Michael, D., Tsigilis, N., Michaelidou, V., Gregoriadis, A., Charalambous, V., & Vrasidas, P. (2024). Evaluating the Classroom Environment: Multilevel validation and measurement invariance of Classroom Behavioral Climate. Journal of Psychoeducational Assessment, 0, 1-15. DOI: 10.1177/07342829241241250

Γρηγοριάδης, Α., Ευαγγέλου-Τσιτιρίδου, Μ., Κρουσοράτη, Α. (2023). Οικογενειακό Μαθησιακό Περιβάλλον. Θεωρητικές προσεγγίσεις, μέτρηση ποιότητας και καλές πρακτικές. Εκδόσεις Σοφία. ISBN: 978-960-633-071-1 [in Greek]

Sumatic, M., Malmberg, L-E., Gregoriadis, A., Grammatikopoulos, V., & Zachopoulou, E. (2023). Child, teacher and preschool characteristics and child-teacher relationships in Greek preschools. Early Childhood Research Quarterly, 64, 355-367. https://doi.org/10.1016/j.ecresq.2023.04.008 [Impact factor: 3.815]

Tsigilis, N., Karamane, E., & Gregoriadis, A. (2023). Examination of student-teacher interpersonal relationships Circumplex model in the Greek educational context. Psychological Reports, 126(2), 984-1002. DOI: 10.1177/00332941211061078 [Impact factor: 2.053]

Michael, D., Goutas, T., Tsigilis, N., Michaelidou, V., Gregoriadis, A.,  Charalambous, V., & Vrasidas, C. (2023). Effects of the universal positive behavioral interventions and supports on collective teacher efficacy. Psychology in the Schools, 60(9), 3188-3205. https://doi.org/10.002/pits.22919 [Impact factor: 1.923]

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 framework. Educational Measurement: Issues and Practice, 42(2), 32-41. https://doi.org/10.1111/emip.12536  [Impact factor. 1.402]

Karamane, E., Vatou, A., Tsigilis, N., & Gregoriadis, A. (2023). Comparing students' and teachers' perceptions about teachers' interpersonal behaviour in Greek secondary education. Learning Environments Research. https://doi.org/10.1007/s10984-023-09459-9

Gregoriadis. A., & Evangelou, M. (2022). Revisiting the Home Learning Environment: Introducing the Home Learning Ecosystem. Australasian Journal of Early Childhood,  47(3), 206-218, https://doi.org/10.1177/18369391221099370  [Impact factor: 1.238]

Vatou, A., Gregoriadis, A., Tsigilis, N., & Grammatikopoulos, V. (2022). Teachers' social self-efficacy: development and validation of a new scale. Cogent Education, 9(1),  https://doi.org/10.1080/2331186X.2022.2093492

Gregoriadis. A., Vatou, A., Tsigilis, N., & Grammatikopoulos, V. (2022). Examining the reciprocity in dyadic teacher-child relationships: One-with-many multilevel design. Frontiers in Education, 6, 811934, DOI: 10.3389/feduc.201.811934

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, 7, 987131. https:/doi.org/10.3389/feduc.2022.987131

Vatou, A., Gregoriadis, A., Tsigilis, N., & Grammatikopoulos, V. (2022). Quality of teacher-child relationships: An exploration of its effect on children's emergent literacy skills. International Journal of Early Childhood. https://doi.org/10.1007/s13158-022-00325-y

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.

Gregoriadis. A., Grammatkopoulos, V., Tsigilis, N., & Verschueren, K. (2021). Teachers' and children's perceptions about their relationships: examining the construct of dependency in the Greek sociocultural context. Attachment & Human Development, 23(5), 556-571. DOI: 10.1080/14616734.2020.1751990   [Impact factor: 2.215]

Hatzigianni, M., Gregoriadis, A.,  Moumoutzis, N., Christoulakis, M., & Alexiou, V. (2021). Integrate Design-thinking, digital technologies, and the art to explore peace, war and social justice concepts with young children. In C. Cohrssen, & S. Gavris (Eds.). Embedding STEAM in Early Childhood Education and Care. (pp.21-40). Switzerland: Palgrave macmillan. DOI: https://doi.org/10.1007/978-3-030-65624-9_2

Gregoriadis, A.,  Grammatikopoulos, V., Tsigilis, N., & Zachopoulou, E. (2020). Assessing Teacher-Child Relationships: A cultural context perspective. In O. Saracho (Ed.). Handbook of Research on the Education of Young Children. 4rth edition, pp. 322-332. New York, NY: Routledge. DOI: 10.4324/9780429442827 [Edited Handbook chapter]

