ΒΙΟΓΡΑΦΙΚΟ ΣΗΜΕΙΩΜΑ

A. ΠΡΟΣΩΠΙΚΑ ΣΤΟΙΧΕΙΑ

Οvoματεπώvυμo: Γεώργιος Δ. Σιδερίδης

Τόπoς/έτoς γεvvήσεως: Θεσσαλονίκη/Ιανουάριος 1968

Οικoγεvειακή κατάσταση: Έγγαμος

Επάγγελμα: Αναπληρωτής καθηγητής στη «Μεθοδολογία Έρευνας

και Εφαρμοσμένη Στατιστική στις Κοινωνικές Επιστήμες»

ΦΕΚ Διορισμού (290/21-11-2003)

Διεύθυνση εργασίας Τμήμα Ψυχολογίας, Πανεπιστήμιο Κρήτης,

Ρέθυμνο, 74100, Τηλ.: 28310 77545, 6974790691

Β. ΣΠΟΥΔΕΣ

1. ΤIΤΛΟI ΣΠΟΥΔΩΝ

PostDoc Παιδαγωγική Ψυχολογία (Υποτροφία ΙΚΥ) 1998 Αριστοτέλειο Πανεπιστήμιο

Ph.D. Εξελικτική και Παιδική Ψυχολογία 1995 Πανεπιστήμιο του Κάνσας

M.Sc. Παιδαγωγικά 1992 Πανεπιστήμιο του Κάνσας

B.A. Φυσική Αγωγή 1990 Αριστοτέλειο

Πανεπιστήμιο Θεσσαλονίκης

2 ΑΚΑΔΗΜΑIΚΕΣ ΔIΑΚΡIΣΕIΣ

Juniper Gardens Children’s Project: 1991-1995

Ίδρυμα Κρατικών Υποτροφιών,Μεταδιδακτορική Υποτροφία στην«Παιδαγωγική Ψυχολογία»: 1998-1999

Γ. ΕΠIΣΤΗΜΟΝIΚΗ ΔΡΑΣΗΔιατριβή

Sideridis, G. D. (1995). Classwide peer tutoring: Effects on the spelling performance and social interactions of students with mild disabilities. Unpublished Doctoral Dissertation. University of Kansas.

Μεταπτυχιακή εργασίαSideridis, G. D. (1992). Attitudes and characteristics of physical education and music

education teachers towards mainstreaming. Unpublished Master’s Thesis. University of Kansas.

Άρθρα σε Επιστημονικά Περιοδικά (Αναφορές στο Δημοσιευμένο Έργο Ν = 426)

1. Carta, J. J., Sideridis, G., Rinkel, P., Guimaraes, S., Greenwood, C., Baggett, K., Peterson, P., Atwater, J., McEvoy, M., & McConnell, S. (1994). Behavioral outcomes of young children prenatally exposed to illicit drugs: Review and analysis of experimental literature. Topics in Early Childhood Special Education, 14(2), 184-216.

2. Greenwood, C. R., Peterson, P., & Sideridis, G. (1995). Conceptual, methodological, and technological advances in classroom observational assessment. Diagnostique, 20(1-4), 73-99.

3. Sideridis, G. D., & Chandler, J. P. (1995). Estimates of reliabilities for the teacher integration attitudes questionnaire. Perceptual and Motor Skills, 80, 1214.

4. Sideridis, G. D., & Chandler, J. (1995). Attitudes and characteristics of music education teachers toward integrating children with developmental disabilities. Update: Applications of Research in Music Education, Fall/Winter, 11-15.

5. Sideridis, G. D., & Greenwood, C. R. (1996). Evaluating treatment effects in single-subject behavioral experiments using quality-control charts. Journal of Behavioral Education, 6, 203-211.

6. Sideridis, G. D., & Chandler, J. (1996). Comparison of attitudes of teachers of physical and musical education toward inclusion of children with disabilities. Psychological Reports, 78, 768-770.

7. Sideridis, G. D., & Chandler, J. (1997). Assessment of teacher attitudes towards inclusion of children with disabilities: A confirmatory factor analysis. Adapted Physical Activity Quarterly, 14, 51-64.

8. Sideridis, G. D. (1997). Data smoothing: Prediction of human behavior, detection of behavioral patterns, and monitoring treatment effectiveness, in single-subject behavioral experiments. Journal of Behavioral Education, 7, 191-203.

9. Sideridis, G. D., & Greenwood, C. R. (1997). Is human behavior autocorrelated? An empirical analysis. Journal of Behavioral Education, 7, 273-293.

10. Sideridis, G. D., Utley, C., Greenwood, C. R., Dawson, H., Delquadri, J., & Palmer, P. (1997). Classwide peer tutoring and its effects on the spelling performance and social interactions of students with mild disabilities in an integrated setting. Journal of Behavioral Education, 7, 435-462.

11. Sideridis, G. D. (1997). A review of CWPT's effectiveness on academic achievement, socialization, and inclusion of children with disabilities in general education settings. Journal of Liberal Arts, 2, 1-18.

12. Sideridis, G. D. (1998). Direct classroom observation: Potential problems and solutions. Research in Education, 59, 22-38.

13. Sideridis, G. D., Utley, C., Greenwood, C. R., Dawson, H., & Delquadri, J., (1998). An intervention strategy to enhance spelling performance, social interactions and decrease inappropriate behaviors of students with mild disabilities and typical peers in an inclusive instructional setting. Research in Education, 59, 169-186.

14. Sideridis, G. D., & Greenwood, C. R. (1998). Identification and validation of effective instructional practices for children with learning disabilities and those from impoverished backgrounds using ecobehavioral analysis. European Journal of Special Needs Education, 13, 145-154.

15. Sideridis, G. D., (1998). Preliminary data on the correlational nature of student classroom behaviors and spelling achievement for students with mild disabilities in an inclusive instructional setting. Journal of Liberal Arts, 4, 83-100.

16. Sideridis, G. D., Rodafinos, A., & Padeliadu, S. (1998). Comparison of the theories of reasoned action and planned behavior. British Journal of Educational Psychology, 68, 563-580.

17. Sideridis, G. D., (1999). Examination of the biasing properties of Cronbach coeffficient alpha under conditions of varying data distribution shape: A Monte Carlo simulation. Psychological Reports, 89, 899-902.

18. Sideridis, G. D., (1999). On establishing Non-significance. Dyslexia, 5, 47-52.

19. Sideridis, G. D., & Padeliadu, S. (2000). An examination of the psychometric properties of the Test of Reading Performance (TORP) with elementary school students. Psychological Reports, 86, 789-802.

20. Padeliadu, S., Botsas, G., & Sideridis, G. (2000). Metacognitive awareness and teaching strategies: Differences between average and reading disabled students. Proceedings of the 14th International Conference on Applied Linguistics, Thessaloniki, Greece, 1-9.

21. Padeliadu, S. & Sideridis, G. D. (2000). Discriminant Validation of the Test of Reading Performance (TORP) for identification of children with reading difficulties. European Journal of Psychological Assessment, 16, 139-146.

22. Padeliadu, S., Botsas, G., & Sideridis, G. D. (2000). The explanation of reading achievement using phoneme awareness, home environment and social status: Preliminary analysis with first-graders. In Ingolv Austad and Eldbjorg Tosdal Lyssand (Eds.) Literacy-challenges for the new millennium (pp. 173-181).

