Aikaterini Krousorati

Research Interests

• • Home Learning Environment
  • Assessment and measurement tools in early childhood
  • Family–preschool collaboration
  • Teachers’ professional development

Publications

• Book

  1. Gregoriadis, A., Tsitiridou, M., & Krousorati, K. (2023). Home Learning Environment: Theoretical Approaches, Quality Measurement and Best Practices. Sofia Publications, ISBN: 978-960-633-071-1 [in Greek]

   

  Book Chapters

  1. Krousorati, K. & Grammatikopoulos, V. (2023). Evaluation and research in education: Frameworks and key distinctions. In A. Papadopoulou & A. Chalkiadaki (Eds.), Educational Evaluation: Contemporary Theoretical Approaches and Practical Applications (pp. 281–297). Kyriakidis Publications. ISBN: 978-960-602-406-1 [in Greek]
  2. Krousorati, K., Vatou, A., Gregoriadis, A., & Grammatikopoulos, V. (2022). Supporting teachers to promote psychological resilience and well-being in the Greek early childhood education. In B. Silva, C. Craveiro, A. Pinheiro, & P. Medeiros (Eds.). Training perspectives and experiences in early childhood education. (pp. 9-21). Paula Frassineti Escola Superior de Educacao. http://hdl.handle.net/20.500.11796/3162

   

  Journal Articles (peer-reviewed)

  1. Tsigilis, N., Krousorati, K., Gregoriadis, A. & Grammatikopoulos, V. (2023). Psychometric evaluation of the Preschool Early Numeracy Skills Test–Brief Version within the Item Response Theory. Educational Measurement: Issues and Practice, 42(2), 32-41. https://doi.org/10.1111/emip.12536
  2. Krousorati, K., Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Evangelou, M. (2022). Introducing the Home Learning Environment Questionnaire and examining the profiles of home learning environments in Greece. Frontiers in Education, Section Educational Psychology, 7, https://doi.org/10.3389/feduc.2022.987131
  3. Vatou, A., Krousorati, K., Oikonomides, V., Manolitsis, G., Kypriotaki, M., Evangelou-Tsitiridou, M., & Grammatikopoulos, V. (2021). Current Needs of Preschool Teachers for Professional Development in Greece: A Focus Group Study. Saber & Educar, 30. http://dx.doi.org/10.17346/se.vol435
  4. Krousorati, K. (2019). Home Learning Activities across the early years in Greece: A validity study of the Home Learning Activities scale (HLAS). European Journal of Education Studies, 6(7), 250-267, http://dx.doi.org/10.5281/zenodo.3470213  
  5. Thoidis I., Gregoriadis, A. & Krousorati, K. (2018). The contribution of all-day schools to the development of social skills of pupils: the case of transition from preschool to primary school. European Journal of Education Studies, 4(5), 11-25, http://dx.doi.org/10.5281/zenodo.1220484

  Publications in conference proceedings

  1. Krousorati, K., Grammatikopoulos, V., & Gaki E. (2024). Resilient Preschools project: Teachers’ attitudes for promoting resilience and well-being in preschool education in Greece. In Engdahl, I., Katsikonouri, E., Pliogou, V., Vellopoulou, A., Saiti, S., Paschalidou, E., Mantzouratou, V., & Fragki, K. (Eds.). Proceedings of the 74th OMEP World Conference Early Childhood Education in the 21stcentury: new perspectives and dilemmas (pp. 88-99). OMEP Greece ISBN: 978-618-84599-3-9 https://www.omep.gr
  2. Κρουσοράτη, Α., Βατού, Α., Γάκη, Ε. & Βατού, Α. (2024). Το ψηφιακό παιχνίδι στα πλαίσια του οικογενειακού μαθησιακού περιβάλλοντος. Στο Παπανδρέου, Μ., Βελλοπούλου Α., Κανάκη, Μ., Κατσικονούρη, Ε., Μαντζουράτου, Β, Παπαδοπούλου, Ε., Παππα, Μ., & Πασχαλίδου, Ε. (Επιμ.). Πρακτικά 13^ου συνεδρίου ΟΜΕΡ «Κατανοώντας και προωθώντας το παιδικό παιχνίδι στον 21ο αιώνα, για ένα καλύτερο μέλλον». ISBN: Ανακτήθηκε από https://www.omep.gr/sinedria/287-13-panellinio-synedrio.html
  3. Barros, S., Oliveira, V.H., Santos, M., Araújo, S., Otero-Mayer, A., Michaelidou, V., O´Brien, M., Szproch, A., Krousorati, K., Agathokleous, A., & Grammatikopoulos V. (2023). Empowering Early Childhood Professionals: A European Project on Programme-Wide Positive Behaviour Support Developed in 4 countries, In EDULEARN23 proceedings, 15^th International Conference on Education and New Learning Technologies (pp. 6519-6526). Palma, Spain, 3-5 July, 2023. doi: 10.21125/edulearn.2023.1730. ISBN: 978-84-09-52151-7.
  4. Κρουσοράτη, Κ., & Θωίδης, Ι. (2014). Η συμβολή του Ολοήμερου Σχολείου στις ακαδημαϊκές επιδόσεις των μαθητών: Η περίπτωση της μετάβασης από το νηπιαγωγείο στο δημοτικό. Στα Πρακτικά 9^ου Πανελλήνιου Συνεδρίου «Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα», Παιδαγωγική Εταιρεία Ελλάδος, Τόμος Β΄ (σσ. 1509-1522). Πανεπιστήμιο Δυτικής Μακεδονίας, Φλώρινα, 28-30 Νοεμβρίου 2014. ISBN: 978-960-99909-8-1

