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Postgraduate Studies Programme

of the Department of Humanities of the Democritus University of Thrace

Structure & Courses

  • This is an intensive programme of one academic year including a summer period.
  • The total number of ECTS credits required for the award of the Master’s Degree is seventy-five (75).
  • The duration of studies for the award of the Master’s Degree is set at two (2) semesters.
  • Τα μαθήματα παραδίδονται εξ αποστάσεως, σε ποσοστό 100%

Short Course Description

The aim of the course is to introduce students to the fundamental principles of social-psychological thought and to highlight, at an applied level, the connection between social psychology and the educational process. In particular, students are expected to understand the school classroom and the educational context as a field of dynamic interactions co-shaped by students and teachers. At the same time, they will be able to understand how the teacher's symbolisms, and individual and collective determinations and co-determinations, shape the behaviour of students and teachers within the school context, and how this knowledge can be applied in the everyday life of the classroom with the aim of shaping an equitable, inclusive and democratic framework for learning and personal development.

Course Topics

  1. Social psychology: History, epistemology, main currents of thought, social psychology today
  2. Research in social psychology: Methodological foundations, levels of interpretation, main themes of research activity
  3. Social psychology and education: The classroom as a dynamic field.
  4. The teacher's symbolisms and their critical role as manager of classroom dynamics.
  5. Communication and the school classroom: Forms, obstacles and good practices.
  6. Crisis and the school classroom: The concept of crisis, management practices, dilemmas and conflict resolution.
  7. Social values, individualism, collectivity and inclusion.
  8. Personal development and the school classroom: Middle childhood.
  9. Personal development and the school classroom: Adolescence.
  10. Emotions and the educational context: Harnessing emotions in the learning process and personal development.
  11. Social attribution and classroom reality: Internal and external attribution, actor and observer, bias errors.
  12. Teacher and student attitudes: The concept of attitudes, the structural components of attitudes, cognitive dissonance and their use in learning and classroom dynamics.
  13. Attitude change and persuasive communication in the school classroom.

Course Coordinator

Efthymios Lampridis
Professor of Social Psychology
Department of Humanities • Democritus University of Thrace

Email: elamprid@hs.duth.gr

Suggested Bibliography

  • Aronson, E., Wilson, T., Sommers, S. (2019). Κοινωνική ψυχολογία (Κ. Καφέτσιος, Α. Αρβανίτης, Ε. Βασιλικός, επιμ.). Τζιόλα.
  • Hogg, M.A., & Vaughan, G. (2023). Κοινωνική ψυχολογία. Gutenberg.
  • Rubie-Davies, C. M., Stephens, J. M., Watson, P.S. (2022). Εγχειρίδιο κοινωνικής ψυχολογίας της σχολικής τάξης (Α. Γιώτσα, Μ. Γκέκα, Ε. Κωνσταντινίδου, Ε. Λαμπρίδης, επιμ.). Gutenberg.
  • Λαμπρίδης, Ε. (2020). Κοινωνικοψυχολογική προσέγγιση της πολυπολιτισμικότητας στο σχολείο: Αναδεικνύοντας τη σημασία της μελέτης του μεταστερεοτύπου και της στερεοτυπικής απειλής. Στο Χ. Παρθένης (επιμ.), Πολιτική και πρακτική της διαπολιτισμικής εκπαίδευσης: Η αναγκαιότητα νέων παιδαγωγικών και θεσμικών προσεγγίσεων στις σύγχρονες πολυπολιτισμικές κοινωνίες (σσ. 164–197). Gutenberg.

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek. Assessment consists of a written assignment (30%) and a final oral examination (70%).

Short Course Description

This course introduces students to the fundamental principles and methods of social research, equipping them with essential skills for understanding and applying research methodologies and for conducting independent and reliable scientific studies in the social sciences. It examines the stages of research design and implementation, including the formulation of research questions, selection of data collection methods, and techniques for data analysis and presentation using statistical software. Emphasis is also placed on ethical considerations and critical thinking in evaluating research quality and validity.

Course Topics

Lecture 1: Introduction to Research Methodology
• What is social research?
• Purposes and significance of social research.

Lecture 2: Research Design
• Steps in designing a research study.
• Topic selection and formulation of research questions.
• Hypothesis development.

Lecture 3: Ethical Issues in Research
• Ethical principles: confidentiality, anonymity, informed consent.
• The role of the ethics committee.
• Issues of responsibility and social justice.
• Addressing sensitive topics.

Lecture 4: Variables and Measurement
• Types of variables: independent, dependent, controlled.
• Measurement scales.
• Issues of validity and reliability.