23. Sideridis, G. D., & Rodafinos, A. (2001). Goal importance within planned behavior theory as ‘the’ predictor of study behavior. British Journal of Educational Psychology, 71, 595-618.

24. Tsorbatzoudis, Ch., Barkoukis, V., Sideridis, G., & Grouios, G. (2001). Confirmatory factor analysis of the Greek version of the Competitive State Anxiety Inventory (CSAI-2). International Journal of Sport Psychology, 32, 1-13.

25. Sideridis, G. D. (2002). Goal importance and students at risk of having language difficulties: An underexplored aspect of student motivation. Journal of Learning Disabilities, 35. 343-356.

26. Sideridis, G. D., & Tsorbatzoudis, Ch. (2003). Intra-group motivational analysis of students with learning disabilities: A goal orientation approach. Learning Disabilities: A Contemporary Journal, 1, 8-16.

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27. Sideridis, G. D. (2003). On the origins of helpless behavior in learning disabilities: Avoidance motivation? International Journal of Educational Research, 39, 497-517.

28. Μπαρώτα, Κ., Σιδερίδης, Γ. Δ., Τσιμπισκάκης, Ν., & Μάντη, Ε. (2004). Συναισθηματική αυτορύθμιση ατόμων με και χωρίς φόβο της επιτυχίας. «Ελεύθερνα»: Επιστημονική Επετηρίδα του Πανεπιστημίου Κρήτης, 1, 225-248.

29. Sideridis, G. D. (2005). Attitudes and motivation of poor and good spellers: Broadening planned behavior theory. Reading and Writing Quarterly, 21, 87-103.

30. Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97, 366-375.

31. Sideridis, G. D. (2005). Noisy responding and intervention effectiveness. Rasch Measurement Transactions, 19, 1013-1014.

32. Sideridis, G. D. (2005). Performance approach-avoidance orientation and its relationship to the academic achievement of students with and without spelling difficulties. Reading and Writing Quarterly, 21, 331-359.

33. Sideridis, G. D. (2005). Goal orientations, classroom goal structures, academic achievement, and regulation in learning disabilities. In G. D. Sideridis & T. A. Citro, (Eds.), Research to practice: Effective interventions in learning disabilities (pp. 193-219). Boston, MA: Learning Disabilities Wordwide.

34. Nikolaraizi, M., Kumar, P., & Favazza, P. C., & Sideridis, G. D. (2005). A cross-cultural examination of typically developing children’s attitudes towards individuals with special needs. International Journal of Disability, Development, and Education, 52, 101-119.

35. Rodafinos, A., Vucevic, A., & Sideridis, G. D. (2005). A comparison of three compliance techniques: Foot in the door versus door in the face. Journal of Social Psychology, 145, 237-239.

36. Τσιμπισκάκης, Ν., & Σιδερίδης, Γ. Δ. (2005). Φόβος της επιτυχίας: Η συνεισφορά των συναισθημάτων. Επιστημονική Επετηρίδα της Ψυχολογικής Εταιρίας Βορείου Ελλάδος, 3, 149-177.

37. Sideridis, G. D. (2005). Classroom goal structures and hopelessness as predictors of day to day experience at school: Differences between students with and without learning disabilities. International Journal of Educational Research, 43, 308-328.

38. Sideridis, G. D. (2006). Achievement goal orientations, oughts and self-regulation in students with and without learning disabilities. Learning Disability Quarterly, 29, 1-16.

39. Sideridis, G. D., (2006). Understanding low achievement and depression in the LD: A goal orientation approach. International Review of Research in Mental Retardation, 31, 163-203.

40. Sideridis, G. D. (2006). Goal orientations and strong oughts: Adaptive or maladaptive forms of motivation for students with and without learning disabilities? Learning and Individual Differences, 16, 61-77.

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41. Sideridis, G. D. (2006). Coping is not an either or: The role of multiple coping strategies in the regulation of stress and affect. Stress and Health, 22, 315-327.

42. Sideridis, G. D., Morgan, P., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Predicting LD on the basis of motivation, metacognition and psychopathology: An ROC analysis. Journal of Learning Disabilities, 39, 215-229.

43. Sideridis, G. D., Mouzaki, A., & Simos, P., & Protopapas (2006). Classification of students with reading comprehension difficulties: The roles of motivation, affect and psychopathology. Learning Disability Quarterly, 29, 159-180.

44. Sideridis, G. D., Ageriadis, T., Georgiou, M., Siakali, M., & Irakleous, I. (2006). Do students with and without LD have accurate perceptions of their classrooms’ goal structures? Insights on Learning Disabilities, 3, 9-23.

45. Morgan, P. L., & Sideridis, G. D. (2006). Contrasting the effectiveness of single-subject interventions on fluency for students with learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities: Research and Practice, 21, 191-210.

46. Kafetsios, K., & Sideridis, G. D. (2006). Attachment social support and wellbeing in a Greek community sample. Journal of Health Psychology, 11, 867-879.

47. Σιδερίδης, Γ. Δ. & Σύβακα, Τ. (2006). Προσανατολισμός στο στόχο, κλίμα της τάξης, και σχέση τους με τη δημιουργική σκέψη των εφήβων. Επιστήμες της Αγωγής, 3, 99-116.

48. Μάντη, Ε., & Σιδερίδης, Γ. Δ. (2006). Φόβος επιτυχίας, φόβος αποτυχίας, και προσανατολισμός στο στόχο. Ψυχολογία, 13, 18-38.

49. Μάρου, Β. & Σιδερίδης, Γ. Δ. (2006). Ο προσανατολισμός στο στόχο και ο φόβος αποτυχίας ως προβλεπτικοί παράγοντες του στρες και της συναισθηματικής κατάστασης κατά τη διάρκεια παρουσιάσεων. Ψυχολογία, 13, 155-177.

50. Protopapas, A., Sideridis, G. D., Simos, P., & Mouzaki, A. (2007). Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading, 11, 165-197.

51. Mouzaki, A., & Sideridis, G. D. (2007). Poor readers profiles among Greek students of elementary school. Hellenic Journal of Psychology, 4, 205-232.

52. Sideridis, G. D. (2007). Why are students with learning disabilities depressed? A goal orientation model of depression vulnerability. Journal of Learning Disabilities, 40, 526-539.

53. Sideridis, G. D. (2007). Goal orientation, achievement-related processes and achievement for students with and without learning disabilities. Hellenic Journal of Psychology, 4, 133-162.

54. Sideridis, G. D. (2007). International approaches to learning disabilities: More alike or more different? Learning Disabilities: Research & Practice, 22, 210-215.

55. Sideridis, G. D. (2007). The regulation of affect, anxiety, and stress from adopting mastery-avoidance goal orientations. Stress and Health, 24, 55-69.

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56. Sideridis, G. D. (2007). Persistence of performance-approach individuals in achievement situations: An application of the Rasch model. Educational Psychology, 27, 753-770.

57. Sideridis, G. D. (2007). Goal orientations and classroom goal structures as predictors of classroom student behaviors for Greek students with and without learning difficulties. Advances in Learning and Behavioral Disabilities, 20, 101-138.