   

  Educational & Research Material, Reports & Briefs

  1. Krousorati, K., Grammatikopoulos, V., Agathokleous, A., Michaelidou, V., Szproch, A., O’Brien, M., Araújo, S., Santos, M., Sousa, M., & Barros, S. (2023). PBS – ECEC Guide on Positive Behaviour Support in Early Childhood and Care in European Countries. Διαθέσιμο στο: https://pbs-ecec.eu/about/
  2. Krousorati, K., Grammatikopoulos, V., Agathokleous, A., Michaelidou, V., Szproch, A., O’Brien, M., Barros, S., Araújo, S., Santos, M., & Sousa, M. (2023). PBS – ECEC Transnational Consolidated Report: Research Findings for Developing the Guide on Positive Behaviour Support in Early Childhood Education and Care. Διαθέσιμο στο https://pbs-ecec.eu/about/
  3. Szproch, A., O’Brien, M., Araújo, A., Santos, M., Oliveira, V., Otero-Mayer, A., Michaelidou, V., Agathokleous, A., Krousorati, K., Grammatikopoulos, V., & Barros, S. (2023). Report of the PBS-ECEC Impact Assessment Study and Practice Recommendations. Result 3: Transnational Report. Διαθέσιμο στο: https://pbs-ecec.eu/outputs/
  4. Barros, S., Oliveira, V., Araújo, S., Santos, M., Szproch, A., O’Brien, M., Michaelidou, V., Agathokleous, A., Krousorati, K., & Grammatikopoulos, V. (2023). The PBS-ECEC Report on the Policy and Strategy Toolkit for implementing a Program-Wide Positive Behaviour Support Approach in ECEC. Διαθέσιμο στο: https://pbs-ecec.eu/outputs/
  5. Krousorati, K. (2024). Final External Evaluation Report for ProW project.
  6. Resilient Preschools Consortium (2022). Resilient Preschools Curriculum For Preschool Teachers. https://resilientpreschools.eu/wp-content/uploads/2023/01/IO2_A.2.1.ResilientPreschools_Curriculum_Final.pdf
  7. Resilient Preschools Consortium (2022). Resilient Preschools Teacher’s Guide For Preschool Teachers. https://resilientpreschools.eu/wp-content/uploads/2023/01/IO2_A.2.2.ResilientPreschools_Teachers_Guide_Final_EN.pdf
  8. Krousorati, K. (2024). Final External Evaluation Report for ProW project.
  9. Krousorati, K. (2022). Interim External Evaluation Report for ProW project.
  10. Krousorati, K. (2022). External Evaluation Plan for ProW project.
  11. Resilient Preschools Consortium (2021). Resilient Preschools Toolkit For Preschool Teachers. https://resilientpreschools.eu/wp-content/uploads/2021/08/RESILIENT-PRESCHOOLS_Toolkit-for-Preschool-Teachers_after-experts-1.pdf