Lecture 5: Qualitative Research: Data Collection Methods
• Interviews: individual and group.
• Content analysis.
• Participant observation.
• Case study.

Lecture 6: Quantitative Research: Data Collection Methods
• Questionnaires: design and structure.
• Types of questions: closed-ended, open-ended, semi-structured.
• Sampling analysis: population, sample, sampling techniques.
• Data collection through experiments and surveys.

Lecture 7: Mixed Methods Research
• Descriptive and inferential statistics.
• Introduction to using Excel.

Lecture 8: Introduction to SPSS I
• Getting familiar with the SPSS environment.
• Creating and managing data files.
• Variable entry and data types.
• Basic functions and settings.

Lecture 9: Introduction to SPSS II (Variables, Means, Standard Deviation)
• Data entry and processing.
• Variable coding.
• Descriptive statistics (means, standard deviation, etc.).

Lecture 10: Introduction to SPSS III (Charts, Data Distribution)
• Data visualization (charts, tables).
• Cross-tabulations and frequency analysis.
• Normality testing of data distributions.

Lecture 11: Introduction to SPSS IV (Correlations, Regressions)
• Correlation analysis (Pearson, Spearman).
• Regression analysis: basic principles and applications.
• Application to research data.

Lecture 12: Introduction to SPSS V (Parametric Tests)
• Hypothesis testing: t-test and ANOVA.
• Use of statistical tests to compare means.
• Interpretation of results.
• Application examples in social research.

Lecture 13: Introduction to SPSS VI (Non-parametric Tests)
• Categorical data analysis (Chi-square test).
• Non-parametric tests.
• Presentation and interpretation of results.
• Conclusions and applications in social research.

Course Coordinator

Ifigenia Dosi
Assistant Professor of Applied Linguistics
Department of Humanities • Democritus University of Thrace

Email: idosi@hs.duth.gr

Suggested Bibliography

In Greek
  • Νόβα-Καλτσούνη, Χ. (2015). Μεθοδολογία εμπειρικής έρευνας στις κοινωνικές επιστήμες. Gutenberg.
  • Ρούσσος, Π. Λ., & Τσαούσης, Γ. (2020). Στατιστική εφαρμοσμένη στις κοινωνικές επιστήμες με τη χρήση του SPSS και του R. Gutenberg.
  • Σταμοβλάσης, Δ., & Βαϊοπούλου, Γ. (2020). Μεθοδολογία έρευνας στις κοινωνικές επιστήμες. Ζυγός.
  • Field, A. (2016). Η διερεύνηση της στατιστικής με τη χρήση του SPSS της IBM (Γ. Κοντός & Ε. Χερουβείμ, Μετάφρ.). Προπομπός. (Πρωτότυπο έργο δημοσιευμένο το 2013).
In English
  • Babbie, E. (2020). The practice of social research (15th ed.). Cengage Learning.
  • Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE.
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge.

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek.
Student evaluation consists of a written assignment (30%) and a final oral examination (70%).

Short Course Description

Τhis course introduces students to key concepts and issues related to language as a social practice, both within and beyond the classroom. It explores verbal communication (including linguistic structures and functions) and non-verbal communication (such as paralinguistic features and multimodal systems), aiming to foster critical reflection on how we use language to negotiate relationships, actions, and attitudes. Students will engage with various approaches to the analysis of language in social interaction—such as Conversation Analysis and Critical Discourse Analysis—and participate in research-oriented activities in diverse educational contexts. Students will develop skills in recognizing and evaluating linguistic practices that support learning, collaboration, and the equitable participation of all pupils. Additionally, they will reflect on the role of the teacher as a facilitator of communication and learning. For these reasons, during the course, students will conduct microteaching sessions in separate breakout rooms within the digital classroom. They will also observe demonstration lessons delivered by the instructor and through multimedia, practice designing and evaluating learning objects and lesson plans, and work on real-world scenarios drawn from actual classroom environments.

Course Topics

  1. Introduction: Definition of key concepts and overview of learning outcomes
  2. Language and Society: Core principles of Sociolinguistics.
  3. Language as a Sociocultural Practice: Foundations of Educational Linguistics.
  4. Linguistic Diversity and Social Identities in the Classroom.
  5. Verbal and Non-verbal Communication in Classroom Interaction.
  6. Discourse, Power, and Ideology in Educational Settings.
  7. Social Dimensions of Multilingualism and Bilingualism in Education.
  8. Language as a Means of Inclusion and Exclusion in School.
  9. Conversation Analysis and Critical Discourse Analysis in Educational Contexts: Theoretical Framework.
  10. Critical Analysis of Multimodal Texts: Workshop.
  11. Critical Discourse Analysis in Educational Contexts: Workshop.
  12. Review and Discussion.
  13. Presentation of Final Projects.

