guidelines for exam revision and...

CURRICULUM VITAEGeorgios Sideridis, B.A., M.S. Ed., Ph.D.

1 PERSONAL DETAILS

LASTNAME : SIDERIDISFIRSTNAME : GEORGIOSDATE OF BIRTH : JANUARY 1, 1968PLACE OF BIRTH : THESSALONIKI, GREECEHOME ADDRESS : 32 KON/POLEOS, KALAMARIA, 55132WORK TEL : 617-2877256EMAIL : [email protected] : Center for Social Development and Education

ACADEMIC QUALIFICATIONS:Degree / Date InstitutionPost-Doctoral FellowshipSept. 1998 - Jan. 2000

Dept. of Primary Education, ARISTOTLE UNIVERSITY OF THESSALONIKI, Thessaloniki, GreecePost-Doctoral Dissertation Title: "Characteristics of children with reading and spelling difficulties: Identification and intervention."

Postgraduate work.June 1998 – Sept. 1998

HARVARD UNIVERSITY, U.S.A.

Doctor of PhilosophySept. 1992 - June 1995

Dept. of Human Development, UNIVERSITY OF KANSAS, KANSAS, U.S.A.Dissertation Title: "Classwide Peer Tutoring: Effects on the spelling performance and social interactions of students with mild disabilities and their typical peers in an integrated instructional setting."GPA: 4.0 (out of 4.00)

Master of Science in Education (MS Ed.)May. 1991 - Sept. 1992

Dept. of Education and Human Development, UNIVERSITY OF KANSAS, KANSAS, U.S.A.Master Thesis Title: "Attitudes of Kansas elementary physical and music educators towards integrating disabled students in the regular classroom."GPA: 3.9 (out of 4.00)

Bachelor of Arts (BA)Sept. 1985 - Jan 1990

Dept. of Physical Education and Sport Sciences, ARISTOTLE UNIVERSITY, Thessaloniki, Greece GPA: 8.7 (out of 10.0)

MEMBERSHIP OF LEARNED SOCIETIES:

American Psychological Association, APA, Washington, DC. U.S.A. Association for Behavior Analysis (ABA), University of Western Michigan, Kalamazoo, MI, U.S.A.. National Association of School Psychologists (NASP), Bethesda, Maryland, U.S.A. Association for Child Psychology and Psychiatry (ACPP), London, Great Britain International Association of Applied Psychology, U.S.A. Greek Association of Adapted Physical Activity, Thessaloniki, Greece

mailto:[email protected]

Greek Psychonomic Society, Thessaloniki, Greece.

APPOINTMENT(S):

At the University of CreteDate Title2004-present: Associate Professor of Research Methods and Applied Statistics,

Department of Psychology, University of Crete

At University of Massachusetts BostonDate Title2002-2003: Senior Research Scientist, Center for Social Development and

Education; Research Associate Professor, Department of Psychology, University of Massachusetts, Boston.

At City Liberal Studies, Affiliated Institution of University of SheffieldDate Title1999-2002: Head, Dept. of Psychology

Other:Date Title Employer1996- today: Data analyst in projects supported by

grantsDept. HDFL, Kansas University, Dept of Primary Education, Aristotle University, Dept of Sport Sciences, Aristotle University.

1996-today Part-time Lecturer at a Graduate Course in Special Education

Dept. of Primary Education, Aristotle University

1996-today Thesis supervisor in Special Education Dept. of Primary Education, Aristotle University

1.5 PREVIOUS APPOINTMENTS:

Date Title Employer1997-1999 Lecturer of a Postgraduate Course in

Research MethodologyDept. of Primary Education, Aristotle University

1997-1999 Lecturer in Psychology Technological Educational Institution of Thessaloniki

1996-1998: Assistant Professor in Psychology The American College of Thessaloniki, Department of Psychology

1997-1998 Lecturer in Psychology Technological Educational Institution of Serres

1995-1997 Diagnostic specialist Greek Army Services1991-1995: Research assistant in a research project

entitled "Effects of illicit drugs on the neonate"

The University of Kansas, Dept. of Human Development, U.S.A.

1994-1995: Research assistant in a research project The University of Kansas,

entitled "Multicultural special education needs assessment"

Dept. of Human Development, U.S.A.

1993-1994: Teaching Assistant in a Master’s Course in ”Research Methods and Statistics”

The University of Kansas, Dept. of Human Development, U.S.A.

1991-1992 Teaching Assistant in a Course in ”Adapted Physical Education”

The University of Kansas, Dept. of Education, U.S.A.

2 RESEARCH

2.1 RESEARCH AREAS

Research Areas Summary

Spelling-Reading

Assessment

My postdoctoral work focused on the development and use of spelling and reading assessments, as those were nonexistent in Greece. This project contributed two instruments, which were necessary for the assessment and evaluation of the respective abilities for Greek students and presented important information in regard to the patterns of errors of Greek elementary school students. Furthermore, a detailed examination of the motives for academic achievement was undertaken and those variables were modeled using a number of theoretical frameworks.