  Presentations in international and national conferences

  1. Krousorati, A. (2025). The role of Home Learning Environment in Preschool Children’s Literacy Skills. In Chair of the symposium (Isaak M. Papadopoulos), Navigating Literacy and Language Education in Early Childhood: Research and Pedagogical Insights from Home to School Environments. 3^rd International Conference on Early Language Learning and Multilingual Education in Early Childhood (ELLME’25). Thessaloniki, 19-20 September 2025.
  2. Oliveira, V., Santos, M., Araújo, S., O’Brien, M., Szproch, A., Krousorati, K., Grammatikopoulos, V., Michaelidou, V., Agathokleous, A., & Barros, S. (2025). Promoting social and emotional learning: Development and exploration of the PBS-ECEC online training course. In INTED2025 Proceedings, 19^th International Technology, Education and Development Conference (p. 4320). Valencia, Spain 3-5 March, 2025. ISBN: 978-84-09-70107-0 . doi: 10.21125/inted.2025.1093
  3. Κρουσοράτη, Α. (2025). Η αξιολόγηση της ποιότητας του οικογενειακού μαθησιακού περιβάλλοντος στην Ελλάδα. Στις Εκδηλώσεις για τα 40 χρόνια λειτουργίας του Τμήματος Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης (ΤΕΠΑΕ) ΑΠΘ. Τιμούμε το παρελθόν, γιορτάζουμε το παρόν, σχεδιάζουμε το μέλλον. Θεσσαλονίκη, 19-21 Μάϊου 2025.
  4. Κρουσοράτη, Α. (2024). Η μέτρηση – αξιολόγηση του Οικογενειακού Μαθησιακού Περιβάλλοντος: Καλές πρακτικές ενδυνάμωσής του για παιδαγωγούς και γονείς. Στην Επιστημονική Ημερίδα Προσχολικής Αγωγής και Εκπαίδευσης με θέμα: «Ενδυνάμωση Οικογενειακών και Προσχολικών Μαθησιακών Περιβαλλόντων: Προγράμματα Παρέμβασης και Καλές Πρακτικές». Κατερίνη, 12 Οκτωβρίου 2024.
  5. Vatou, A., Manolitsis, G., Evangelou-Tsitiridou, M., Chirleșan, G., Marinescu, B., Duminică, D., NilăStratone, M., Nteli, E., Oikonomides, V., Kypriotaki, M., Ciucurel, M., Mouzaki, A., Zachopoulou, E., Krousorati, K. & Grammatikopoulos, V. (2023). Teachers’ wellbeing in early childhood education: Applying the PERMA & SWPBS approach across four countries. In Chair of the symposium (Ana Lemos), ProW: a European project to promote teachers’ well-being through positive behaviour support in early childhood education. 31^st EECERA Annual Conference, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development. Lisbon, Portugal, 30^th August – 2^nd September 2023.  
  6. Oliveira, V., Michaelidou, V., Barros, S., Araújo, S., Santos, M., Krousorati, K., O´Brien, M., Szproch, A., Agathokleous, A., Grammatikopoulos, V., Otero, A., Charalambous, V., Kosmas, P., & Vrasidas, C. (2023). A European Project entitled “Implementing Positive Behaviour Support in Early Childhood Education and Care” (PBS-ECEC). In 31^st EECERA Annual Conference, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development. Lisbon, Portugal, 30^th August – 2^nd September 2023.
  7. Barros, S., Araújo, S., Santos, M., Krousorati, K., Grammatikopoulos, V., Michaelidou, V., Agathokleous, A., Szproch, A, O´Brien, M., Oliveira, V., Otero, A., Charalambous, V., Kosmas, P. & Vrasidas, C. (2023). A needs assessment following ECEC professionals’ voices in four European countries: Why using PBS in ECEC settings. In 31^st EECERA Annual Conference, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development. Lisbon, Portugal, 30^th August – 2^nd September 2023.
  8. Michael, D., Vatou, A., Krousorati, K., Charalambous, V., Evangelou-Tsitiridou, M., Vrasidas, C., Zachopoulou, E. & Grammatikopoulos, V. (2023). Early childhood teachers’ job-satisfaction across four countries. In Chair of the symposium (Grammatikopoulos, V.), Teachers’ Wellbeing, Social Self-Efficacy, Burnout And Job-Satisfaction In ECE Across Four Countries. The 20^thBiennial EARLI Conference for Research on Learning and Instruction. 22-26 August, Thessaloniki, Greece.