Course Coordinator

Maria Mitsiaki
Associate Professor of Teaching Greek as a Second Language
Department of Humanities • Democritus University of Thrace

Email: mmitsiaki@hs.duth.gr

Suggested Bibliography

  • Γαβριηλίδου, Ζ., Μητσιάκη, Μ., & Φλιάτουρας, Α. (2021). 100 βασικές ενότητες για τη γλωσσολογία. Gutenberg.
  • Γούτσος, Δ. & Μπέλλα, Σπ. (επιστ. επιμ.) (2022). Kοινωνιογλωσσολογία. Αθήνα: Gutenberg.
  • Fairclough, N. (2010). Critical Discourse Analysis: The Critical Study of Language (2nd ed.). Routledge.
  • Holmes, J. & Wilson, N. (2017). An Introduction to Sociolinguistics (5th ed.). Routledge.
  • Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method (4th ed.). Routledge.
  • May, S. (Ed.) (2017). The Routledge Handbook of Language and Identity. Routledge.

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek.
Student evaluation consists of a written assignment (30%) and a final oral examination (70%).

Short Course Description

The course explores and analyzes violence and aggression in both real and digital contexts, with emphasis on their causes, manifestations, and strategies of prevention and intervention. It covers fundamental aggression theories (e.g., psychoanalytic approaches, social learning theory, frustration-aggression hypothesis), violence in school settings (e.g., school bullying), and digital forms (e.g., cyberbullying). It presents prevention and intervention strategies, focusing on the role of educators and professionals. The course combines theoretical knowledge and practical applications, enhancing students' skills in managing violence in various professional contexts.

Course Topics

  1. Introduction: Concepts and forms of violence.
  2. Aggression Theories I: Biological and psychological approaches.
  3. Aggression Theories II: Sociological and social-psychological approaches.
  4. Developmental aspects and gender differences in aggressive behavior.
  5. School bullying: Definition, forms, and dynamics.
  6. Cyberbullying: Forms, characteristics, and challenges.
  7. Consequences and psychosocial impacts of violence and bullying.
  8. The role of family and peers in aggressive behavior.
  9. Cultural patterns and the influence of media on youth aggression.
  10. Prevention of school violence and bullying: Strategies and programs.
  11. Interventions in school and digital environments.
  12. Policies, legislation, and ethical dimensions in addressing school violence.
  13. Contemporary trends and integrated approaches to prevention and intervention.

Course Coordinator

Nafsika Antoniadou
Assistant Professor
of Educational Psychology Department of Primary Education || University of Ioannina