58. Μουζάκη, Α., Πρωτόπαπας, Α., & Σιδερίδης, Γ. Δ., Σίμος, Π. (2007). Διερεύνηση των ψυχομετρικών χαρακτηριστικών μιας δοκιμασίας ορθογραφικής δεξιότητας μαθητών της Β, Γ, Δ, και Ε τάξης του δημοτικού σχολείου. Επιστήμες της Αγωγής, 129-146.

59. Karademas, E., Kafetsios, K., & Sideridis, G. D. (2007). Optimism, self-efficacy and information processing of threat and well being related stimuli. Stress and Health, 23, 285-294.

60. Sideridis, G. D. (2008). Feeling obliged to “do well” or “not to fail”? The distinction between approach and avoidance dimensions in the ought-self. Learning and Individual Differences, 18, 176-186.

61. Sideridis, G. D. (2008). Normative and non-normative performance goals: Effects on behavioral and emotional regulation in achievement situations. In M. Wosnitza, A. Efklides and S. Karabenick (Eds.), Motivation: Global or Specific. Amsterdam: Elsevier (pp. 321-338).

62. Sideridis, G. D., Padeliadu, S., & Antoniou, F. (2008). Teacher biases in the identification of learning disabilities: An application of the multilevel logistic model. Learning Disability Quarterly, 31, 199-209.

63. Antoniou, F., & Sideridis, G. D. (2008). Prediction of reading comprehension, reading interest, and reading efficacy from teaching styles: A multilevel random coefficient modeling analysis for students with learning disabilities. Advances in Learning and Behavioral Disabilities, 2, 223-251.

64. Karademas, E., Sideridis, G. D., & Kafetsios, K. (2008). Health-related information processing and recent health problems: Evidence from a modified stroop task. Journal of Health Psychology, 13, 28-38.

65. Sideridis, G. D., & Mouratidis, A. (2008). Forced choice versus open-ended assessments of goal orientations: A descriptive study. International Review of Social Psychology, 21, 219-248.

66. Sideridis, G. D., & Kafetsios, K. (2008). Perceived parental bonding, fear of failure, and stress during class presentations. International Journal of Behavioral Development, 32, 119-130.

67. Barkoukis, V., Tsorbatzoudis, C., Grouios, G., & Sideridis, G. D. (2008). The assessment of intrinsic motivation, extrinsic motivation and amotivation: Validity and reliability of the Greek version of the academic motivation scale. Assessment in Education: Principles, Policy and Practice, 15, 39-55.

68. Argiropoulos, V., Sideridis, G. D., & Katsoulis, P. (2008). The impact of the perspective of teachers and parents on the literacy media selection for independent study of students who are visually impaired. Journal of Visual Impairment and Blindness, 102, 221-231.

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69. Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. D. (2008). The motivating role of competence feedback in sport and physical education: Evidence for a motivational model. Journal of Sport and Exercise Psychology, 30, 240-268.

70. Σιακαλλή, Μ., & Σιδερίδης, Γ. Δ. (υπό δημοσίευση). Γνωστική παρεμβολή ως συνάρτηση προσανατολισμών στο στόχο σε παιδιά με και χωρίς υπερκινητικότητα: Μια πειραματική μελέτη με τη χρήση του συναισθηματικού Stroop. Ψυχολογία.

71. Sideridis, G. D. (in press). Motivation and learning disabilities: Past, present and future. In A. Wigfield and K. Wentzel (Eds.), Handbook on Motivation. Hillsdale: NJ: Lawrence Erlbaum.

72. Παντελιάδου, Σ., Αντωνίου, Φ. Σιδερίδης, Γ. Δ. (υπό δημοσίευση). Ανίχνευση μαθησιακών δυσκολιών από εκπαιδευτικούς (ΑΜΔΕ): Ψυχομετρική αξιολόγηση με τη μέθοδο Rasch. Ψυχολογία.

73. Morgan, P., & Sideridis, G. D. (in press). Initial and over time effects of fluency interventions by students with or at-risk for disabilities: A single-subject design meta analysis. Journal of Special Education.

74. Σιδερίδης, Γ. Δ., Μουζάκη, Α., Πρωτόπαπας, Α., & Σίμος, Π. (υπό δημοσίευση). Ψυχομετρική διερεύνηση μιας ορθογραφικής δοκιμασίας για μαθητές του δημοτικού σχολείου. Ψυχολογία.

75. Sideridis, G. D. (in press). Assessing cognitive failures using the emotional stroop task in students with and without attention problems. European Journal of Psychological Assessment.

76. Καραδήμας, Ε., Καφέτσιος, Κ., Σιδερίδης, Γ. Δ., Δημοσθένη, Α., Παύλου, Φ., & Χριστοδούλου, Σ. (in press). Αξιολόγηση της προσωπικής υγείας και μεροληψίες στην επεξεργασία πληροφοριών: Ευρήματα από τη χρήση της δοκιμασίας Stroop. Ψυχολογία.

77. Sideridis, G. D., Vansteenkiste, M., Siakali, M., Georgiou, M., & Irakleous, I. (in press). Goal priming and the emotional experience of students with and without attention problems: An application of the emotional stroop task. Journal of Learning Disabilities.

78. Argiropoulos, V., Sideridis, G. D., & Kouroupetroglou, G., & Xydas, G. (2009). Auditory discriminations of typographic attributes of documents by students with blindness Journal of Visual Impairment, 27, 183-203.

79. Scanlon, D., Cass, R., Amtzis, A., & Sideridis, G. D. (2009). Procedural facilitation of propositional knowledge in the content areas. Reading and Writing Quarterly, 25, 290-310.

80. Φιλιππάτου Δ., Σιδερίδης Γ., Δημητροπούλου Π. (in press). Γνωστικό και γλωσσικό προφίλ μαθητών με Ειδική Γλωσσική Διαταραχή: Διερεύνηση της μεταξύ τους σχέσης. Στο Βογινδρούκας & Οκαλίδου.

81. Filipatou, A., Dimitropoulou, P., & Sideridis, G. D. (2009). Examining Differences Between Students with Specific Learning Disabilities and those with Specific Language Disorders on Cognition, Emotions and Psychopathology. Learning Disabilities: A Contemporary Journal.

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Επιμέλειες - Ειδικές Εκδόσεις - Μονογραφίες

82. Παντελιάδου, Σ., & Σιδερίδης, Γ. Δ. (2008). Ανίχνευση μαθησιακών δυσκολιών από εκπαιδευτικούς. ΕΠΕΑΕΚ, ΥΠΕΠΘ.

83. Σίμος, Π., Μουζάκη, Α., & Σιδερίδης, Γ. Δ. (2008). Εργαλείο ανίχνευσης και διερεύνησης της προσοχής και της συγκέντρωσης στις Α-Ε τάξεις του δημοτικού. ΕΠΕΑΕΚ, ΥΠΕΠΘ.

84. Σίμος, Π., Μουζάκη, Α., & Σιδερίδης, Γ. Δ. (2008). Εργαλείο ανίχνευσης και διερεύνησης των επιτελικών λειτουργιών. ΕΠΕΑΕΚ, ΥΠΕΠΘ.

85. Sideridis, G. D., Morgan, P., & Simos, P. (in press). Approaching reading comprehension from multiple theoretical perspectives (Eds.). Reading and Writing Quarterly (special issue).