  9. Κρουσοράτη, Α., Βατού, Α., Γάκη, Ε. & Βατού, Α. (2023). Το ψηφιακό παιχνίδι στα πλαίσια του οικογενειακού μαθησιακού περιβάλλοντος. Στο 13^ο Πανελλήνιο Συνέδριο της ΟΜΕΡ με Διεθνή Συμμετοχή, της Ελληνικής Επιτροπής Προσχολικής Εκπαίδευσης (Organisation Mondial pour l’Education Préscolaire – Ο.Μ.Ε.Ρ. «Κατανοώντας και προωθώντας το παιδικό παιχνίδι στον 21 αιώνα για ένα καλύτερο μέλλον». Θεσσαλονίκη, ΤΕΠΑΕ, ΑΠΘ, 26-28 Μαΐου 2023.
  10. Κρουσοράτη, Α. (2022). Υποστηρίζοντας το οικογενειακό μαθησιακό περιβάλλον. Στο 1^ο Online Επιστημονικό και Διαδραστικό Συνέδριο Προσχολικής Αγωγής Εκδόσεων Δίπτυχο «Η μάθηση στο σχολικό και οικογενειακό περιβάλλον». Διαδικτυακό Συνέδριο, 12-13 Νοεμβρίου 2022.
  11. Βατού, Α. Κρουσοράτη, Α., Βατού, Α. & Γάκη, Ε. (2022). Διερευνώντας την παιδική απόρριψη από τους συνομηλίκους στην προσχολική ηλικία: Ο ρόλος του εκπαιδευτικού. Στο 3^ο Πανελληνιο Συνεδριο Σχολικης Ψυχολογιας «Το σχολείο (μας) αλλάζει. Η συμβολή της Σχολικής Ψυχολογίας», Θεσσαλονίκη, ΚΕΔΕΑ, ΑΠΘ, 10-13 Νοεμβρίου 2022.
  12. Szproch, A., O’Brien, M., Smith, S., MacIntyre, D., Krousorati , K., Grammatikopoulos , V., Barros, S., Santos, M., Araújo, S., Michaelidou, V., Kosmas, P., & Vrasidas, C. (2022). Classroom Management of Behaviour Difficulties in Early Years. In The Psychological Society of Ireland (PSI) Annual Conference. Ireland, Portlaoise, 09-11 November 2022.
  13. Μιχαηλίδου, Β., Αγαθοκλέους, Α., Κρουσοράτη, Κ., Γραμματικόπουλος, Β., Araújo, S., Santos, M., Barros, S., O’Brien, M., & Szproch, A. (2022). Εφαρμόζοντας την προώθηση θετικής συμπεριφοράς στην προσχολική εκπαίδευση. Στο 21ο Παγκύπριο Επιστημονικό Συνέδριο Εκπαιδευτικού Ομίλου Κύπρου «Σχολική Πραγματικότητα: Προκλήσεις και Δυνατότητες». Λευκωσία, Κύπρος, 21 Οκτωβρίου 2022.
  14. Krousorati K., Grammatikopoulos V., Barros, S., Santos, M., Araújo, S., Szproch, A., O’Brien, M., Michaelidou, V., Kosmas, P., Vrasidas, C., Charalambous, V. Agathokleous, A. (2022). The status of the behavioural and socioemotional competence of preschool children in early childhood education and care settings in Greece. In 9^th International Conference on Social Sciences: Transforming the Approach: Achieving Sustainable Development with No One Left Behind”. Virtual Conference, 15-16 September 2022.
  15. Barros, S., Santos, M., Araújo, S., Krousorati, K., Grammatikopoulos, V., Szproch, A., O’Brien, M. Michaelidou, V., Kosmas, P., Vrasidas, C., Charalambous, V., & Agathokleous, A. (2022). Implementing Positive Behaviour Support in Early Childhood Education and Care in Europe: Presentation of and International Project. In Porto International Conference on Research in Education 2022. Porto, Portugal, 20-22 July 2022.
  16. Krousorati, K. & Vatou, A. (2022). Psychometric Properties of the Peabody Picture Vocabulary Test – Revised for Greek preschoolers. In 74^th OMEP World Assembly and Conference «Early Childhood Education in the 21^st century: new perspectives and dilemmas». Athens, Greece, 11-17 July 2022.
  17. Krousorati, K., Grammatikopoulos, V., & Gaki E. (2022). Resilient Preschools project: Teachers’ attitudes for promoting resilience and well-being in preschool education in Greece. In 74^th OMEP World Assembly and Conference «Early Childhood Education in the 21st century: new perspectives and dilemmas». Athens, Greece, 11-17 July 2022.
  18. Krousorati, K., Gregoriadis, A., Grammatikopoulos, V. & Tsigilis, N. (2021). Examining the profile of Home Learning Environment in Greece: Results from a study in families with preschool children. In EECERA 30^th, International Conference “Democratic Early Childhood Pedagogies”, 1^st – 17^th September 2021, Online Festival-Croatia.
