Kolosidou, S., & Kakana, D.-M. (2023). School Leadership models in Greece: practices of primary school leaders. European Journal of Education Studies, 10(11), 119-147, ISSN 2501 – 1111, DOI: 10.46827/ejes.v10i11.5061
Rothe, A., Moloney, M., Sims, M., Calder, P., Blyth, D., Boyd, W., Doan, L., Dovigo, F., Girlich, S., Georgiadou, S., Kakana, D., Mellon, C., Opazo, M-J., O’Síoráin, C.-A., Quinn, M., Rogers, M., Silberfeld, C., & Tadeu, B. (2022). Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries. In: Pattnaik, J., Renck Jalongo, M. (eds) The Impact of COVID-19 on Early Childhood Education and Care. Educating the Young Child, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-96977-6_4
Sims, M., Calder, P., Maloney, M., Rothe, A., Rogers, M., Doan, L., Kakana, D. & Georgiadou, S. (2022). Neoliberalism and government responses to Covid-19: Ramifications for early childhood education and care. Issues in Educational Research, 32(3), 1174-1195. http://www.iier.org.au/iier32/sims.pdf
Gidari, S. & Kakana, D. (2022). Using Mixed-Method to Evaluate a Kindergarten Teachers’ Professional Development Programme and to Investigate the Teachers’ Professional Growth. Journal of Teacher Education and Educators, 11(1), 59-81. Retrieved from https://dergipark.org.tr/en/pub/jtee/issue/69772/964744
Megagianni, P., & Kakana, D. (2021) The Educational Value and Impact of Serious Games in Cognitive, Social and Emotional Development in Middle Childhood: Perceptions of Teachers in Greece. In: Tsiatsos T., Demetriadis S., Mikropoulos A., Dagdilelis V. (eds) Research on E-Learning and ICT in Education (pp. 129–145). Springer, Cham. https://doi.org/10.1007/978-3-030-64363-8_8
Gidari, S., & Kakana, D. (2021). The Effectiveness of a Teachers’ Professional Development Program to Improve the Quality of the Preschool Environment. European Journal of Education Studies, 8(8), 244-267. http://dx.doi.org/10.46827/ejes.v8i8.3856
Kakana, D.-M. & Theodosiou, S. (2019) Teachers as designers of educational toys and digital games. In G. Brougère & M. Allen (eds). Digital Proceedings from the 8th World Conference “Toys and Material Culture: Hybridisation, Design and Consumption”. International Toy Research Association, Ανάκτηση https://hal-univ-paris13.archives-ouvertes.fr/hal-02090961/document και https://hal-univ-paris13.archives-ouvertes.fr/hal-02090961
Mavidou, A. & Kakana, D. (2019). Differentiated Instruction in practice: curriculum adjustments in kindergarten. Creative Education, 10, 535-554. https://doi.org/10.4236/ce.2019.103039
Mavidou, A. & Kakana, D. (2019). Teachers’ experiences of a Professional Development program for Differentiated Instruction. Creative Education, 10, 555-569. https://doi.org/10.4236/ce.2019.103040
Kakana, D.-Μ, Roussi – Vergou, C.J., Mavidou, A., Garagouni – Areou, F., Manoli, P., Theodosiou, S., Chatzopoulou, K., Androusou, A., Tsafos, V. & Avgitidou, S. (2017). Mapping the impact of economic crisis on Greek education: Teachers' views and perspectives. International Journal of Humanities and Social Sciences, Vol.7(2), 135-145, online http://www.ijhssnet.com/journal/index/3777
Kakana, D-M. & Manoli, P. (eds.) (2017). Digital Proceedings from the 3rd International Symposium on New Issues on Teacher Education -ISNITE 2015. Volos: University of Thessaly Presshttps://www.academia.edu/41602497/Procedings_from_the_3rd_International_Symposium_on_New_Issues_on_Teacher_Education_E-BOOK_PDF
Kakana, D.-M. & Mavidou, A. (2015) Myth and Antinomy in Early Childhood Education: Formal vs. Applied Curricula and Professional Development. US-China Education Review, B, Vol.5(12), serial Number 55. DOI:10.17265/2161-6248
Kakana, D.-M., Roussi-Vergou, Ch., Garagouni-Areou, F. & Mavidou, A. (2015). Episodic memories among first and fourth graders early childhood university student teachers, concerning teachers’ behaviors: a mixed method approach. International Journal of Education and Practice, 3(1), 48-65
Kavalari, P., Kakana, D.-Μ. & Christidou, V. (2014). Consistency between teaching practice and curriculum guidelines during the approach of “Sinking/Floating” in a preschool classroom; a case study. International Journal of Early Childhood Learning, 20.
Kapaxchi, B. & Kakana, D.-M., (2014) Traditional Classrooms Transformed into Modern School Environments through Collaborative Action Research, International Journal of Elementary Education. Vol. 3(3), 58-64. doi: 10.11648/j.ijeedu.20140303.12
Harms T., Clifford M.R., Cryer D. (transl. in Greek & adapt. Κ. Botsoglou & D.-M. Kakana) (2013) Klimaka axiologisis perivalontos gia tin prosholiki ekpedefsi Thessaloniki: Kiriakidis edition [Early Childhood Environment Rating Scale Revised Edition (ECERS-R)]
Kakana, D.-M. (2012). The Initial Education of Elementary and Early Childhood Teachers in Greece. Journal of Teacher Education and Educators Vol.1 (1) 133-143
Kapaxchi, B. & Kakana, D.-M. (2012) Initiating a collaborative model of Action Research after the result of school self-evaluation. CCEAM- International Studies in Educational Administration, vol 40 (1) 35-46.
Kavalari, P., Kakana, D.-M. & Christidou, V. (2012). Contemporary teaching methods and science content knowledge in preschool education: searching for connections». Procedia-Social and Behavioral Sciences. Vol.46, 3649-3654
Botsoglou, K., Hrisikou, S., Kakana, D.-M. (2010). Measuring safety levels in playgrounds using environment assessment scales: the issue of playground safety in Greece. Early Child Development and Care, Vol 179 (8).
Mavropoulou, S., Papadopoulou, E., & Kakana, D.-M. (2010). Effects of Task Organization on the Independent Play of Students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, Vol. 40
Christidou, V., Kazela, K., Kakana, D-M., Valakosta, M., (2009) Teaching Magnetic Attraction to Preschool Children. The International Journal of learning, 16(2), 116-127.
Kakana, D.-M. & Kavalari, E. (2009) ‘Exploring Greek Kindergarten teachers’ perceptions of colleague collaboration’. In Proceedings of Current Issues in Preschool Education in Europe: Shaping the future», (published in CD), pp.184-194.
Kazela, K., & Kakana, D.-M. (2009) ‘Conceptions, views and practices of Greek nursery school teachers about the process of evaluation’. In Proceedings of Current Issues in Preschool Education in Europe: Shaping the future (published in CD), pp. 255-261.