational settings - proposing new statistical models that lead to improved statistical estimates. I am currently a post-doctoral associate at the University of Cyprus Department of Business and Public Administration, applying my statistical expertise to study the occurrence of peer effects (social influence) on physical activity habit formation using social analytics tools. My research has, so far, received a number of awards and grants, among others, the 2015 Bruce Choppin Memorial award and the 2017 AERA travel award grant. In addition, it has been published in major scientific journals (Fiscal Studies, Journal of Educational Psychology, School Effectiveness and School Improvement) and it has attracted funding from major funding bodies (e.g. the Economic Social Research Council, UK and the Research Promotion Foundation, Cyprus).
Televantou,I., Marsh, H.W. & Dicke, T. (2018) Big-Fish-Little-Pond-Effects and the Peer-Spill-over-effect: Further Evidence from English Early Primary School Data. Manuscript submitted for publication.
Dicke, T., Marsh, H. W., Parker, P. D., Pekrun, R., Guo, J., & Televantou, I. (accepted November 2017). Effects of School-Average Achievement on Individual Self-concept and Achievement: Unmasking Phantom Effects Masquerading as True Compositional Effects. Journal of Educational Psychology.
Caro, D.H., Kyriakides, L. & Televantou, I. (2017). Addressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched data, Assessment in Education: Principles, Policy & Practice, 1-23, doi:10.1080/0969594X.2017.1353950
Televantou, I., Marsh, H.W., Kyriakides, L., Nagengast, B., Fletcher, J., & Malmberg, L.-E. (2015). Phantom effects in school composition research: Consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement, 26, 75-101. doi: 10.1080/09243453.2013.871302
Marsh, H. W, Nagengast, B., Fletcher, J. & Televantou, I. (2011). Assessing educational effectiveness: policy implications from diverse areas of research. Fiscal Studies, 32, 279 – 295. doi: 10.1111/j.1475-5890.2011.00137.x
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