86. Sideridis, G. D., & Scanlon, D. (2006). Proceedings of the 15th International Conference on Learning Disabilities. Boston, MA: LDW.

87. Sideridis, G. D., & Scanlon, D. (2007). Motivation and learning disabilities (Ed.). Learning Disability Quarterly (special issue).

88. Sideridis, G. D. (2003). Academic goal orientation (Ed.). International Journal of Educational Research (special issue).

89. Sideridis, G. D. (2005). Social-emotional characteristics in learning disabilities (Ed.). International Journal of Educational Research (special issue).

90. Sideridis, G. D., & Citro, T. A. (2005). Research to practice: Effective interventions in learning disabilities. Boston, MA: LDW.

91. Εμβαλωτής, Α., Κατσής, Α., & Σιδερίδης, Γ. (2006). Στατιστική στις κοινωνικές επιστήμες. Ιωάννινα: Πανεπιστημιακές Εκδόσεις.

92. Sideridis, G. D. & Citro,T. A. (in press). Strategies in reading for struggling learners. Boston: LDW.

93. Sideridis, G. D. & Citro,T. A. (in press). Classroom strategiesfor struggling learners. Boston: LDW.

94. Βογινδρούκας, Γ., Πρωτόπαπας, Α., & Σιδερίδης, Γ. Δ. (υπό δημοσίευση). Στάθμιση του τεστ Renfrew στον Ελληνικό πληθυσμό.

95. Efklides A., & Sideridis, G. D. (in press). Assessing cognitive failures. European Journal of Psychological Assessment, 25.

96. Sideridis, G. D., & Citro, T. A. (2005). Learning Disabilities: A Contemporary Journal. Παρουσιάζεται ένα τεύχος του περιοδικού. Δεν αποτελεί δημοσίευση.

ΔIΔΑΚΤIΚΗ ΕΜΠΕIΡIΑ

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2003-σήμεραΤμήμα Ψυχολογίας, Πανεπιστήμιο ΚρήτηςΑντικείμενα: Κίνητρα στην εκπαίδευση, Μεθοδολογία Επιστημονικής Έρευνας Ι και ΙΙ, Στατιστική Ι και ΙΙ, Εργαστήριο Στατιστικής με τη Χρήση του SPSS.

2002-2003Department of Psychology, University of Massachusetts Boston Subject: Research Methods in Psychology

2001-2002Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Ερευνητικό Προγραμμα, σχεδιασμός εργασιών, αξιολόγηση αποτελεσμάτων στην Ειδική Αγωγή.Αντικείμενο: Σωματικά και Κινητικά Προβλήματα.

Πανεπιστήμιο Θεσσαλίας (Π.Δ. 407/80)Τμήμα Προσχολικής ΑγωγήςΑντικείμενο: Στατιστική.Αντικείμενο: Πληροφορική.

Τμήμα Ψυχολογίας, Α.Π.Θ. (Π.Δ. 407/80)Αντικείμενο: Σωματοκινητικές αναπηρίες και γνωστικές δυσλειτουργίες.

Τμήμα Εκπαιδευτικής και Κοινωνικής Πολιτικής, Πανεπιστήμιο Μακεδονίας (Π.Δ. 407/80)Αντικείμενο: Γνωστική ψυχολογία της μάθησης.

2000-2001Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Ερευνητικό Προγραμμα, σχεδιασμός εργασιών, αξιολόγηση αποτελεσμάτων στην Ειδική Αγωγή.Αντικείμενο: Σωματικά και Κινητικά Προβλήματα.

Τμήμα Ψυχολογίας, Α.Π.Θ. (Π.Δ. 407/80)Αντικείμενο: Σωματοκινητικές αναπηρίες και γνωστικές δυσλειτουργίες.

Τμήμα Εκπαιδευτικής και Κοινωνικής Πολιτικής, Πανεπιστήμιο Μακεδονίας (Π.Δ. 407/80)Αντικείμενο: Γνωστική ψυχολογία της μάθησης.

1999-2000

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Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Ερευνητικό Προγραμμα, σχεδιασμός εργασιών, αξιολόγηση αποτελεσμάτων στην Ειδική Αγωγή.Αντικείμενο: Σωματικά και Κινητικά Προβλήματα.

Τμήμα Ψυχολογίας, Α.Π.Θ. (Π.Δ. 407/80)Αντικείμενο: Σωματοκινητικές αναπηρίες και γνωστικές δυσλειτουργίες.

1998-1999Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Ερευνητικό Προγραμμα, σχεδιασμός εργασιών, αξιολόγηση αποτελεσμάτων στην Ειδική Αγωγή.Αντικείμενο: Σωματικά και Κινητικά Προβλήματα.

1997-1998Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Ερευνητικό Προγραμμα, σχεδιασμός εργασιών, αξιολόγηση αποτελεσμάτων στην Ειδική Αγωγή.Αντικείμενο: Σωματικά και Κινητικά Προβλήματα.

1996-1997Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Ερευνητικό Προγραμμα, σχεδιασμός εργασιών, αξιολόγηση αποτελεσμάτων στην Ειδικής Αγωγή.Αντικείμενο: Σωματικά και Κινητικά Προβλήματα.

1995-1996Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Α.Π.Θ., Διδασκαλείο Δ. ΓληνόςΑντικείμενο: Δομή και σημασία της επιστημονικής εργασίας.Αντικείμενο: Διαγνωστικές διαδικασίες για άτομα με ειδικές ανάγκες.

Τμήμα Ψυχολογίας, Α.Π.Θ. Αντικείμενο: Σεμινάριο στην Ειδική Αγωγή.

ΕΡΕΥΝΗΤΙΚΗ ΕΜΠΕΙΡΙΑ2006-2008Δημιουργία ΤΕΣΤ για την Αξιολόγηση Μαθησιακών Δυσκολιών - Υπεύθυνος Βάσεων Δεδομένων, Τμήμα Ψυχολογίας, Πανεπιστήμιο Κρήτης, ΕΠΕΑΕΚ.

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Επιστημονικοί Υπεύθυνοι: Π. Σίμος και Γ. ΣιδερίδηςΥπεύθυνος Έργου: Κ. Πόρποδας

2002-2003Senior Research ScientistCenter for Social Development and Education, University of Massachusetts Boston.

1999-2000Υπεύθυνος Βάσεων Δεδομένων, ΠΤΔΕ, Α.Π.Θ.Προγραμμα: Η παρουσία των ατόμων με ειδικές ανάγκες στην εκπαιδευτική διαδικασία: Αποκλεισμός ή ένταξη;Επιστημονική υπεύθυνος: Σ. Παντελιάδου

1998-1999Υπεύθυνος Βάσεων Δεδομένων, ΠΤΔΕ, Α.Π.Θ.Προγραμμα: Εκτίμηση των στάσεων των εκπαιδευτικών ως προς τις ανάγκες επιμόρφωσης τους σχετικά με την εκπαίδευση παιδιών με ειδικές εκπαιδευτικές ανάγκες.Επιστημονική υπεύθυνος: Σ. Παντελιάδου

1997-1998Υπεύθυνος Βάσεων Δεδομένων, HDFL, University of Kansas.Προγραμμα: The multicultural special education project (Office of Special Education, U.S. Department of Education)Επιστημονική υπεύθυνος: C. Utley.1996-1997Υπεύθυνος Βάσεων Δεδομένων, ΠΤΔΕ, Α.Π.Θ.Προγραμμα: Η ένταξη των μαθητών/τριών με ειδικές ανάγκες στις συνηθισμένες εκπαιδευτικές δομές.Επιστημονική υπεύθυνος: Σ. Παντελιάδου

1994-1995Data Manager, HDFL, University of KansasΠρογραμμα: The integration of children with MR in integrated educational settings (Office of Special Education, U.S. Department of Education)Επιστημονική υπεύθυνος: C. Utley.