  19. Krousorati, K., Gregoriadis, Α., & Nteli, E. (2019). Measuring the quality of Home Learning Environment: Results from the pilot study in Greek Families. In 29^th EECERA International Annual Conference “Early Years: Making it Count”. Aristotle University of Thessaloniki, Thessaloniki, Greece, 19^th-23^rd August 2019.
  20. Gregoriadis, A., Kouli, O., Linardakis, M., Zachopoulou, E., Tsangaridou, N., Xeni, E., Glüer, M., Catellani, N., Chitti, D., Alexopoulos, I., Krousorati, K., Vatou, A., & Grammatikopoulos, V. (2019). SIA-ProD project: Development of the Teacher Self-Assessment Assistant (TSAA). In 29^th EECERA International Annual Conference “Early Years: Making it Count”. Aristotle University of Thessaloniki, Thessaloniki, Greece, 19^th-23^rd August 2019.
  21. Βατού, Α., Γρηγοριάδης, Α. & Κρουσοράτη Κ. (2018). Επαγγελματική ανάπτυξη και κοινωνική αυτο-αποτελεσματικότητα εκπαιδευτικών προσχολικής εκπαίδευσης: μια βιβλιογραφική επισκόπηση. Στο 2^o Πανελλήνιο Συνέδριο του Δικτύου Πρακτικών Ασκήσεων, Εκπαίδευση Εκπαιδευτικών & Παιδαγωγικά τμήματα, 30 χρόνια μετά: Αντιμετωπίζοντας τις νέες προκλήσεις. 28-30 Σεπτεμβρίου, Βόλος, Ελλάδα.
  22. Krousorati, K., Gregoriadis, Α., & Vatou, A. (2018). Measuring the quality of Home Learning Environment: A literature review. In 28^th EECERA International Annual Conference “Early Childhood Education, Families and Communities”. University of Debrecen, Budapest, Hungary, 28^th-31^st August 2018
  23. Gregoriadis, A., Grammatikopoulos, V., Kouli, O., Linardakis, M., Zachopoulou, E., Trouli, K., Tsangaridou, N., Sotiriou, S., Glüer, M., Catellani, N., Chitti, D., Krousorati, K., Vatou, A., & Stylianidou, F. (2018). Teacher Self-Assessment Assistant (TSAA): Results from the pilot study of the SIA-ProD project. In 28^th EECERA International Annual Conference “Early Childhood Education, Families and Communities”. University of Debrecen, Budapest, Hungary, 28^th-31^st August 2018
  24. Glüer, M., Bergtold, D., Grammatikopoulos, V., Gregoriadis, A., Linardakis, M., Tsangaridou, N., Zachopoulou, E., Kouli, O., Trouli, K., Xeni, E., Catellani, N., Chitti, D., Stylianidou, F., Krousorati, K., Vatou, Α. (März, 2018). Selbstevaluation und Selbsttraining der Lehrkompetenzen von Erzieherinnen und Erziehern hinsichtlich physischer Aktivitäten: SIA-ProD project – An innovative self-improvement approach for the professional development of early educators. Poster auf dem 26 Kongress der Deutschen Gesellschaft für Erziehungswissenschaft, Duisburg-Essen.
  25. Gregoriadis, A., Kouli, O., Grammatikopoulos, V., Linardakis, M., Zachopoulou, E., Trouli, K., Tsangaridou, N., Xeni, E., Catellani, N., Chitti, D., Glueer, M., Stylianidou, F., Krousorati, K., & Vatou, A. (2017). SIA-ProD project: An innovative self-improvement approach for the professional development of early educators. In 27^th EECERA International Annual Conference “Social Justice, Solidarity and Children’s Rights”. University of Bologna, Bologna, Italy, 29^th August -1^st September 2017.
  26. Κρουσοράτη, Κ., Θωίδης, Ι., & Γρηγοριάδης, Α. (2014). Η συμβολή του Ολοήμερου Σχολείου στην ανάπτυξη των κοινωνικών δεξιοτήτων των μαθητών: Η περίπτωση της μετάβασης από το νηπιαγωγείο στο δημοτικό. Στο Πανελλήνιο Συνέδριο με Διεθνή Συμμετοχή του Τμήματος Επιστημών Προσχολικής Αγωγής & Εκπαίδευσης της Παιδαγωγικής Σχολής του Αριστοτέλειου Πανεπιστημίου Θεσσαλονίκης με θέμα Αναστοχασμοί για την παιδική ηλικία. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης, Θεσσαλονίκη, Ελλάδα, 31 Οκτωβρίου – 01 Νοεμβρίου 2014.