Spelling-social

Interventions and

Inclusion

My Ph.D. dissertation concerned the examination of an intervention to increase the spelling ability and social interactions of children with and without learning difficulties and mental retardation in order to include them in general education settings.

Teacher Attitudes and

Inclusion

My Master’s Thesis work pertained to an examination of two settings, those of physical and music education for the inclusion of children with disabilities. This project added important information regarding the needs of teachers to include children with disabilities and suggested changes on the Public Law 94-142.

Prediction of Academic Achievement based on Motivational Variables

(Current research)

Parts of this work were supported by a Mellon Foundation Grant, two grants from the Operational Program for Education and Initial Vocational Training, EU.

Within the period of 1995-2000 12 studies (with more than 3,500 students) were undertaken to examine how the theories of Planned Behaviour (Ajzen, 1988), Goal Importance (Hollenbeck & Williams, 1987), task-goal (Locke & Latham, 1990), self-efficacy (Bandura, 1977), self-regulation (Zimmerman, 1989), and other psychological dispositions can explain student study behaviour habits and/or academic achievement either in the form of the GPA, teacher ratings or standardised tests in reading,

spelling, mathematics, and phonological awareness. Results were encouraging as 90-96% of the variability of mathematics performance and 83% of language were explained as a function of the three systems (school-home-student). The above models are currently being tested with Greek immigrants.

RESEARCH GRANTS AND CONTRACTS

I have been awarded the following grants:Project: Fund/Grant:Development of Greek reading and spelling assessments1998-2000

Greek Scholarship Foundation. Post-doctoral research grant.

Prediction of Academic Achievement based on student motivation1997-1999

The American College of Thessaloniki, Mellon Foundation Grant, USA.

PhD research grants1991-1995

Dept. of HDFL, University of Kansas.

I have participated in the following grants as a research consultant, designing studies, analysing data and writing reports:

Project: Fund/Grant:"Inclusion of children with learning disabilities in general education settings"1996-1997

E.U. grant awarded to Dr. Padeliadu, Aristotle University of Thessaloniki.

"Assessment of teacher needs in including children with disabilities in general education settings"1998-2000

E.U. grant (EPEAEK) awarded to Dr. Padeliadu, Aristotle University of Thessaloniki.

"The presence of children with disabilities in general education: Inclusion or preclusion?”1998-2000


"Needs of people with MR prior to employment”1998-1999


Prediction of Academic Achievement based on Academic Variables1998-2000

Operational Program for Education and Initial Vocational Training, EU (EPEAEK). Head investigator Ch. Tsorbatzoudis

Development of drug-exposed children.

NICH, USA. Principal Investigator J. Carta.

Multicultural teacher’s special education needs.

NIMH, USA. Principal Investigator C. Utley.

Language development of children from impoverished backgrounds.

NICH, USA. Principal Investigator D. Walker.

Inclusion of children with MR in NIMH, USA. Principal Investigator C. Utley.

general education settings.

3 TEACHING

UNDERGRADUATE AND POST GRADUATE TEACHING

In the 2003-present sessions, I taught the following modules:

Session/ Contact Hours Students Level of Study Course

03- present/Fall-Spring

6 26 2nd BS

Title: Research Methods, Statistics I-II, Lab on Statistics Using SPSS Module Code: (Department of Psychology, University of Crete)

In the 2002-2003 academic session, I taught the following modules:


02-03/Fall-Spring 9 26 2nd BSTitle: Research Methods Module Code: (Department of Psychology, University of Massachusetts Boston)

In the 1997-2002 academic sessions, I taught the following modules:


01-02/Fall 24 26 2nd BATitle: Research Methods and Statistics I Module Code: PSY209 (Department of Psychology, City Liberal Studies)

Employer: ARISTOTLE UNIVERSITYDEPT. OF PRIMARY EDUC.

Title: Lecturer (PT)


1996-1999 30 / semester 30-50 / class Postgraduate Graduate Program in

Special Education

Title: Research Methods and Dissertation Preparation





Special Education

Title: Children with Orthopaedic Handicaps





Special Education

Title: Diagnostic Methods in Education

Employer: ARISTOTLE UNIVERSITYDEPT. OF PSYCHOLOGY




School Psych. Education

Title: Topics in Special Education

Employer: UNIVERSITY OF KANSASDEPT. OF HUMAN DEVELOP.

Title: TeachingAssistant


1992-1993 30 / semester 20-30 / class Postgraduate Graduate Program in Psychology

Title: HDFL 725: Statistical Software Packages

UNDERGRADUATE TEACHINGI have taught 33 sections of the following course (more than 1,500 students)


Title: Lecturer (407)


1998-2000 30 / semester 40 –60 / class BA BA in Education

Title: Research Methodology

Description: Sources of knowledge, research methods, experimental design, common problems, data collection and analysis, and writing the research report.

Additional Information:

Audience: in-service teachers aged 35-60 years.The figures that follow are PER QUARTER SEMESTER:

Number of classes: 4-5 Total number of students 200 Total lecture hours 120 + Supervision of 50 undergraduate research projects.