Email: nantoniadou@uoi.gr

Suggested Bibliography

  • Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53(1), 27-51.
  • Antoniadou, N., Kokkinos, C. M., & Fanti, K. A. (2019). Traditional and cyber bullying/victimization among adolescents: Examining their psychosocial profile through latent profile analysis. International Journal of Bullying Prevention, 1(2), 85-98.
  • Baron, R. A., & Richardson, D. R. (2004). Human Aggression. Springer.
  • Bauman, S., Walker, J., & Cross, D. (2013). Principles of cyberbullying research: Definition, methods, and measures. Routledge.
  • Bjørkly, S. (2006). Psychological theories of aggression: Principles and application to practice. Violence in Mental Health Settings: Causes, Consequences, Management, 27-46.
  • Geen, R. G., & Donnerstein, E. D. (Eds.). (1998). Human aggression: Theories, research, and implications for social policy. Academic Press.
  • Hinduja, S., & Patchin, J. W. (2014). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (2nd ed.). Corwin Press.
  • Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17(4), 311-322.
  • Kokkinos, C. M., & Antoniadou, N. (2023). Cyber-bullying in Greece. In Z. Yan (Ed.). The Cambridge Handbook of Cyber Behavior (pp. 155-192). Cambridge Publishing.
  • Kokkinos, K., & Karagianni, K. (2017). Εκφοβισμός και θυματοποίηση: Βιβλιογραφική ανασκόπηση ερευνητικών ευρημάτων από τον ελληνικό χώρο. Preschool and Primary Education, 5(1), 2-45.
  • Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2007). Cyber bullying: Bullying in the digital age. Wiley-Blackwell.
  • Lampridis, E. (2015). Stereotypical beliefs about cyber bullying: An exploratory study in terms of myths. Universal Journal of Educational Research, 3(2), 135–147.
  • Lampridis, E. (2018). Parent in the digital age: A study of cyberbullying myths of parents of adolescent students. Hellenic Journal of Psychology, 15(2), 188–211.
  • Rigby, K. (2008). Σχολικός εκφοβισμός: Σύγχρονες απόψεις (Α. Γιοβαζολιάς, Επιστ. Επιμ., 2η έκδ.). Εκδόσεις Τόπος.
  • Ανδρέου, Ε. (2014). Ηλεκτρονικός εκφοβισμός σε εφήβους: Εμπειρικά δεδομένα και θέματα συμβουλευτικής παρέμβασης. Στο Μ. Μαλικιώση & Α. Γιοβαζολιάς (Επιμ.), Συμβουλευτική Ψυχολογία: Σύγχρονα ζητήματα έρευνας και πρακτικής (σελ. 313–334). Εκδόσεις ΠΕΔΙΟ.
  • Βίλλα, Π.-Μ., Τουλούπης, Θ., & Αντωνιάδου, Ν. (2023). Το φαινόμενο του ηλεκτρονικού εκφοβισμού μεταξύ μαθητών/ριών Γυμνασίου: Ο ρόλος της ενσυναίσθησης. Στο Δ. Κατσαρού, Χ. Κούνδουρου, & Γ. Ρέππα (Επιμ.), Νέες τάσεις και προσεγγίσεις στην Ψυχοπαθολογία και στην Ψυχική Υγεία παιδιών και ενηλίκων (σσ. 77–98). Gutenberg.
  • Μακρή-Μπότσαρη, Ε. (2011α). Ψυχομετρικά εργαλεία αξιολόγησης του θυμού, της επιθετικότητας και του εκφοβισμού (Τεύχη Ι, ΙΙ και ΙΙΙ). Εκδόσεις Παπαζήσης.
  • Μακρή-Μπότσαρη, Ε. (2011β). Θυμός, επιθετικότητα, εκφοβισμός. Εκδόσεις Παπαζήσης.
  • Ρασιδάκη, Χ. (2015). Σχολικός εκφοβισμός - Bullying: Αποτελεσματικές δεξιότητες επικοινωνίας - τρόποι αντιμετώπισης. Εκδόσεις Πατάκη.
  • Σουσαμίδου-Καραμπέρη, Α., & Βαβέση-Τσιβίκη, Σ. (2011). Γονείς και εκπαιδευτικοί αντιμέτωποι με την επιθετικότητα των παιδιών και εφήβων. University Studio Press.
  • Τότης, Σ., Χρήτσος, Ι., & Ιωαννίδης, Χ. (2022). Το φαινόμενο bullying στα σχολεία: Η ύπαρξή του φαινομένου σε μαθητές που φοιτούν στο γενικό και επαγγελματικό λύκειο. Εκδόσεις Σπανίδης.
  • Τρίγκα-Μερτίκα, Ε. (2011). Σχολική βία: Σχολικός εκφοβισμός, θυματοποίηση, ο ρόλος της οικογένειας-σχολείου. Εκδόσεις Γρηγόρη.
  • Τρίγκα-Μερτίκα, Ε. (2015). Ενδοσχολική βία και σχολικός εκφοβισμός: Θεωρητικό πλαίσιο και εκπαιδευτική παρέμβαση. Εκδόσεις Παπαζήσης.
  • Τσίτσικα, Α., & Καπανιάρης, Α. (2019). Ψηφιακή γενιά: Χρήση της τεχνολογίας από παιδιά και εφήβους. Πεδίο.
  • Χατζηχρήστου, Χ. Γ. (2011). Κοινωνική και Συναισθηματική Αγωγή: Πρωτοβάθμια Εκπαίδευση (Τάξεις Γ΄, Δ΄, Ε΄ και ΣΤ΄ Δημοτικού). Πρόγραμμα για την Προαγωγή της Ψυχικής Υγείας και της Μάθησης στη Σχολική Κοινότητα. Εκπαιδευτικό Υλικό ΙΙ. Τυπωθήτω (τεύχη 1 & 6).
  • Χατζηχρήστου, Χ. Γ. (2015). Πρόληψη και Προαγωγή της Ψυχικής Υγείας στο Σχολείο και στην Οικογένεια. Gutenberg.

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek.
Student evaluation consists of a written assignment (30%) and a final oral examination (70%).

