Publications

Bayram‐Jacobs, D., Henze, I., Evagorou, M., Shwartz, Y., Leirvoll Aschim, E., Barajas, M & Dagan, E. (2019). Science teachers’ pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching , 56, 1207-1233. https://doi.org/10.1002/tea.21550 (In top 10% downloaded papers 2018-2019 in JRST)

Cruz-Lorite, I. M., Cebrián-Robles, D., Acebal-Expósito, M. D. C., & Evagorou, M. (2023). Analysis of the Informal Reasoning Modes of Preservice Primary Teachers When Arguing about a Socio-Scientific Issue on Nuclear Power during a Role Play. Sustainability, 15(5), 4291. https://doi.org/10.3390/su15054291

Cruz-Lorite, I.M., Evagorou, M, Cebrián-Robles, D. & Acebal-Expósito (2022). Preservice primary teachers’ argumentative skills during their participation in a role play on nuclear energy. Proceedings of the Encuentros Internationales De Didactica de las Ciencias Experimentales. https://hdl.handle.net/10630/25074

Demetriou, K. (in press). Resilience in children with disabilities: the role of positive relationships and friendships. In B. Anderson, Z. Nikiforidou, & W. Robles-Melendez (Eds.), Resilience and wellbeing: children, families, communities and societies. London: Routledge.

Demetriou, K. (in press). Strengths and weaknesses of using educational technology in inclusive settings with limited available resources: reflections on a classroom-based computer-mediated collaborative learning approach. International Journal of Learning Technology, online.

Demetriou, K. and Symeonidou, S. (2023). Stamped allegories of disability: Representations of the disabled body on postage stamps. Disability and Society, 38(7), 1091-1116. DOI: 10.1080/09687599.2021.1983417

Demetriou, K. (2022). Special Educational Needs Categorisation Systems: To be labelled or not? International Journal of Disability, Development and Education, 69(5), 1772-1794, DOI: 10.1080/1034912X.2020.1825641

Demetriou, K. (2022). Do you want to play with me? Acceptance and preference dilemmas in choosing playmates with physical disability. Early Child Development and Care, 192(6), 947-963, DOI: 10.1080/03004430.2020.1825406

Demetriou, K. (2021). Factors that impact the use of educational technology by Cypriot teachers: an alternative training opportunity. International Journal of Learning Technology, 15(4), 277-308. DOI: 10.1504/IJLT.2020.113881

Demetriou, K. (2021). Intentions of children without disabilities to form friendship with peers with physical disability: a small scale study. Early Child Development and Care, 191(13), 2141-2157, DOI: 10.1080/03004430.2019.1697246

Demetriou, K. and Nikiforidou, Z. (2019). The relational space of educational technology: Early childhood students’ views. Global Studies of Childhood, 9(4), 290–305, DOI: 10.1177/2043610619881458

Evagorou, M., Vrikki, M. & Papanastasiou, E. (2023). Students’ and teachers’ voice on the outcomes of a citizenship education curriculum. Citizenship, Social and Economic Education Journal. https://doi.org/10.1177/14788047231193917

Evagorou, M., Papanastasiou, E. & Vrikki, M. (2023). What do we really know about student’ written arguments? Evaluating written argumentation skills. European Journal of Science and Mathematics Education, 11(4), 615-634. https://doi.org/10.30935/scimath/13284

Evagorou, M. (2021). Promoting scientific practices in the post-COVID era, responsible citizenship and the relevance of science. 1er Congreso Internacional sobre Education Cientifica y Problemas Relevantes para la Ciudadania, 16-19.

Evagorou, M., Alexis Nielsen, J. & Dillon, J. (2020). Science Teacher Education for Responsible Citizenship:Towards a pedagogy of relevance through socioscientific issues. Springer. ISBN 978-3-030-40228-0

Evagorou, M. & Nisiforou, E. (2020). Engaging Pre-service Teachers in an Online STEM Fair during COVID-19. Journal of Technology and Teacher Education, 28(2), 179-186. Waynesville, NC USA: Society for Information Technology & Teacher Education.

Evagorou, M., Nicolaou, Chr. & Lymbouridou, C. (2020). Modelling and Argumentation with Elementary School Students. Canadian Journal of Science, Mathematics and Technology Education, 20 (1), 58-73. DOI 10.1007/s42330-020-00076-9

Evagorou, M. & Dillon J. (2020) Introduction: Socio-scientific Issues as Promoting Responsible Citizenship and the Relevance of Science. In: Evagorou M., Nielsen J., Dillon J. (eds) Science Teacher Education for Responsible Citizenship. Contemporary Trends and Issues in Science Education, vol 52. Springer, Cham. https://doi.org/10.1007/978-3-030-40229-7_1

Jimenez-Aleixandre, M. & Evagorou, M. (2018). Argumentation in Biology. In Kampourakis, K. & Reiss, M. (Eds), Biology Education. Sense.

Hajisoteriou, C., Karousiou, C., & Angelides, P. (2021). Children’s voices on marginalisation and inclusion: lessons to be learned from two decades of research in Cyprus. International Journal of Inclusive Education, 1-25, DOI:10.1080/13603116.2021.2008534.

Hajisoteriou, C., Karousiou, C., & Angelides, P. (2020a). Rethinking interculturalism: student voices on promoting intercultural school development. Research Papers in Education, DOI: 10.1080/02671522.2020.1849367.

