| 2014 |
Kokkos, A., Koulaouzides, G. A., & Karalis, T. |
Becoming an Adult Educator in Greece: Past Experiences, Existing Procedures and Future Challenges (Kako se postaje educator odraslih u Grckoj: prethodna iskustva, sadasnje procedure I buduci izazovi) |
2 |
| 2014 |
Ravanis, K. |
Représentations et obstacles des enfants de 10 à 11 ans sur la fusion et la solidification du sel : perspectives didactiques |
10 |
| 2014 |
Panagiotaki, M.-A., & Ravanis, K. |
What would happen if we strew sugar in water or oil? Predictions and drawings of pre-schoolers |
5 |
| 2014 |
Ntalakoura, V., & Ravanis, K. |
Changing preschool children’s representations of light: a scratch based teaching approach |
13 |
| 2014 |
Fragkiadaki, G., & Ravanis, K. |
Mapping the interactions between young children while approaching the natural phenomenon of clouds creation |
1 |
| 2014 |
Ravanis, K. |
Les représentations des enfants de 5-6 ans sur la fusion et la solidification du sel, comme support pour le déploiement des activités didactiques |
6 |
| 2014 |
Filippoupoliti, A., & Koliopoulos, D. |
Informal and non-formal education: An outline of History of Science in museums |
23 |
| 2014 |
Riga, V., & Kossioni, A. |
Body Expression Skills Training in a Communication Course for Dental Students |
27 |
| 2014 |
Katsikonouri, E., & Riga, V. |
The European and Greek legislation on preschool children's protection from the use of unsafe toys |
2 |
| 2014 |
Siambou, F., Komis, V., & Tselios, N. |
Online versus face-to-face collaboration in the context of a computer-supported modeling task |
37 |
| 2014 |
Karsenti, T., Dumouchel, G., & Komis, V. |
Les compétences informationnelles des étudiants à l’heure du Web 2.0 : proposition d’un modèle pour baliser les formations |
60 |
| 2014 |
Berthoud-Papandropoulou, I., & Sotiropoulos, L. |
L'univers des possibles dans l'apprentissage |
1 |
| 2014 |
Siambou, F., Komis, V., & Tselios, N. |
Online versus face-to-face collaboration in the context of a computer-supported modeling task |
special issue ‘Web-2.0 technologies in support of open, team-based learning and innovation’ |
| 2014 |
Katsanos, C., Tselios, N., Goncalves, J., Juntunen, T., & Kostakos, V. |
Multipurpose Public Displays: Can Automated Grouping of Applications and Services Enhance User Experience? |
30 |
| 2014 |
Kondyli, M., & Lykou, C. |
Lexicogrammar as source for socially meaningful choices. Evidence from metalanguage instruction within an adult literacy program |
20 |
| 2014 |
Gaziel, H.H., & Ifanti, A.A. |
Teachers’ appraisal and its impact on their perceived effectiveness and efficacy beliefs: The case of primary teachers in Israel |
29 |
| 2014 |
Ifanti, A.A., Argyriou, A., Kalofonou, F.H., & Kalofonos, H.P. |
Physicians’ brain drain in Greece: A perspective on the reason why and how to address it |
117 |
| 2013 |
Ifanti, A.A., Argyriou, A., Kalofonou, F.H., & Kalofonos, H.P. |
Financial crisis and austerity measures in Greece: Their impact on health promotion policies and public health care |
113 |
| 2013 |
Kazamias, M.A., Ifanti, A.A., & Triga, D. |
Education and the polity: A comparative historical analysis of the discourse on education and citizenship from the ancient polis to the modern ethnopolis and the cosmopolis of late modernity |
20-21 |
| 2013 |
Vaos, A., & Stellakis, N. |
Kunsten å fotografere Når barn lærer å fotografere skjer det mange fantastiske ting. De øver blikket sitt og blir mer oppmerksomme på sine omgivelser, samtidig som de både bygger o kommenterer bilder av seg selv og verden de eren del av. (The art of photography and the construction of the picture of myself and other a program for preschool age children) |
2 (2013) |
| 2013 |
Gasparatou, R. |
Naturalising Austin |
28 |
| 2013 |
Koustourakis, G. |
A Sociological Approach to Visual Arts Teaching in Contemporary Greek Pre-school Education |
7 |
| 2013 |
Koustourakis, G. |
A Sociological Approach to the Official Discourse on Space in the case of Greek Kindergarten Classrooms |
19 |
| 2013 |
Koustourakis, G., & Sklavenitis, N. |
European Higher Education Area establishment and equal opportunities: A sociological analysis of the Bologna Process official decisions |
3 |
| 2013 |
Ergazaki, M., & Zogza, V. |
How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology |
. |