academic profile

Current research
  • Funded Research from General Secretariat for Research and  Technology (GSRT)

ERASMUS+ PROGRAMME1, KEY ACTION 2 -Cooperation for Innovation and the Exchange Of Good Practices, Ka201 – Strategic Partnerships For School Education «Learning Diversity: A Case Study of Refugee Students In a Primary School» (PROJECT NUMBER: 2019-1-TR01-KA201-074505) (2019-2021)

Teacher support Confronting Social Inequalities” (TOCSIN PROJECT 3708, FUNDING MECHANISM EEA 2009-2014) (http://tocsin.uth.gr/),      The basic concept of the “Teacher suppOrt Confronting Social Inequalities” (TOCSIN) is to study the consequences of the escalating economic crisis upon vulnerable population in early childhood education schools. TOCSIN aims to record and analyze existing issues and difficulties that children face during their early childhood schooling experience in the context of social and income inequalities in Greece, and their teachers' practices to confront them. 

  • Unfunded research
    • Teachers' Professional development via Peer Group Mentrorring
    • Capitalizing on children's Funds of Knowledge through Differentiated Instruction for facilitating learning skills in kindergarten
    • The differentiated classroom in preschool education
    • Modern alternative assessment techniques from portfolio to e-portfolio
    • The role of mentoring /e-mentoring in practical training
 
 
Studies
  • 1988: Bachelor in Preschool Education (Aristotle University of Thessaloniki, Greece)
  • 1989: D.E.A. in Sciences de l’Education (Université de Sciences Humaine de Strasbourg- France)
  • 1993: Doctorat-PhD in Sciences de l’Education (Université de Sciences Humaine de Strasbourg- France)

 

Thesis on the “Etude comparative sur la conception de l’espace scolaire: Le dessin de leur espace scolaire des enfants grecs et français de 4 à 6 ans” ((Université de Sciences Humaine de Strasbourg- France)

 

 
Recent publications

 

 

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 teachersperceptions 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. 

User login 

Website - Copywrite

Developed by: Nikos Pournaras

Subscribe to our Newsletter

* indicates required




e.g Nikos


e.g. Nikolaidis

2ο και 3ο Πρότυπα Πειραματικά Νηπιαγωγεία - Α.Π.Θ.

Διαύγεια - διαφάνεια στο κράτος