Hajisoteriou, C., Karousiou, C., & Angelides, P. (2018a). Successful components of school improvement in culturally diverse schools. School effectiveness and school improvement, 29(1), 91-112.

Hajisoteriou, C., Karousiou, C., & Angelides, P. (2018b). INTERACT: building a virtual community of practice to enhance teachers’ intercultural professional development. Educational media international, 55(1), 15-33.

Hofmann, R., Vrikki, M. & Evagorou, M. (2021) Engaging teachers in dialogic teaching as a way to promote cultural literacy learning: A reflection on teacher professional development in Maine, F. & Vrikki, M. (Eds). Dialogue for intercultural understanding: Placing Cultural Literacy at the heart of learning. Springer: Cham.

Karousiou, C., Vrikki, M., & Evagorou, M. (2022). Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice. Professional Development in Education. DOI: 10.1080/19415257.2022.2095661

Karousiou, C., Hajisoteriou, C., & Angelides, P. (2021). Teachers’ emotions in super-diverse school settings. Pedagogy, Culture & Society, 29(1), 61-77.

Karousiou, C., Hajisoteriou, C., & Angelides, P. (2019a). Teachers’ professional identity in super-diverse school settings: Teachers as agents of intercultural education. Teachers and teaching, 25(2), 240-258.

Martínez-Chico , M., Jiménez-Liso , M. R., & Evagorou, M. (2019). Design of a pre-service teacher training unit to promote scientific practices. Is a chickpea a living being?. International Journal of Designs for Learning, 11(1), 21-30. https://doi.org/10.14434/ijdl.v11i1.23757

Nielsen J.A., Evagorou M. & Dillon J. (2020) New Perspectives for Addressing Socioscientific Issues in Teacher Education. In: Evagorou M., Nielsen J., Dillon J. (eds) Science Teacher Education for Responsible Citizenship. Contemporary Trends and Issues in Science Education, vol 52. Springer, Cham. https://doi.org/10.1007/978-3-030-40229-7_12

Nikiforidou, Z. and Demetriou, K. (2021). The origins of self-concept as part of identity formation. In R. Wills, M. de Souza, J. M. McMahon, C.Roux & M. A. Bakar (Eds.) The Bloomsbury Handbook of Identity and Culture: Perceptions and Implications. London: Bloomsbury, pp. 25-36.

Nisiforou. E. & Evagorou, M. (2022). Impact of COVID-19 pandemic on pre-service teachers practices and readiness in Baumgartner, Kaplan-Rakowski, Ferdig, Hartshorne & Mouza (Eds). A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic. Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/221522/.

Papanastasiou, E. & Evagorou, M. (2018). Utilizing Data from International Achievement Studies in Teacher Professional Development in Science. The Cyprus Review, 31 (1), 369-379.

Prado, B., Puig, B. & Evagorou, M. (2022) Primary pre-service teachers’ emotions and interest towards insects: an explorative case study, Journal of Biological Education, DOI: 10.1080/00219266.2020.1756896

Puig, Mauriz, B. & Evagorou, M. (2020). Design of a socioscientific issue unit with the use of modeling. InternationalJournal of Designs for Learning, 11(1), 98-107. https://doi.org/10.14434/ijdl.v11i1.24142

Puig, B. & Evagorou, M. (2023). COVID-19: A Context to Promote Critical Thinking and Argumentation to Secondary and University Students. In Rezaei, N. (eds) Brain, Decision Making and Mental Health. Integrated Science, v.12, 219-236 Springer, Cham. https://doi.org/10.1007/978-3-031-15959-6_12

Pitri, E., Evagorou, M. & Stylianou, A. (2023). Reflections on the design of STEAM curricula for 12-14 year old girls.

Rapanta, C., Miralda-Balda, A., Garcia-Mila, M., Vrikki, M., Evagorou, M. & Macagno, F. (2023). Detecting the factors affecting classroom dialogue quality. Linguistics and Education, 77. https://doi.org/10.1016/j.linged.2023.101223

Rapanta, Ch., Gonçalves, C., Pereira, J., Cascalheira, D., Gil B., Morais, R., Čermáková, A., Peck, J. Brummernhenrich, B., Jucks, R., Garcia-Milà, M., Miralda-Banda, A., Luna, J., Vrikki, M., Evagorou, M.,& Macagno, V. (2021). Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy. Data in Brief, 39,https://doi.org/10.1016/j.dib.2021.107518

Rapanta, C,. Vrikki, M. & Evagorou, M. (2021). Preparing Culturally Literate Students Through Dialogue and Argumentation: Rethinking Citizenship Education. The Curriculum Journal, 32 (3), 475-494. https://doi.org/10.1002/curj.95 OPEN ACCESS

Skayia, A., Avraamidou, L. & Evagorou, M. (2019). How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches. Journal of Research in Science, Mathematics and Technology Education, 2 (2), 71-84. DOI : 10.31756/jrsmte.222

Symeonidou, S. & Demetriou, K. (2023). Blindness as a Social Construct in Cyprus: What Can We Learn from Cultural Events and Artefacts Aiming to Claim Rights, Celebrate or Prevent Blindness? In D. Bolt (Ed.) Finding Blindness International Constructions and Deconstructions. London: Routledge.

Vrikki, M. & Evagorou, M. (2023) An analysis of teacher questioning practices during dialogic and argumentative lessons. International Journal of Educational Research, https://doi.org/10.1016/j.ijer.2022.102107