Vatou, A., Gregoriadis, A., Tsigilis, N., & Grammatikopoulos, V. (2020). Patterns of teacher-child relationships quality: Young children’s perspectives. Journal of Early Childhood Education Research, 9(2), 498-521

Gregoriadis, A., Birbili, M., Papandreou, M., & Kakana, D-M. (2020). Challenges in finding Critical Incidents in Undergraduate Students' Practicum. In Conference Proceedings of 2nd Hellenic Conference of Students' Practicum Network, "Teachers' Training and Education Faculties, 30 years after: Coping with new challenges". University Publications of Thessaly: Volos, 28-30 September, 2018. ISBN: 978-960-9439-68-8 [in Greek] 

Goutas, T., Trikkaliotis, I., & Gregoriadis, A. (2020). School-wide positive behavior support: An intervention in primary schools. In F. Gousias (ed.) Conference Proceedings of the 7th Hellenic Conference "New Pedagogue", (pp. 956-962). Athens, 19 September, 2020. ISBN 978-618-84728-6-3

Tsigilis, N., Gregoriadis, A., Theodorakis, N., & Evangelinou, Ch. (2019). Teachers' self-efficacy and its association with their quality of relationships with pre and early adolescents: A hierarchical linear modeling approach. Education 3-13, 47(1), 64-73. DOI: 10.1080/03004279.2017.1399153

Grammatikopoulos, V., Tsigilis, N., & Gregoriadis, A. (2019). Assessing the Science Learning Assessment (SLA) Instrument in Greek Early Childhood Education Using the Item Response Theory Framework. Frontiers in Education, 4, 123, doi: 10.3389/feduc.2019.00123

Koivula, M., Gregoriadis, A., Rautamies, E., & Grammatikopoulos, V. (2019). Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy. Early Child Development and Care,  189(6), 990-1003. https://doi.org/10.1080/03004430.2017.1359583  

Grammatikopoulos,  V.,Gregoriadis, A., Linardakis, M. (2019). Discrete choice modeling in Education: An innovative method to assess teaching practices. Educational Measurement, 38(3), 46-54. https: doi.org/10.1111/emip.12255

Gregoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2018). Professional Development and Quality in Early Childhood Education. (145 pages). London: Palgrave Macmilan. ISBN: 978-3-319-64211-6 [BOOK]

Gregoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2018). Introduction to the volume. In A. Gregoriadis, V. Grammatikopoulos, E. Zachopoulou (Eds.).  Professional Development and Quality in Early Childhood Education: Comparative European Perspectives, (pp. 1-6). Palgrave Macmillan, ISBN: 978-3-319-64211-6 [Book chapter]

Tsigilis, N., Gregoriadis, A., Grammatikopoulos, V., & Zachopoulou, E. (2018). Applying Exploratory Structural Equation Modeling to Examine the Student-Teacher Relationship Scale in a Representative Greek Sample. Frontiers in Psychology, 9/733. Doi: 10.3389/fpsyg.2018.00733  [Impact factor: 2,323]

Gregoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2018). Early Childhood Education and Care Today: Impact, Policies, Quality. In A. Gregoriadis, V. Grammatikopoulos, E. Zachopoulou (Eds.).  Professional Development and Quality in Early Childhood Education: Comparative European Perspectives, (pp. 7-28). Palgrave Macmillan, ISBN: 978-3-319-64211-6 [Book chapter]

Grammatikopoulos, V., Gregoriadis, A., Zachopoulou, E. (2018). Self-evaluation as a means to improve practice: An alternative approach for the professional development of early childhood educators. In A. Gregoriadis, V. Grammatikopoulos, E. Zachopoulou (Eds.). Professional Development and Quality in Early Childhood Education: Comparative European Perspectives, (pp. 116-125) Palgrave Macmillan, ISBN: 978-3-319-64211-6 [Book chapter]

Gregoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2018).Professional development and impact of the Early Change Project: Reflections from the Greek Example. In A. Gregoriadis, V. Grammatikopoulos, E. Zachopoulou (Eds.).  Professional Development and Quality in Early Childhood Education: Comparative European Perspectives, (pp. 105-114). Palgrave Macmillan,.ISBN: 978-3-319-64211-6

Zachopoulou, E., Grammatikopoulos, V., Gregoriadis, A. (2018). Early Change: Description of a Project for Continuing Professional Development. In A. Gregoriadis, V. Grammatikopoulos, E. Zachopoulou (Eds.). Professional Development and Quality in Early Childhood Education: Comparative European Perspectives, (pp. 59-82). Palgrave Macmillan, ISBN: 978-3-319-64211-6

Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N., & Zachopoulou, E. (2018). Evaluating quality in early childhood education in relation with children outcomes in Greek context. Early Child Development and Care, 188 (12), 1816-1825. https://doi.org/10.1080/03004430.2017.1289192

Gregoriadis, A., Papandreou, M., & Birbili, M. (2018). Continuing professional development in the Greek early childhood education system. Early Years, 38(3), 271-285, DOI: 10.1080/09575146.2016.1265486

Tsigilis, N., Gregoriadis, A., Grammatikopoulos, V. (2017). Evaluating the Student-Teacher Relationship Scale in the Greek educational setting: An item-parceling perspective. Research Papers in Education, DOI: 10.1080/02671522.2017.1353675 [Impact factor: 1.033]

Glüer, M., & Gregoriadis, A. (2017). Quality of teacher-child relationship and preschoolers' prosocial behavior in German kindergartents. Education 3-13, 45(5), 558-571. DOI: 10.1080/03004279.2016.1140802

Papadopoulou, E., & Gregoriadis, A. (2017). Young children’s perceptions of the quality of teacher-child interactions and school engagement in Greek kindergartens. Journal of Early Childhood Research, 15(3), 323-335.- https://doi.org/10.1177/1476718X16656212

Ourda, D., Gregoriadis, A., Mouratidou, K., Grouios, G., & Tsorbatzoudis, H. (2017). A motor creativity intervention in the Greek early childhood education settings: Effects on beliefs about health. Journal of Early Childhood Education Research, 6(1), 22-42.

Hatzigianni, M.,  Gregoriadis, A., Fleer, M. (2016). Computer use at schools and associations with social-emotional outcomes - a holistic approach. Findings from the Longitudinal Study of Australian Children. Computers & Education, 95, 134-150. (Impact factor 3.22).

Gregoriadis, A., Tsigilis, N., Grammatikopoulos, V., & Kouli, O. (2016): Comparing quality of childcare and kindergarten centres: the need for a strong and equal partnership in the Greek early childhood education system, Early Child Development and Care, 186(7), 1142-1151. DOI: 10.1080/03004430.2015.1077820

Grammatikopoulos, V., Gregoriadis, A., Zachopoulou, E. (2015). Evaluation of early childhood education environments and professional development: Current practices and implications. In: O. N. Saracho (Ed.). Contemporary perspectives on research in testing and evaluation in early childhood education, (Part III, pp. 153-172). Maryland: Information Age Publishing.

Kouli, O., Grammatikopoulos, V., Gregoriadis, A., & Zachopoulou, E. (2015). Measuring the quality of Movement-Play Scale in Greek early childhood education settings. Journal of Physical Activity, Nutrition and Rehabilitation, PANR e-ISSN: 2421-78243

Grammatikopoulos, V., Linardakis, M., Gregoriadis, A., & Oikonomidis, V. (2015). Assessing the Students' Evaluations of Educational Quality (SEEQ) questionnaire in Greek higher education. Higher Education. 70(3), 395-408.  https: //doi.org/10.1007/s10734-014-9837-7 10.1007/s10734-014-9837-7.  (Impact factor 1.151).

Gregoriadis, A., Zachopoulou, E., Grammatikopoulos, V., Liukkonen, J., Leal, T., Gamelas A. M., et al. (2014). Good practices in early childhood education: Looking at early educators’ perspectives in six European countries (222 pages). Thessaloniki: Christodoulidi Publishers. ISBN 978-960-8183-88-9  [BOOK]

Gregoriadis, A., Grammatikopoulos, V. (2014). Teacher-child relationship quality in early childhood education: The importance of relationship patterns. Early Child Development and Care, 184 (3), 386-402.

Grammatikopoulos, V., Gregoriadis, A., Tsigilis, N., Zachopoulou, E. (2014). Parental conceptions of quality in Greek early childhood education. European Early Childhood Education Research Journal, 22 (1), 134-148.  (Impact factor 0.485).

Gregoriadis, A. (2014). Adolescent's digital practices and problems in parents-adolescents communication. In: A. Kyridis (ed.). Vulnerable social groups and life-long learning, pp. 356-373. Athens: Gutenberg. ISBN 978-960-01-1652-6 [in Greek].

Konstantinidou, E., Gregoriadis, A., Grammatikopoulos, V., & Michalopoulou, M. (2014). Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment. Early Child Development and Care, 184 (5), 766-782.

Chatzipanteli, A., Grammatikopoulos, V., Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 184  (8), 1223–1232.