Short Course Description

The course aims to provide in-depth knowledge of intergroup relations and dynamics that significantly shape the reality of the classroom, as well as the relationships and behavior of students and teachers within the educational context. Drawing on the principles and propositions of social identity theory as its main framework, students will engage with key theories of social psychology concerning intergroup relations, focus on relevant empirical findings over time, and connect these insights with their practical application in school settings. Through this process, they will develop an understanding of how identity and otherness influence both overt and covert behaviors, the role of stereotypes in forming biased attitudes, and best practices for addressing fear of difference while empowering students toward personal and academic development. The course ultimately seeks to foster a vision of classrooms and schools with fewer divisions, greater openness, and a climate of collective and individual well-being and progress.

Course Topics

  1. The Concept of the Group: Definition, formation, norms, roles, status
  2. Intergroup Relations and Intergroup Dynamics: Theoretical frameworks and research applications in the school context
  3. Perceived discrimination, bias and derogation, intergroup anxiety, intergroup contact and intergroup conflict: Applications in the school environment
  4. Social cognition and education
  5. Identity and alterity: Applications in education
  6. Social Identity Theory
  7. Stereotype and Prejudice: Concept, forms, and function in the classroom
  8. Meta-stereotype and Stereotype Threat: Their impact on classroom dynamics and academic performance
  9. The multicultural classroom: Ethnoculturally diverse students, inclusion, and school dropout
  10. Classroom intervention: Educational objectives and the importance of the “human geography” of the classroom
  11. Small-group performance: Process losses, task types, and educational goals
  12. Small-group performance: Teacher use for relationship dynamics and learning enhancement – Applications and examples
  13. Application in the classroom setting: Case studies and intervention design

Course Coordinator

Efthymios Lampridis
Professor of Social Psychology
Department of Humanities • Democritus University of Thrace

Email: elamprid@hs.duth.gr

Suggested Bibliography

  • Aronson, E., Wilson, T., Sommers, S. (2019). Κοινωνική ψυχολογία (Κ. Καφέτσιος, Α. Αρβανίτης, Ε. Βασιλικός, επιμ.). Τζιόλα.
  • Hogg, M.A. & Tindale, S. (2016). Εγχειρίδιο κοινωνικής ψυχολογίας: Διεργασίες ομάδας (Α. Παπαστυλιανού, επιμ.). Gutenberg.
  • Hogg, M.A., & Vaughan, G. (2023). Κοινωνική ψυχολογία. Gutenberg.
  • Lampridis, E. (2022). Social identity theory as a framework for understanding classroom dynamics. In A. Markou, I. Bakirtzis, A. Palikidis, C. Papageorgopoulou (Eds.), History, society, culture: Research issues and challenges – Featuring volume for the anniversary of the 30 years of the Department of History and Ethnology (pp. 229–248). Stamoulis Publishers.
  • Rubie-Davies, C. M., Stephens, J. M., Watson, P.S. (2022). Εγχειρίδιο κοινωνικής ψυχολογίας της σχολικής τάξης (Α. Γιώτσα, Μ. Γκέκα, Ε. Κωνσταντινίδου, Ε. Λαμπρίδης, επιμ.). Gutenberg.
  • Λαμπρίδης, Ε. & Ντόβα, Μ. (2024). Ενίσχυση της διαπολιτισμικής ευαισθητοποίησης και μείωση της προκατάληψης εκπαιδευτικών τάξεων υποδοχής προσφύγων μαθητών: Ο κρίσιμος ρόλος της διομαδικής επαφής και του κινήτρου για επαγγελματική επίτευξη. Στο Χ. Παρθένης, Λ. Γιώτη, Τ. Κατωπόδη (Επιμ.), Διά βίου εκπαίδευση και επιμόρφωση εκπαιδευτικών στις σύγχρονες πολυπολιτισμικές κοινωνίες (σσ. 391–418). Gutenberg.
  • Λαμπρίδης, Ε. (2020). Κοινωνικοψυχολογική προσέγγιση της πολυπολιτισμικότητας στο σχολείο: Αναδεικνύοντας τη σημασία της μελέτης του μεταστερεοτύπου και της στερεοτυπικής απειλής. Στο Χ. Παρθένης (Επιμ.), Πολιτική και πρακτική της διαπολιτισμικής εκπαίδευσης: Η αναγκαιότητα νέων παιδαγωγικών και θεσμικών προσεγγίσεων στις σύγχρονες πολυπολιτισμικές κοινωνίες (σσ. 164–197). Gutenberg.
  • Λαμπρίδης, Ε. (2024). Τακτική σχολική φοίτηση κοινωνικά στιγματισμένων μαθητών: Ερμηνεύοντας τη σχολική επιτυχία μαθητών Ρομά υπό το πρίσμα των στρατηγικών διαχείρισης της κοινωνικής ταυτότητας. Στο Α. Καραφύλλης, Ι. Ταταρίδης (Επιμ.), Παιδαγωγικές σπουδές στην Ελλάδα (παρελθόν, παρόν, μέλλον) (σσ. 570–585). Διαθέσιμο online.

