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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.

Short Course Description

Introduction to core principles of social psychology with emphasis on their application in educational contexts. Focus on the classroom as a dynamic field of social interaction shaped by both teachers and students. Development of knowledge enabling effective, equitable, and inclusive classroom practices based on social-psychological mechanisms.

Course Topics

  1. Social Psychology: history, epistemology, major perspectives, contemporary directions
  2. Research in Social Psychology: methods, levels of explanation, key research domains
  3. Social Psychology & Education: the classroom as a dynamic social environment
  4. Teachers’ symbolic roles and management of classroom dynamics
  5. Communication in the classroom: forms, barriers, and effective practices
  6. Crisis in the classroom: concepts, management strategies, conflict-resolution
  7. Social values, individualism–collectivism, inclusion
  8. Personal development in relation to schooling: middle childhood & adolescence
  9. Personal development and the school environment: adolescence
  10. Emotions in learning and personal growth
  11. Social attribution in classroom situations: biases and effects on learning
  12. Student and teacher attitudes: components, cognitive dissonance, implications
  13. Αλλαγή στάσεων και πειστική επικοινωνία στη σχολική τάξη.

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 key concepts related to language as a social practice inside and outside the classroom. It examines verbal communication (structure and functions of language) and non-verbal communication (paralinguistic features, multimodal systems), encouraging reflection on how language is used to negotiate relationships, actions, and attitudes. Students will explore different approaches to the analysis of social interaction in language, such as Conversation Analysis and Critical Discourse Analysis, and will engage in research activities in diverse educational settings.

Course Topics

  1. Introduction: definition of key concepts and analysis of learning outcomes
  2. Language and society: basic principles of Sociolinguistics
  3. Language as sociocultural practice: foundations of Educational Linguistics
  4. Linguistic diversity and social identities in the school environment
  5. Verbal and non-verbal communication in classroom interaction
  6. Discourse, power and ideology in educational contexts
  7. Social dimensions of multilingualism and bilingualism in education
  8. Language as a means of inclusion and exclusion in school settings
  9. Conversation Analysis and Critical Discourse Analysis: theoretical framework for educational settings
  10. Critical analysis of multimodal texts: workshop
  11. Critical Discourse Analysis in educational environments: workshop
  12. Recap and discussion
  13. Student presentations

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

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 importance of social research

Lecture 2: Research Design
• Steps in designing a study
• Topic selection and formulation of research questions
• Development of hypotheses

Lecture 3: Ethical Issues in Research
• Ethical principles: confidentiality, anonymity, informed consent
• The role of ethics committees
• Responsibility and social justice in research
• Handling sensitive topics

Lecture 4: Variables and Measurement
• Types of variables: independent, dependent, controlled
• Measurement scales
• 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, open, 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
• Familiarization with the SPSS workspace
• Creating and managing data files
• Variable entry and data types
• Basic functions and settings

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

Lecture 10: Introduction to SPSS III
• Data visualization (charts, tables)
• Cross-tabulation and frequency analysis
• Normality testing

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

Lecture 12: Introduction to SPSS V
• Hypothesis testing: t-tests and ANOVA
• Statistical tests for comparison of means
• Interpretation of results
• Social research application examples

Lecture 13: Introduction to SPSS VI
• Analysis of categorical data (χ²)
• 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

The course aims to explore and understand violence and aggression in both the real and digital worlds, with particular emphasis on their causes, forms of manifestation, and strategies for prevention and intervention. Specifically, it: (a) focuses on fundamental theories of aggression (e.g., psychoanalytic approaches, social learning theory, frustration–aggression hypothesis), (b) examines violence within the school environment (e.g., school bullying) as well as its forms in the digital space (e.g., cyberbullying), and (c) concentrates on prevention and intervention strategies, highlighting the role of educators and other professionals. Overall, the course integrates theoretical knowledge with practical applications, aiming to enhance skills for the effective prevention and management of violence across diverse professional contexts.

Course Topics

  1. Introduction: Concepts and Forms of Violence
  2. Theories of Aggression (I): Biological and Psychological Approaches
  3. Theories of Aggression (II): Sociological and Socio-psychological Approaches
  4. Developmental Aspects and Gender Differences in Aggressive Behavior
  5. School Bullying: Definition, Forms, and Dynamics of the Phenomenon
  6. Cyberbullying: Forms, Characteristics, and Challenges
  7. Consequences and Psychosocial Impact of Violence and Bullying
  8. The Role of Family and Peers in the Manifestation of Aggressive Behavior
  9. Cultural Models and Mass Media: Influences on Youth Aggression
  10. Prevention of School Violence and Bullying: Strategies and Programs
  11. Interventions Addressing Violence and Bullying in School and Online Settings
  12. Policies, Legislation, and Ethical Dimensions in Addressing Violence in Education
  13. Contemporary Trends and Integrated Approaches to the Prevention and Management of Violence

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 course aims to help students develop knowledge, skills, and attitudes related to: differentiation in mixed-ability classrooms, the applications of Differentiated Pedagogy in teaching practice, and the concept of the “multiple aspects” of Intelligence, which provide opportunities for selecting alternative solutions to classroom management challenges. By engaging with these topics, students will become capable of managing the classroom effectively, recognizing, utilizing, and addressing the interests, abilities, and needs of all learners. The course will examine the key concepts of “mixed-ability classrooms,” “Differentiated Pedagogy,” and “Classroom Management.” It will define the framework of classroom differentiation through the lens of students’ individual differences and diagnostic assessment (“student profiling”). The course will also draw upon theories of Multiple Intelligences, the Triarchic Theory of Intelligence, and Emotional Intelligence to enhance classroom management practices. Students will have the opportunity to practice designing and developing both “student profiles” and “classroom profiles.”

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. Contingency and Situational 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. Core Motivation Theories
    • Expectancy–value theories of motivation.
    • Achievement motivation theory.
    • Attribution theory.
    • Equity theory.

  6. Intrinsic and Extrinsic Motivation
    • Distinguishing between intrinsic and extrinsic motivators and their effects on students and teachers.

  7. Self-Determination Theory and Goal Setting
    • Exploring Self-Determination Theory and the importance of goal setting for educational motivation.

  8. Goal Orientation Theory
    • The impact of goals on learning motivation – The concept of commitment.

  9. Fostering Motivation in the Learning Environment
    • Strategies for cultivating a classroom environment that enhances motivation.

  10. Addressing Resistance to Change
    • Identifying common sources of resistance and strategies for effective change management.

  11. Ethical Leadership and Decision-Making
    • Exploring ethical dilemmas and frameworks for responsible decision-making in education.

  12. Developing Leadership Capacities
    • Discussing professional development and lifelong learning for educational leaders.

  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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