Gregoriadis, A., Grammatikopoulos, V., Zachopoulou, E. (2013). Evaluating preschoolers' social skills: The impact of a physical education program from the parents' perspectives. International Journal of Humanities and Social Science, 3 (10), 40-51.

Grammatikopoulos, V., Tsigilis, N., Gregoriadis, A., Bikos, K. (2013). Evaluating an induction training program for Greek teachers using an adjusted level model approach. Studies in Educational Evaluation, 39,  225-231. (Impact factor 1.029).

Grammatikopoulos, V., Gregoriadis, A., & Zachopoulou, E. (2013). Evaluating an early childhood educators’ training in six European countries. International Journal for Innovation and Quality in Learning, 1 (2), 15-21.

Papandreou, M., Gregoriadis, A., Birbili, M. (2013). Pre service teachers evaluate a model for exploring children's initial ideas during their practicum. In (S. Avgitidou, & A. Androusou (Eds.). The practicum in the teachers' initial training: research approaches (pp. 39-68). Athens: National Kapodistrian University and National Practicum Network. ISBN: 978-618-80640-1-0 [in Greek]

Grammatikopoulos, V., Gregoriadis, A., Zachopoulou, E. (2012). Improving Children's Attitudes and Awareness Toward a Healthy Lifestyle in Early Childhood: A Five-European Country Intervention Program", In: John, A. Sutterby (ed.). Early Education in a Global Context (Advances in Early Education and Day Care, vol. 16, pp. 109-126). Emerald Group Publishing Limited.

Grammatikopoulos, V., Gregoriadis, A., Zachopoulou, E. (2012). Acknowledging the role of motor domain in creativity in early childhood education. In: O. N. Saracho (Ed.). Contemporary Perspectives on Research in Creativity in Early Childhood Education, (pp. 159-176). Information Age Publishing.

Bikos, K., & Gregoriadis, A. (2012). Moral judgments of sociometrically neglected children concerning their bullying experiences in the first grade. International Journal of Humanities and Social Science, 2 (9), 23-33.

Gregoriadis, A., Zachopoulou, E., & Konstantinidou, E. (2011). Early childhood educators' perceptions of creativity in education. In: Conference Proceedings of OMEP European Regional Conference, "Perspectives of Creativity and Learning in Early Childhood", pp. 120-128. OMEP 2011, Cyprus. Retrieved from http://www.omep.gr/synedria.htm

Γρηγοριάδης, Α., & Γραμματικόπουλος, Β. (2011). Η αξιολόγηση της συνεργατικής διδασκαλίας στην προσχολική ηλικία. Παιδαγωγική Επιθεώρηση, 51, 25-41.

Γρηγοριάδης, Α. (2011). Καταγραφή και ανάλυση της εμπειρίας νηπιαγωγών από τον πρώτο χρόνο διορισμού τους. Στο: Β. Δ. Οικονομίδης (Επιμ.). «Εκπαίδευση και Επιμόρφωση Εκπαιδευτικών: Θεωρητικές και Ερευνητικές Προσεγγίσεις», (σσ. 255-266). Αθήνα: Πεδίο.

Gregoriadis, A., & Birbili, M. (2009). «Exploring the role of student-teacher supervisors in Greek higher education: learning from the insiders”. In: Conference Proceedings “Current Issues in Preschool Education in Europe”της ΟΜΕΡ, European Regional Meeting and Conference, Syros, 28-29 April, 149-164.

Gregoriadis, A., & Tsigilis, N. (2008). «Applicability of the Student-Teacher Relationship Scale (STRS) in the Greek educational setting». Journal of Psychoeducational Assessment, 26 (2), σσ. 108-120,  2008. [Impact factor 0,525].

Tsigilis, N., & Gregoriadis, A. (2008). «Measuring teacher-child relationships in Greek kindergarten settings: A validity study of the short form of the Student-Teacher Relationship Scale. Early Education and Development, 19 (5), 816-835.

Tsigilis, N., Tsioumis, K., & Gregoriadis, A. (2007). «Applicability of the planned behavior theory to early childhood teachers’ attitudes toward teaching culturally diverse classes.  The role of self-identity». Psychological Reports, 100, 1123-1128.

Gregoriadis, A. (2007). Sociometry. In P. Xochelis (Ed.): Pedagogical Dictionary, pp. 387-389. Thessaloniki: Kyriakidis. [in Greek]

Tsigilis, N., Tsioumis, K., & Gregoriadis, A. (2006). «Prospective Early Childhood Educators’ Attitudes Toward Teaching Multicultural Classes: A Planned Behavior Theory Perspective». Journal of Early Childhood Teacher Education, 27, 1-9.