Eclass

https://eclass.duth.gr/courses

Student Assessment

Γλώσσα αξιολόγησης: Ελληνική <B Μέθοδοι αξιολόγησης: Γραπτή εργασία (30%), τελική προφορική εξέταση (70%).

Short Course Description

The purpose of the course is to introduce students to the concept and core principles of differentiated pedagogy. Through this theoretical lens, it aims to provide specific knowledge on managing student diversity and classroom dynamics, with the goal of developing each pupil's potential according to their individual abilities and inclinations. The course is designed to directly connect theory with practice. Over the course of the 13-week lectures, students will develop instructional and pedagogical skills by utilizing valuable practical tools and exercises; these include microteaching in small student groups within separate digital classroom breakout rooms, observing demonstration lessons through multimedia, engaging with real-world classroom scenarios, as well as designing and evaluating learning and instructional scenarios.

Course Topics

  1. The concept of Differentiated Pedagogy as a holistic approach and classroom management
  2. Identity, empowerment, and the student as a “biography”
  3. Students’ individual differences. Distinguishing differentiation from individualization. Mixed-ability classrooms
  4. Multiple facets of Intelligence: Utilizing students’ individual differences in the school context. Emotional Intelligence: social and emotional learning programs and interventions in schools
  5. The learning profile. Learning style and instructional actions
  6. Getting to know our students. Developing students’ learning profiles. Creating/Constructing an individual student profile
  7. The transition from the individual to the collective. Creating/Constructing the classroom profile
  8. Differentiated pedagogical approaches and “tools.” The axes of differentiation in teaching. Designing and applying “tools”
  9. Experiential learning and differentiated teaching practice: processes, forms, and the role of the teacher. Designing/Creating classroom interventions
  10. The use of the Arts in teaching
  11. Assessment as a continuous, participatory, and reflective process. Reflection
  12. Differentiation in practice: Designing learning activities. The experiences of postgraduate students and their impact on how they perceive and manage classroom heterogeneity as current or future educators
  13. Reflection

ΣΥΝΤΟΝΙΣΤΗΣ/ΤΡΙΑ

Irene Korre
Associate Professor of General Pedagogy
Department of Humanities
Democritus University of Thrace
Department of Humanities • Democritus University of Thrace

Email επικοινωνίας: ikorre@hs.duth.gr

Suggested Bibliography

  • Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
  • Sarasin, L.C. (1999). Learning Style Perspectives: Impact in the Classroom. Madison: Atwood.
  • Thorndike, E.L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227–235.
  • Tomlinson, C. A. (2015). Πώς να διαφοροποιήσουμε τη διδασκαλία σε τάξεις μεικτής ικανότητας. Αθήνα: Εκδόσεις Γρηγόρη.
  • Vandenbroeck, M. (2004). Με τη ματιά του Γέτι. Αθήνα: Εκδόσεις Νήσος.
  • Ιωαννίδου-Κουτσελίνη, Μ. (2020). Διαφοροποίηση της διδασκαλίας και της μάθησης: Δυσκολίες και παρανοήσεις. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 12–29.
  • Κορρέ, Ει. (2021). Διαφοροποιημένη Παιδαγωγική. Από τη Θεωρία έως τη Διδασκαλία. Αθήνα: Άλκιμο.
  • Κουτσελίνη, Μ. & Πυργιωτάκης, Ι. (2015). Διαφοροποίηση της διδασκαλίας και της μάθησης. Αθήνα: Πεδίο.
  • Σφυρόερα, Μ. (2020). Προς μια ολιστική αντιμετώπιση της διαφοροποιημένης παιδαγωγικής: Αντιλήψεις και πρακτικές εκπαιδευτικών παιδιών προσχολικής ηλικίας. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 119–142.
  • Τζίκα, Β., Παππά, Δ. & Καλδή, Σ. (2015). Εφαρμογή του ομαδοκεντρικού μοντέλου Jigsaw II μέσω της διδακτικής μεθόδου project και της διαφοροποιημένης διδασκαλίας. Πρακτικά Εργασιών 1ου Πανελλήνιου Συνεδρίου για την Προώθηση της Εκπαιδευτικής Καινοτομίας (σσ. 1–46), Λάρισα, 23–25 Οκτωβρίου 2015.
  • Τζιοβάρα, Χ., Καλδή, Σ., Ξαφάκος, Ε. (2020). Μοντεσσοριανή εκπαιδευτική φιλοσοφία και Διαφοροποιημένη Διδασκαλία: Συγκριτική επισκόπηση. Πελλαίος Παιδαγωγός, 1, 1–6.