1991-1995Data Manager, HDFL, University of KansasΠρογραμμα: The behavioral outcomes of children exposed to illicit drugs, tobacco, and alcohol (Office of Special Education, U.S. Department of Education)

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Επιστημονική υπεύθυνος: J. Carta.ΑΛΛΕΣ ΕΠΙΣΤΗΜΟΝΙΚΈΣ ΔΡΑΣΤΗΡΙΌΤΗΤΕΣ

Επίβλεψη Διπλωματικών Εργασιών Μετεκπαιδευομένων, Διδασκαλείο Δ. Γληνός, Α.Π.Θ.

1. ”Law mandates in special education: Are there any provisions for Greek people with disabilities?”

2. “Examination of the characteristics of children with attention deficit disorder: Comparisons of teacher’s subjective experience and ratings from scales”

3. “Increases in communication for children with autism using an enriched TEACH program”4. “Diagnosis in special education: Comparisons among multidisciplinary teams”5. “Psychological parameters influencing the academic achievement of immigrants”6. “An experimental study on integration using play activities”7. Psychological effects of low achievers from different socio-economic strata”8. Self-concept differences between children with and without LD and low achievers: A

comparative study”9. “Teacher’s perceptions on the use of computers in the classroom: Are they prepared to

accommodate them?”10. “Teacher needs and attitudes towards integration”11. “Parent-teacher relationships for children with special needs”12. “Integration of people with cerebral palsy in the workplace”13. “Motivational and achievement differences of multi-cultural students with and without

reading difficulties”14. “The “use” of people with special needs in the elementary school literature and in fiction”15. “Ecobehavioral analysis of classroom environments in general and special education”16. “Changes of teacher attitudes towards integration following in-service training”17. “How do students learn mathematics?: An experimental study of 7 different teaching methods

and comparisons between deaf and typical students”18. “Comparisons between children with and without learning disabilities in mathematics”

Πολυμέσα και Λογισμικό στην Εκπαίδευση

1. Εξωτερικός αξιολογητής (κριτικός αναγνώστης) στο πρόγραμμα: Υπερκείμενο με ενσωματωμένο video και θέμα: “Διαδικασία εισαγωγής, διαχείρισης, επεξεργασίας και παρουσίασης ερευνητικών δεδομένων με τη βοήθεια του SPSS for Windows” το οποίο εκπονείται από μέλη ΔΕΠ και ΣΕΠ του Ελληνικού Ανοικτού Πανεπιστημίου.

2. Δημιουργία στατιστικών προγραμμάτων και ρουτίνων στο EXCEL για την στατιστική ανάλυση δεδομένων από ερευνητικά σχέδια περίπτωσης. Ξεχωριστά προγράμματα (spreadsheets) γράφτηκαν για την ανάλυση δεδομένων με τους εξής τρόπους: (α) τροποποιημένη ανάλυση διακύμανσης κατά Gorscuh, (β), λείανση δεδομένων, (γ) χρήση σχετικών πιθανοτήτων, (δ) απλή γραμμική παλινδρόμηση, (ε) συντελεστής συσχέτισης point biserial, (στ), Cohen’s D, και (ζ) ποιοτικοί έλεγχοι Shewart.

Παρουσιάσεις σε Επιστημονικές Συναντήσεις

1. Sideridis, G. D. (April, 2005). Obligations as a form of regulation: Evidence from students with and without learning disabilities. Poster presentation at the American Educational

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Research Association Annual Meeting, Montreal, Canada.

2. Sideridis, G. D. (April, 2005). Self-regulation at school: External rewards and social pressures override controlled motives. Poster presentation at the American Educational Research Association Annual Meeting, Montreal, Canada.

3. Sideridis, G. D. (April, 2005). Day to day events, anxiety and depression in learning disabilities. Council of Exceptional Children, Baltimore, MD, U.S.

4. Sideridis, G. D. (March, 2005). Goal orientations, achievement, and depression in learning disabilities. 13th International Conference on Learning Disabilities, Lindamood-Bell, Washington, DC, U.S.

5. Sideridis, G. D. (May, 2003). On the psychometric properties of ought orientation. 9th Panhellenic Conference of Psychological Research, Rhodos, Greece.

6. Sideridis, G. D. (October, 2004). Goal orientations and learning disabilities. 13th International Conference on Learning Disabilities, LDW, Boston, U.S.

7. Sideridis, G. D. (May, 2001). Are there differences in the motives of students with and without language deficits? A comparative study. In Efklides (Chair), Cognitive and metacognitive factors affecting oral and written language. 8th Conference of Psychological Research from the Greek Psychonomic Society, Alexandroupoli, Greece.

8. Sideridis, G. D. (November, 2000). The explanation of student mathematics achievement: An analysis of elementary school student motives. 1st Symposium in Developmental and School Psychology of the Greek Psychonomic Society, Athens, Greece.

9. Panteliadou, S., & Sideridis, G. D. (March, 1999). Classification of students into good and poor readers based on their performance in phonological tasks. 7th Conference of Psychological Research of the Greek Psychonomic Society, Cyprus.

10. Sideridis, G. D., & Kaissidis-Rodafinos, A. (August, 1999). Psychometric analysis of the Rosenberg Self-esteem scale using SEM methodology: A multi-sample analysis. 5th European Conference on Psychological Assessment. Patra, Greece.

11. Sideridis, G., & Rodafinos, A. (September, 1999). Growth curve modelling of self-imposed importance, self-efficacy and control beliefs during an academic year and their relationship to academic achievement. IX European Conference of Developmental Psychology, Spetses, Greece.

12. Kaissidis-Rodafinos, A., & Sideridis, G. D. (March, 1998). High school GPA and English language competence as predictors of achievement in college. International Conference on Motivation: 6th Workshop on Achievement and Task Motivation. Thessaloniki, Greece.

13. Sideridis, G. D., & Kaissidis-Rodafinos, A. (March, 1998). A comparison of the theories of reasoned action, planned behaviour and self-importance for the explanation of academic achievement in college. International Conference on Motivation: 6th Workshop on Achievement and Task Motivation. Thessaloniki, Greece.

14. Kitsios, A., Abatzidis, G., Sideridis, G., Beis, K., & Panagiotou, Th. (1998, May). A comparison of the grasping ability of children with and without cerebral palsy following a semester of intensive exercise. 6th Congress on Physical Activity, Komotini.

15. Kitsios, A., Sideridis, G., & Abatzidis, G., (1998, May). The effects of isotonic exercise and ultrasound on the strength of the leg muscles to people with cerebral palsy. 6th Congress on Physical Activity, Komotini.