Research Projects

• Research Projects

  2021 – 2024: ProW: Promoting Teachers Well-being through Positive Behavior Support in Early Childhood Education

  Role: External Evaluator

  External evaluator in the Erasmus+ KA3 Research Project Support for Policy Reform – Initiatives for Policy Innovation entitled “ProW: Promoting Teachers Well-being through Positive Behavior Support in Early Childhood Education” (Contract No. 626146-EPP-1-2020-2-EL-EPPKA3-PIPOLICY). Responsible for providing external evaluation services, specifically: a) drafting the Interim Evaluation Report (at month 18 of implementation), and b) drafting the Final Evaluation Report upon project completion.

  Coordinating Institution: International Hellenic University

  Duration: 36 months (01/02/2021 – 28/02/2024)

  Total Budget: €2,208,342.00

  2022 – 2023: PBS-ECEC: Implementing Positive Behaviour Support in Early Childhood Education and Care

  Role: Researcher, Project Management & Implementation Associate, Technical Support

  Researcher and scientific associate providing project management & implementation support and technical assistance in the Erasmus+ KA2 Research Project Cooperation Partnerships in School Education entitled “PBS-ECEC: Implementing Positive Behaviour Support in Early Childhood Education and Care” (Contract No. 2021-1-PT01-KA220-SCH-000034367). Contributed to research, management & implementation, and development of project outputs as part of the core research team of the International Hellenic University, a main partner in the project.

  Coordinating Institution: Instituto Politécnico do Porto

  Duration: 24 months (01/01/2022 – 31/12/2023)

  Total Budget: €234,534.00

  2020 – 2022: Resilient preschools: Resilience and Wellbeing in preschool education to prevent emotional, social and behavioral problems

  Role: Researcher, Project Management & Implementation Associate

  Researcher and scientific associate supporting project management & implementation in the Erasmus+ KA2: Strategic Partnerships Project entitled “Resilient preschools: Resilience and Wellbeing in preschool education to prevent emotional, social and behavioral problems” (Contract No. 2020-1-CY01-KA201-066080). Member of the core research team of the International Hellenic University, a main partner in the project.

  Coordinating Institution: Cyprus Pedagogical Institute

  Duration: 24 months (01/12/2020 – 30/11/2022)

  Total Budget: €245,195.00

   

  2019 – 2020: SWPBS: Building School-wide Inclusive, Positive and Equitable Learning Environments through a Systems-change Approach

  Role: Researcher

  Researcher in the Erasmus+ KA3 Policy Experimentation Project entitled “SWPBS: Building School-wide Inclusive, Positive and Equitable Learning Environments through a Systems-change Approach” (Contract No. 606687-EPP-2018-CY-EPPKA3-PI-POLICY). Participated as a member of the research team of Aristotle University of Thessaloniki, a main partner in the project.

  Coordinating Institution: CARDET

  Duration: 36 months (01/03/2019 – 28/02/2022)

  Total Budget: €2,265,916.00

   

  2016 – 2019: SIA-ProD: A Self-Improvement Approach for the Professional Development of Early Educators

  Role: Project Team Member

  Project team member in the Erasmus+ KA2 Strategic Partnerships Project entitled “SIA-ProD: A Self-Improvement Approach for the Professional Development of Early Educators” (Contract No. 2016-1-EL01-KA201-023420). Participated as a member of the research team of Aristotle University of Thessaloniki, a main partner in the project.

  Coordinating Institution: University of Crete

  Duration: 36 months (01/09/2016 – 31/08/2019)

  Total Budget: €284,050.00