Employer: CITY LIBERAL STUDIES Title: Lecturer (PT)Session/ Contact Hours Students Level of Study Course

1997-1999 24 / semester 15-20 / class 1st, 2nd, 3rd BScTitles: Taught two modules per semester. Courses included:

Introduction to Psychology Educational Psychology Computerised Applications in Psychology

Additional Information:

Department of Liberal Arts.

Employer: AMERICAN COLLEGE OF THESSALONIKI

Title: Assistant Professor


1996-1998 42 / semester 20-25 / class 1st 2nd 3rd & 4th BA PsychologyTitle: Introduction to Psychology

Employer: AMERICAN COLLEGE OF THESSALONIKI

Title: Assistant Professor


1996-1998 42 / semester 20-25 / class 3rd & 4th BA PsychologyTitle: Developmental Psychology

Employer: INSTITUTION OF TECHNOLOGY Thessaloniki



1996-1997 28 / semester 50-60 / class 3rd BScTitle: Adapted Physical Education

POSTGRADUATE & RESEARCH SUPERVISION

Supervised approximately 150 undergraduate educational research projects pursued by in-service teachers. Projects were part of the course “Research Methodology”, were carried out in teams of 4-5 teachers and included from literature reviews to data collection, analysis and reporting of the results.

Supervised 18 Post Graduate Theses in the Continuing Education Program in Special Education, at the Department of Primary Education, Aristotle University of Thessaloniki.

Titles of projects: 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”

Co-supervised with Professor Dan Daly of Leuven University the Master’s Thesis of Mathas George who attended the International Program in Adapted Physical Education, University Leuven, Belgium. Title of Thesis: ”Classification criteria in special Olympics for swimmers”

OTHER TEACHING ACTIVITIES

I gave a number of professional seminars and workshops to organisations. A detailed list follows.

PROFESSIONAL SEMINARS / LECTURES

Date Organisation Topic Duration Audience31 May 2000 Department of

Physical Education, Aristotle

Structural equation modelling in the social sciences: Pros, cons, and future directions

3-hourInvited seminar

Graduate Students

University24 May 2000 Symposium,

Department of Psychology, City College

Psychology and pseudo-psychology: Myth and reality

30minInvited

presentation

General

22 May 2000 Symposium, Department of Physical Education, Aristotle University

Motivation in Higher Education.

1-hour Invited

presentation

Undergraduate and graduate students

10 May 2000 Stratigakis English Schools,Thessaloniki.

Learning Disabilities and ADHD: What can we do about them?

2-hour Invited

presentation

120+ parents

14 January 2000

Symposium, Department of Physical Education, Aristotle University

Pros and Cons of the use of Structural Equation Modeling for Path Analysis and Instrument Validation

2-hour seminar

Graduate students

June 1999 Symposium, Department of Primary Education, University of Florina

Learning disabilities: An effective intervention for integration

2-hour seminar

Students and parents

4. ADMINISTRATION

4.1 ADMINISTRATIVE ACTIVITIES

Senior Research Scientist, CSDE, UMASS Boston. Head, Department of Psychology, 1999-2002. Head, Department of Liberal Arts, 1998-1999. Member of the Quality Assurance Committee. Development of a proposal for the creation of the Dept. of Psychology at City Liberal Studies. Organised the Symposium ”Psychology Research: Today & Tomorrow” (24 May 2000,

Department of Psychology, City Liberal Studies). Organised the seminar entitled: “An examination of the classification criteria employed by

special Olympics judges in swimming” With Professor Dan Daly from the University of Leuven, Belgium (20 April 2000, Department of Psychology, City Liberal Studies).

5 PROFESSIONAL ACTIVITIES

Editorial or academic referee’s duties in connection with learned journals: EDITORIALS2002-presentLearning 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

MEMBER OF EDITORIAL BOARD IN JOURNALS1997-presentExceptional 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 Press

Cognitive and Behavioral Research and Therapy (in Greek)Scientific Annals of the Psychological Society of Northern Greece

REVIEWER IN JOURNALS (Ad-hoc)1996-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.Journal of Behavioral Education, New York: Human Sciences Press.

6 PUBLICATIONS

Dissertation

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.

MSc Thesis

Sideridis, G. D. (1992). Attitudes and characteristics of physical education and music education teachers towards mainstreaming. Unpublished Master’s Thesis. University of Kansas.

Journal Articles

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.

Curriculum Vitae: George Sideridis 12

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.

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.

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.

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.

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. (2008). 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.

Special Issues-Monographs

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.

[PRESENTATIONS]

1. Sideridis, G. D. (submitted, May, 2003). On the psychometric properties of ought

orientation. 9th Panhellenic Conference of Psychological Research, Rhodos, Greece.


2. 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.

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

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

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

12. 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.


13. 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.

14. 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.

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

16. 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.

17. 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.

18. 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.

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

20. 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.

21. 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..

22. 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.

23. 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.

CITATIONS

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


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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

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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.

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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.

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