16. Kitsios, A., Sideridis, G., Abatzidis, G., & Aggelopoulou, N. (1998, March). The effects

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of therapeutic exercise on the strength, flexibility and dexterity of people with cerebral palsy: An experimental study. 2nd Congress on Physical Education and Sport, Thessaloniki.

17. Kitsios, A., Abatzidis, G., Sideridis, G., Beis, K., Katsimanis, G., & Karanika, X. (1998, March). The effects of static-dynamic exercise and ultrasound on the flexibility of the joints of people with cerebral palsy: Comparisons with healthy adults. 2nd Congress on Physical Education and Sport, Thessaloniki.

18. Sideridis, G. D., & Rodafinos, A. (1998, March). A comparison of the theories of reasoned action, planned behaviour and self-importance for the explanation of academic achievement in college. International Conference on Motivation: 6th Workshop on Achievement and Task Motivation, 79.

19. Sideridis, G. D., & Rodafinos, A. (1998, March). Prediction of the academic achievement of high-risk college students using high school and English competence. International Conference on Motivation: 6th Workshop on Achievement and Task Motivation, 78-79.

20. Padeliadu, S. & Sideridis, G. D. (1997, September). Comparisons of high, medium, and low students across six reading constructs. 4th World Congress on Dyslexia.

21. Padeliadu, S. & Sideridis, G. D. (1997, September). Word identification problems of differentially achieving elementary students: Errors of addition, omission, replacement or reversal? 4th World Congress on Dyslexia.

22. Padeliadu, S. & Sideridis, G. D. (1997, August). An examination of the psychometric properties of the Test of Reading Performance (TORP) with elementary school students. 7th European Conference for Research on Learning and Instruction.

23. Sideridis, G., Padeliadu, S.. (1997, May). Discriminant validation of the Test of Reading Performance (TORP) with elementary school students. 6th National Congress on Psychological Research, Athens, Greece.

24. Sideridis, G. (1997, May). Autocorrelation in applied behavior analysis: An empirical analysis. 6th National Congress on Psychological Research, Athens, Greece.

25. Evaggelinou, C., & Sideridis, G. D. (1995, May). Spectator characteristics toward the games for the disabled. 10th International Symposium on Adapted Physical Activity, Oslo & Beitostolen, Norway.

26. Sideridis, G. D., Delquadri J., Utley, C. A., Dawson, H., Reddy, S. (1994, May). The Effects of Classwide Peer Tutoring on the Spelling Performance and Social Interactions of Students with Mild Disabilities and their Typical Peers. Poster presentation at the Association for Behavior Analysis, Atlanta, Georgia, U.S.A..

27. Sideridis, G. D. (1994, March). Which of our statistical tools will join and merge from and across different files? Seminar, Juniper Gardens Children's Project, The University of Kansas.

28. Sideridis, G., & Chandler, J. (1993, May). Attitudes of Kansas elementary physical and music educators towards integrating disabled students in the regular classroom. 1st International Congress on Physical Education and Sports, Komotini, Greece.

Διευθυντικά Καθήκοντα σε Επιστημονικά Περιοδικά (Editor/Co-Editor/Guest Editor)

2002-σήμερα

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Learning Disabilities: A Contemporary Journal, Co-EditorInternational Journal of Educational Research, Guest EditorLearning Disability Quarterly, Guest EditorJournal of Learning Disabilities, Guest EditorEuropean Journal of Psychological Assessment, Guest EditorHellenic Journal of Psychology, Associate EditorReading and Writing Quarterly, Guest Editor

Συμμετοχή σε Συντακτικές Επιτροπές Επιστημονικών Περιοδικών (Editorial Boards)

Exceptional Children, CECEuropean Journal of Education and PsychologyAula Abierta, Spain.Journal of Learning Disabilities, Pro-EDRemedial and Special Education, Pro-ED Learning Disabilities: Research & Practice, CLD, CECReading and Writing Quarterly, Taylor and FrancisAssessment for Effective Interventions, CECEducational Research and Reviews, Academic PressCognitive and Behavioral Research and Therapy (in Greek)Scientific Annals of the Psychological Society of Northern Greece

Συμμετοχή σε Επιστημονικά Περιοδικά ως Εξωτερικός Κριτής (Ad hoc Reviewer)

1996- to presentJournal of Educational Psychology, Journal of Learning Disabilities, Learning Disability Quarterly, Learning and Instruction, Psychological Assessment, Social Psychology of Education, Urban Education, Remedial and Special Education, Behavioral Disorders, International Journal of Educational Research, Psychology (Greek), European Psychologist, Social Indicators Research, Perceptual and Motor Skills, Psychological Reports, Topics in Early Childhood Special Education, Journal of Special Education, Education and Treatment of Children, Journal of Behavioral Education, American Educational Research Association-Motivation Sig, AERA Individual Differences Sig., AERA Special Education Sig. AERA Educational Change Sig., AERA Motivation Sig.

1993-1996Topics in Early Childhood Special Education (TECSE), U.S.A.Behavioral Disorders, University of Iowa, CCBD, U.S.A.Journal of Special Education, U.S.A, PRO-ED Publishing.Education and Treatment of Children, U.S.A.

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Journal of Behavioral Education, New York: Human Sciences Press.

Μέλος Επιστημονικών Οργανώσεων

Ελληνική Ψυχολογική Εταιρία (ΕΛΨΕ)Ψυχολογική Εταιρία Βορείου Ελλάδος (ΨΕΒΕ)American Educational Research Association (AERA)Learning Disabilities Worldwide, Boston, USACouncil for Learning Disabilities (CLD)Learning Disabilities Worldwide, Vice President

Συνέδρια-Οργάνωση

Research Program Co-Chair of 15th Annual Congress on Learning Disabilities (with Prof. David Scanlon Boston College) – “Math, and literacy in Learning Disabilities” Learning Disabilities Worldwide, Boston 20-22 October, 2006.Co-Chair of 14th Annual Congress on Learning Disabilities (with Prof. David Scanlon Boston College) – “Integrating Motivation, Emotions and Psychopathology in Learning Disabilities” Learning Disabilities Worldwide, Boston 28-29 October, 2005.Co-Chair of 13th Annual Conference on Learning Disabilities (with Teresa Citro, LDW) – Learning Disabilities Worldwide, Boston 16-18 October, 2004.Co-organizer with Dr. Kafetsios, and Dr. Karademas of 13th Conference on Personal Relations, Rethimno, Crete, 2006.Co-organizer with Dr. Kafetsios of 1st Multilevel Modeling Workshop with J. Nezlek, Rethimno, Crete, June 2004.Co-organizer with Dr. Kafetsios of 2nd Multilevel Modeling Workshop with J. Nezlek, Rethimno, Crete, June, 2005.

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Αναφορές στο Δημοσιευμένο Έργο (Ν = 426)

Sideridis, G. D. (1992). Attitudes of Kansas Physical and Music Education Teachers Towards Integrating Students with Disabilities. Unpublished Master’s Thesis. University of Kansas.

1. Dimarogonas, A. (1997). Synopsis 1: An annual index of Greek studies.

Sideridis, G. D. (1995). Classwide peer tutoring: Effects on the spelling performance and social interactions of students with mild disabilities. Unpublished Doctoral Dissertation. University of Kansas.