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek.
Student evaluation consists of a written assignment (30%) and a final oral examination (70%).

Short Course Description

This course focuses on the study of fundamental concepts, theories, and models of leadership and motivation. Selected topics include trait and behavioral theories of leadership, charismatic and transformational leadership, power and influence, emotions and perceptions of justice in motivation, and theories of expectancy and equity. In exploring leader effectiveness, students will examine different perspectives, including those of the follower, the leader, and the observer. Motivation will be analyzed across various contexts, with emphasis placed on both self-motivation and the motivation of others. The course will require students to apply skills essential for effective leadership, including self-awareness, interpersonal communication, presentation skills, organization and time management, and critical thinking.

Course Topics

  1. Definition of Leadership in the Educational Context
    • Exploring various definitions and the importance of leadership within educational structures.
    • Distinguishing between leadership and management.
  2. Trait and Behavioral Theories
    • Examining key leadership traits and behaviors that influence educational outcomes.
  3. Situational and Contingency Leadership Theories
    • Analyzing how different contexts require different leadership approaches.
  4. Transformational and Transactional Leadership
    • Discussing the impact of transformational and transactional leadership styles in education.
  5. Basic Motivation Theories
    • Will, instinct, and drive.
    • General and specific theories of motivation.
  6. Psychological Needs, Intrinsic and Extrinsic Motivation
    • Psychological needs for autonomy, competence, and relatedness.
    • Distinction between intrinsic and extrinsic motivation and their impact on students and teachers.
  7. The Motivational Power of Goals
    • Goal setting.
    • Goal pursuit.
    • Goal disengagement.
  8. Personal Control and the Self
    • Perceived control, self-efficacy, and learned helplessness.
    • Self-regulation, self-control, and agency.
  9. Positive Psychology and Personal Development
    • Humanistic and organismic approaches.
  10. Unconscious Motivation
    • Psychodynamic approaches and defense mechanisms.
  11. Application and Interventions
    • How can motivation be applied in educational practice?
  12. Ethical and Authentic Leadership
    • Authentic leadership.
    • Servant leadership.
    • Ethics of leadership.
  13. Reflective Practice and Personal Leadership Philosophy
    • Encouraging the development of a personal leadership philosophy through reflective practices.

Course Coordinator

Alexios Arvanitis
Associate Professor of Social Psychology
Department of Psychology • University of Crete

Email: a.arvanitis@uoc.gr

Suggested Bibliography

  • Owens, R. G., & Valesky, T. C. (2010). Organizational behavior in education: Leadership and school reform (10th ed.). Boston, MA: Pearson.
  • Reeve, J. (2018). Understanding motivation and emotion. John Wiley & Sons.
  • Schunk, D. H., Pintrich, P., & Meece, J. (2010). Τα κίνητρα στην εκπαίδευση (Επιμέλεια: Ν. Μακρής & Δ. Πνευματικός). Gutenberg.
  • Woods, P. A., Roberts, A., Tian, M., & Youngs, H. (Eds.). (2023). Handbook on Leadership in Education. Cheltenham, UK: Edward Elgar Publishing. https://doi.org/10.4337/9781800880429
  • Κωσταρίδου-Ευκλείδη, Α. (2011). Ψυχολογία Κινήτρων. Αθήνα: Πεδίο.

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek.
Student evaluation consists of a written assignment (30%) and a final oral examination (70%).

Short Course Description

The aim of the course is to explore the intercultural processes and psychosocial mechanisms that develop in contexts of cultural diversity within the school and broader social settings, within the field of applied social psychology. It examines the issues, challenges, and prospects that arise in multicultural school environments, with an emphasis on understanding cultural diversity. It analyzes the factors associated with school adjustment, psychosocial well-being, and educational inclusion of students from culturally and linguistically diverse groups. In this context, the development of professional competencies among education and psychosocial support staff in intercultural contexts is strengthened, with the aim of designing and implementing interventions that promote inclusion and social justice. Translated with DeepL.com (free version)

Course Topics

  1. Cross-cultural psychology, culture, and ethnocultural identity.
  2. Theories and models of acculturation; acculturative stress; acculturation strategies.
  3. Consequences of acculturation: psychological and sociocultural adaptation; school adjustment and academic achievement.
  4. Acculturation and migrant adaptation in Greece: empirical evidence from the Greek context.
  5. Stereotypes, prejudice, and perceived discrimination.
  6. Migrant families and the educational context: school–family collaboration.
  7. Cross-cultural relations and multiculturalism; cross-cultural strategies; contact theory and ethnocentrism.
  8. Theories of intercultural communication; intercultural competence and education.
  9. The cross-cultural dimension of personality; relativistic and universalistic approaches to emotions.
  10. Culture and mental health in the school context: the role of schools in identification and support.
  11. Protective factors among culturally diverse students; resilience.
  12. Cultural competence and culturally responsive pedagogy.
  13. Systemic intervention and inclusion policies; reflection and professional identity.

