CARDET - Publications

2014

Avraamidou, L. (2014). Developing a reform-minded science teaching identity: The role of informal science environments. Journal of Science Teacher Education. DOI: 10.1007/s10972-014-9395-y.

Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education. DOI:10.1080/03057267.2014.937171.

Berliner, D., Glass, G. V., & Associates (2014). 50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education. New York: Teachers College Press.

Zembylas, M. (forthcoming). Emotion and traumatic conflict: Re-claiming healing in education. Oxford: Oxford University Press.

Zembylas, M. (2014). Affective citizenship in multicultural societies: Implications for critical citizenship education. Citizenship Teaching & Learning, 9(1), 5–18.

Zembylas, M. (2014). Nostalgia, postmemories and the lost homeland: Exploring different modalities of nostalgia in teacher narratives. Review of Education, Pedagogy, and Cultural Studies, 36(1), 7-21.

Zembylas, M., Bozalek, V. & Shefer, T. (2014). Tronto’s notion of privileged irresponsibility and the reconceptualisation of care: implications for critical pedagogies of emotion. Gender and Education. http://dx.doi.org/10.1080/09540253.2014.901718

Zembylas, M. (2014). The place of emotion in teacher reflection: Elias, Foucault, and critical emotional reflexivity Power & Education, 6(2), 210-222.

Zembylas, M. (2014). Unmasking the entanglements of violence, difficult knowledge and schooling. Religious Education, 109(3), 258-262.

Zembylas, M. (2014). Theorizing ‘difficult knowledge’ in the aftermath of the ‘affective turn’: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry, 44(3), 390-412.

Vrasidas, C. (in press). The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology.

Νεοκλέους, Α., Λουκά, Ι. & Αβρααμίδου, Λ. (2014). Η χρήση της τεχνολογίας στη διδασκαλία των Φυσικών Επιστημών στο Δημοτικό Σχολείο: Μια Μελέτη Περίπτωσης. Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη, 44, 70-89.