2. Spencer, V.G., Balboni, G. (2003). Can students with mental retardation teach their peers? Education and Training in Developmental Disabilities 38, 32-61.

3. Mortweet, S.L., Utley, C.A., Walker, D., Dawson, H.L., Delquadri, J.C., Reddy, S.S., Greenwood, C.R., & Ledford, D. (1999). Classwide peer tutoring: Teaching students with mild mental retardation in inclusive classrooms. Exceptional Children 65 (4), 524-536.

4. Utley, C.A., Mortweet, S.L., Greenwood, C.R. (1997). Peer-Mediated Instruction and Interventions.  Focus on Exceptional Children 29 (5), 1-23.

5. Arreaga-Mayer, C. (1998). Increasing Active Student Responding and Improving Academic Performance Through Classwide Peer Tutoring.  Intervention in School and Clinic 34 (2),89-94+117

6. Speece, D. L., & Keogh, B. K. (1996). Research on Classroom Ecologies: Implications for Inclusion of Children With Learning Disabilities. New York: Lawrence Erlbaum Associates.

7. Topping, K. J., & Ehly, S. W. (1998). Peer-assisted learning. New York: Lawrence Erlbaum Associates.

8. Utley, C. A., Reddy, S., Delquadri, J., Greenwood, C., Mortweet, S., Bowman, V. (2001). ClassWide Peer Tutoring: An Effective Teaching Procedure For Facilitating the Acquisition of Health Education and Safety Facts with Students with Developmental Disabilities. Education & Treatment of Children, 24, 1-27.

9. Greenwood, Charles R.; Delquadri, J., (1995). ClassWide Peer Tutoring and the prevention of school failure. Preventing School Failure,39, 21-26.

10. A concept theory in special education. Retrieved from: http://www2.ku.edu/~jgcp/about/impact/Impact%20-%20A.pdf.

11. Greenwood, Abbott, & Tapia (2003). Ecobehavioral strategies: Observing, measuring, and analyzing behavior and reading interventions. In S. Vaughn, & K. Briggs, (Eds.), Reading in the classroom: Systems for the observation of teaching and learning. Baltimore, MD: Paul Brookes.

12. Ma, Y. (2006). Effects of a computer-assisted tutoring system on acquisition, maintenance and generalization of time-telling skills of elementary school students with behavior disorders. Unpublished Doctoral Dissertation. Ohio State University.

13. Greenwood, C. R. (1996). Research on the practices and behavior of effective teachers at the Juniper Gardens Children’s Project: Implications for the education of diverse learners. In. D. Speece, & B. Keogh (Eds), Research on classroom ecologies. Mahwah, NJ: Lawrence.

14. Chang, C. Peer Tutoring: Effects on the Chinese Language Learning by Elementary Students with Hearing Impairment. Electronic Thesis. Retrieved from: http://etds.ncl.edu.tw/theabs/site/sh/detail_result.jsp?id=089NCYU1576002

Carta, J. J., Sideridis, G., Rinkel, P., Guimaraes, S., Greenwood, C., Baggett, K., Peterson, P., Atwater, J., McEvoy, M., & McConnell, S. (1994). Behavioral outcomes

of young children prenatally exposed to illicit drugs: Review and analysis of experimental literature. Topics in Early Childhood Special Education, 14(2), 184-216.

15. McConnell, S.R (2004). Considering the Role of Individuals in Creating Commitment, Continuity, and Dedication in the Science and Practice of Early Education and Development: A Memorial to Mary A. McEvoy (1953-2002).   Journal of Early Intervention 26 (2), 80-90.

16. Blair KSC, Umbreit J, Dunlap G. (2007). Promoting inclusion and peer participation through assessment-based intervention. Topics in Early Childhood Special Education, 27, 134-147.

17. Luthar SS, Sexton CC (2007). Maternal drug abuse versus maternal depression: Vulnerability and resilience among school-age and adolescent offspring. Development and Psychopathology, 19, 205-225.

18. Carta JJ, Atwater JB, Greenwood CR. (2001). Effects of cumulative prenatal substance exposure and environmental risks on children's developmental trajectories. Journal of Clinical Child Psychology, 30, 327-337.

19. Blasco PM, Blasco PA. (1998). Children with disabilities, 4th edition. Journal of Early Intervention, 21, 350-356.

20. Blair KSC, Umbreit J, Bos CS. (2004). Using functional assessment and children's preferences to improve the behavior of young children with behavioral disorders. Behavioral Disorders, 24, 151-166.

21. Williams RC, Carta JJ. (1996). Behavioral outcomes of young children with prenatal exposure to alcohol: Review and analysis of experimental literature. Infants and Young Children, 8, 16-28.

22. Bergin, C., Cameron, C.E., Fleitz, R.S., Patel, A.V. (2001). Measuring prenatal drug exposure. Journal of Pediatric Nursing 16 (4), 245-255.

23. Scott R. McConnell, Karen L. Rush, Mary A. McEvoy, Judith Carta, Jane Atwater and Rosanne Williams (2002). Descriptive and Experimental Analysis of Child-Caregiver Interactions That Promote Development of Young Children Exposed Prenatally to Drugs and Alcohol. Journal of Behavioral Education, Volume 11, Number 3 / September, 2002.

24. Child Development Abstracts and Bibliography By Society for Research in Child Development, National Research Council (U.S.). Committee on Child Development. University of Chicago Press for the Society for Research in Child Development.

25. Turnbull, A. P., Shank, M., & Smith, S. (2002). Exceptional Lives: Special Education in Today's Schools. Boston: Merrill.

26. Smith, G. H., Coles, C. D., Poulsen, M. K., & Cole, C. K. (1995). Children, Families, and Substance Abuse: Challenges for Changing Educational and Social Outcomes. New York: P.H. Brookes Publishing Co.

27. Haack, M. R. (1997). Drug-Dependent Mothers and Their Children: Issues in Public Policy and Public Health. New York: Springer Publishing.

28. Erwin, E. J. (1996). Putting Children First: Visions for a Brighter Future for Young Children and Their Families. New York: Paul H. Brookes Publishing.

29. Mulhearn-Blasco, P. (2001). Early Intervention Services for Infants, Toddlers, and Their Families. Boston: Allyn and Bacon.

30. Suniya S. L. (2003). Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities. London: Cambridge University Press.

31. Krasner, S., Rulli, D., Wallach, B. (2000). Fetal alcohol syndrome and children exposed to crack/cocaine. Connecticut State Department of Education. Retrieved from: http://www.ctserc.org/library/bibfiles/fetal-etoh.pdf

32. Coffin, P. (2005). Cocaine and pregnancy. The Lindesmith Center. Retrieved from: http://www.drugpolicy.org/docUploads/cocaine_pregnancy.pdf

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33. Luthar, S. (2003). Resilience and vulnerability: Adaptation in the Context of Childhood Adversities. Cambridge University Press.

34. The Evan Donaldson Adoption Institute. Selected bibliography. Retrieved from: http://www.adoptioninstitute.org/proed/psebib7.html.

35. Steinhausen, H., Blattmann, B., & Pfund, F. (). Developmental outcome in children with intrauterine exposure to substances. European Addiction Research, 13, 94-100.