Course Coordinator

Areti Tsinou
PhD in Psychology
Department of Psychology || National and Kapodistrian University of Athens

Email: aretitsinou@gmail.com

Suggested Bibliography

  • Αγγελίδης, Π. Α., & Χατζησωτηρίου, Χ. (Επιμ.). (2013). Διαπολιτισμικός διάλογος στην εκπαίδευση: Θεωρητικές προσεγγίσεις, πολιτικές πεποιθήσεις και παιδαγωγικές πρακτικές. Διάδραση.
  • Berry, J. W., Breugelmans, S. M., Chasiotis, A., Poortinga, Y. H., & Sam, D. L. (2021). Διαπολιτισμική ψυχολογία: Έρευνα και εφαρμογές (Κ. Γούλα, Μετφρ.· Επιστ. επιμ. Α. Παπαστυλιανού). Gutenberg.
  • Holcomb-Mccoy, C. (2003). Multicultural competence in school settings. Στο D. Pope-Davis, H. Coleman, W. Liu, R. Toporek (Eds.), Multicultural competence in school settings (σσ. 406-419). SAGE Publications, Inc. https://doi.org/10.4135/9781452231693.n26
  • Sam, D. L., & Berry, J. W. (Eds.). (2006). The Cambridge handbook of acculturation psychology. Cambridge University Press.
  • Segall, M. H., Dasen, P. R., Berry, J. W., & Poortinga, Y. H. (2002). Διαπολιτισμική ψυχολογία (Επιμ. Δ. Γεώργα). Ελληνικά Γράμματα.
  • Shiraev, E. B., & Levy, D. A. (2018). Διαπολιτισμική ψυχολογία: Κριτική σκέψη και σύγχρονες εφαρμογές (Μ. Ασπιώτη, Μετφρ.· Επιστ. επιμ. Β. Γ. Παυλόπουλος· Πρόλογος Β. Παυλόπουλος). Πεδίο.
  • Smith, P. B., & Bond, M. H. (2011). Διαπολιτισμική κοινωνική ψυχολογία (Β. Κάγκου, Μετφρ.· Επιστ. επιμ. Α. Παπαστυλιανού). Gutenberg.
  • Tenório da Silva, J. R. R. (Ed.). (2026). Mindscape: Education, arts and meaning-making from a cultural perspective. Springer.
  • Vedder, P. H., & Horenczyk, G. (2006). Acculturation and the school. Στο D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (σσ. 419–438). Cambridge University Press. https://doi.org/10.1017/CBO9780511489891.031

Eclass

https://eclass.duth.gr/courses

Student Assessment

The assessment language is Greek.
Student evaluation consists of a written assignment (30%) and a final oral examination (70%).

Content and Purpose

The topic of the Master’s Dissertation must fall within the scope of the MSc Programme and make use of the knowledge, abilities, attitudes, and skills acquired in the Programme’s courses. Following a call issued by the Coordinating Committee, the postgraduate student submits an application to the Programme Secretariat, indicating the proposed dissertation title, the proposed supervisor, and all relevant supporting documents. The Coordinating Committee reviews the application and forwards it to the Assembly, which appoints the supervisor and establishes the three-member supervisory and examination committee, in which the supervisor also participates as a member. The Master’s Dissertation must comply with the specifications and structure of a scientific paper, including a cover page, table of contents, abstracts in Greek and English, an Introduction (presenting relevant theories, previous empirical findings, and the purpose, objectives, and hypotheses of the study), a Method section (presenting the methodological design, sampling and sample, measurement tools / data collection methods, and data collection procedures), a Results section (presenting the quantitative or qualitative analysis design and the research findings), and a Conclusion section (including the discussion of findings, research limitations, and suggestions for future research). The Dissertation is written in Greek and is accompanied by a brief abstract of approximately 300 words in a European Union language (e.g., English, French, or German). Upon agreement with the supervisor and approval by the Coordinating Committee, it may be written in another language, provided that it includes an extended abstract in Greek. The structure and writing specifications of the Dissertation are defined in the Regulations of the MSc Programme.
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