36. Pokorni, J. L., & Stanga, J. (1996). Serving infants and families affected by maternal cocaine. Pediatric Nursing. Retrieved from: http://findarticles.com/p/articles/mi_m0FSZ/is_n5_v22/ai_n18607125/pg_1?tag=artBody;col1.

37. Kansas Inservice Training System (1999). Serving children prenatally exposed to substances. Retrieved from: http://www.kskits.org/ta/Packets/ServingChildrenPrenPDF/resources.pdf

38. Gruenberg, A., & Fortunato, J. (2002). Collaborative reflection. NHSA Dialog, 6, 141-160.

39. Haring, C., Barratt, M., & Hawkins, D. (2002). Explaining challenging behaviour in early childhood. Spotlight, 1-12.

40. Briston Myers Foundation (1996). Substance abuse and the American woman. Retrieved from: http://www.casacolumbia.org/absolutenm/articlefiles/379-Substance%20Abuse%20and%20American%20Woman.pdf.

41. Rulli, D., Krasner, S., & Hurley, J. Birth through five. Retrieved from: http://www.ctserc.org/library/bibfiles/b-5-90-98.pdf.

42. Brown, R. T. Etiology. Retrieved from: http://media.wiley.com/product_data/excerpt/9X/04716779/047167799X.pdf.

43. Blasco, P. (2001). Early intervention services for infants, toddlers and their families. New York: Allyn and Bacon.

44. Touliatos, J. (1995). Inventory of marriage and family literature. Michigan: National Council of Family Relations.

45.TJ McMahon, SS Luthar (1998). Bridging the gap for children as their parents enter substance abuse treatment. Substance abuse, family violence, and child welfare.

46.CK Cole (1995). Classroom interventions for young children at-risk. Children, families, and substance abuse: Challenges.

47. M argot Kaplan-Sanoff (1995). THE IMPACT OF MATERNAL SUBSTANCE ABUSE ON YOUNG CHILDREN. Putting children first: visions for a brighter future. Paul H Brookes Publishing.

48. PR Marques, JL Pokorni ().Neuropsychological Development of School-Age Children Prenatally-Exposed to Cocaine.

49. Fulks, M. (1996).VALIDITY OF THE MILLER ASSESSMENT FOR PRESCHOOLERS IN PREDICTING LATER COGNITIVE PERFORMANCE IN CHILDREN PRENATALLY EXPOSED TO DRUGS. Unpublished Master’s Thesis. University of British Columbia.

Greenwood, C. R., Peterson, P., & Sideridis, G. (1995). Conceptual, methodological, and technological advances in classr. oom observational assessment. Diagnostique, 20(1-4), 73-99.

50. Vile Junod, R.E., DuPaul, G.J., Jitendra, A.K., Volpe, R.J., Cleary, K.S. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology, 44, 87-104.

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51. Greenwood, C.R., Horton, B.T., Utley, C.A. (2002). Academic engagement: Current perspectives on research and practice . School Psychology Review, 31,328-349.

52. Greenwood, C.R (1996). The case for performance-based instructional models. School Psychology Quarterly 11 (4),283-296.

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328. Kovács,E. & Pikó, B. (2009). Religiousness among Hungarian secondary school students. Társadalomkutatás , 27, 1, 27-48.

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345. Read Naturally (2008). A fluency solution. Saint Paul: Minnesota.346. Peakock, G., & Ervin, R., Daryll, E., & Merrel, K. (2010). Practical handbook of

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351. Evans, K. L. (2005). The use of sequential persuasion tactics in legal negotiations: Focusing specifically on foot in the door and door in the face. Seminar in persuasion in the law by Prof. MacFarland, Spring, 2005.

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Sideridis, G. D., Morgan, P., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Prediction of students with LD based on metacognition, motivation, emotions, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215-229.

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376. Williams, M. (2008).Components of Self-Regulated Learning in High School Students with Learning Disabilities. Unpublished Doctoral Dissertation. Indiana University.

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397. Tse, W., & Yip, T. (2009). Relationship among dispositional forgiveness of others, interpersonal adjustment and psychological wellbeing: Implications for interpersonal theory of depression. Personality & Individual Differences, 46, 365-368.

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400. Nation, K., & Cocksey, J. (2009). Journal of Experimental Child Psychology, 103, 296-308.

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403. Bright, J.E.H. & Pryor, R.G.L. (2008). Shiftwork: a chaos theory of careers agenda for change in career counselling. Australian. Journal of Career Development, 17, 3, 63-72

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409. Van Den Broeck, A., Vansteenkiste, M., De Witte, H., Lens, W. (2008). Explaining the relationships between job characteristics, burnout, and engagement: The role of basic psychological need satisfaction.  Work and Stress, 22, 277-294.

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411. Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: A self-determination perspective. Theory and Research in Education, 7, 194-202.

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413. Van Den Broeck, & Vansteenkiste, M. (2009). Capturing autonomy, relatedness and competence at work. Unpublished manuscript, University of Leuven.

414. Pfaeffli, L. (2009). Exploring female students’ perceptions of a tailored physical education program. Unpublished Master’s Thesis. University of Victoria.

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418. Justin M. Phillips Spring (2009). THE ROLE OF RELATEDNESS AND AUTONOMY IN MOTIVATION OF YOUTH PHYSICAL ACTIVITY: A SELF-DETERMINATION THEORY PERSPECTIVE. Unpublished Master’s Thesis. University of Leuven.

419. Lazarus, J., & Cohen, R. (2009). Sport psychology and use of neurolinguistic programming in sport. Journal of Health Social and Environmental Issues, 1, 5-12.

420. Zabala, M., Sanchez-munoz, C., & Mateo, M. (2009). Effects of the administration of feedback on performance of the BMX cycling gate start. Journal of Sports Science and Medicine, 8, 393-400.

Barkoukis, V., Tsorbatzoudis, C., Grouios, G., & Sideridis, G. D. (2008). The assessment of intrinsic motivation, extrinsic motivation and amotivation: Validity and reliability of the Greek version of the academic motivation scale. Assessment in Education: Principles, Policy and Practice, 15, 39-55.

421. Hultgren, P. (2008). The motivating suggestion system. Unpublished Master’s Thesis. Blekinge Institute of Technology.

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Karademas, E., Sideridis, G. D., & Kafetsios, K. (2008). Health-related information processing and recent health problems: Evidence from a modified stroop task. Journal of Health Psychology, 13, 28-38.

424. McElwee, R. O., & Brittain, L. (2009). Optimism fort he world’s future versus the personal future: Application to environmental attitudes. Current Psychology, 28, 133-145.

Argiropoulos, V., Sideridis, G. D., & Katsoulis, P. (2008). The impact of the perspective of teachers and parents on the literacy media selection for independent study of students who are visually impaired. Journal of Visual Impairment and Blindness, 102, 221-231.

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425. Fichten, C., Asunsion, J., Barile, M., Ferraro, V., & Wolforth, J. (2009). Accessibility of e-learning and computer and information technologies for students with visual impairments in postsecondary education. Journal of Visual Impairment and Blindness, 103, 543-557.

426.Brennan, S., Luze, G., & Peterson, C. (2009). Parents’ perceptions of professional support for the emergent literacy of young children with visual impairments. Journal of Visual Impairment and Blindness, 103, 694-704.

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