The CARDET team has collectively contributed to hundreds of scientific publications, including books, journal articles, conference presentations, and research and evaluation reports. Below is a selection of representative publications. A detailed list of publications is available under respective project sites and the CARDET PRESS site.
Principles and Practice of Multi-site Randomized Controlled Trials in the Phase III Setting
Peter Natale Peduzzi Ph.D.
The focus of this book is to provide a foundation in the principles and practice of multi-site, Randomized Controlled Trials (RCT), primarily in the phase III setting. Although regulatory issues are discussed, the design and conduct of clinical trials for regulatory approval are not covered, nor are early phase clinical trials in the phase I or II setting. Any regulatory issues presented are primarily based on U.S. FDA and International Conference on Harmonization (ICH) guidelines.
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50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education.
New York: Teachers College Press
Berliner, D., Glass, G. V., & Associates (2014)
ICT for Education, Development, and Social Justice.
Greenwich, CT: Information Age Publishing, Inc
Vrasidas, C., Zembylas, M. & Glass, G. V., Eds. (2009)
Fertilizers, Pills & Magnetic Strips: The Fate of Public Education in America.
Greenwich, CT: Information Age Publishing
G. V. Glass. (2008). (Editors)
Current Perspectives on Applied Information Technologies: Preparing Teachers to Teach with Technology.
Greenwich, CT: Information Age Publishing
Vrasidas, C. & G. V. Glass. (2005). (Editors)
Current Perspectives on Applied Information Technologies: Online Professional Development of Teachers.
Greenwich, CT: Information Age Publishing
Vrasidas, C. & G. V. Glass. (2004). (Editors)
Current Perspectives on Applied Information Technologies: Distance Education and Distributed Learning.
Greenwich, CT: Information Age Publishing
Vrasidas, C. & G. V. Glass. (2002). (Editors)
Editing Educational Media International, a scholarly, peer reviewed journal published by Taylor and Francis, on behalf of the International Council for Educational Media.
Vrasidas, C. & CARDET Team (In Press). Education, Migration, and Social Justice. Lessons from EU projects. In Fouskas, T. (Editor). Immigrants and refugees in times of crisis.
Stergiou, C. & CARDET Team. (2018). CYPRUS NATIONAL REPORT ON MIGRATION, SUSTAINABILITY AND DEVELOPMENT EDUCATION. Report prepared for InterCAp Project. Available online at www.developtogether.eu
Papamichael, E., Ioannou, S., Vrasidas, C., Anastasiou, E. & Theofanous, E. (2018). iDecide: supporting inclusive decision-making in European schools. Intercultural Education, 29 (3), 434-439. Available online here.
Vrasidas, C. & Hadjisofoclis, D. (2018). Cost-Effectiveness of Digital Learning for Development: Towards a Systematic, Systemic, and Sustainable Framework. Digital Learning for Development.
Vrasidas, C. & Themistokleous, S. (2018). Cyprus Review of the Agenda 2030: The status of SDG4. Social Watch Report.
Colucci, E. et al. (2017). Free digital learning opportunities for migrants and refugees: An analysis of current initiatives and recommendations for their further use. JRC. Available online here.
Vrasidas, C. & Theodoridou, K (2017). Teacher Professional Development for 21st Century Literacies. In Handbook of Research on Educational Design and Cloud Computing in Modern Classroom Settings (Editor: Kostopoulos). Pennsylvania: IGI Global
Sotiris Themistokleous, T. Anastasiou, I., & Vrasidas, C (2017). Cyprus: Fit to deliver on the 2030 Agenda for Sustainable Development? Social Watch Report.
Vrasidas, C. & CARDET Team. (2016). The status of Adult Education in Cyprus and Europe. Report prepared for the project DIMA. Available online at www.dima-project.eu.
Vrasidas, C. (2015). The rhetoric of reform and teachers’ use of ICT. British Journal of Educational Technology, 46(2), 370-380.
Riccioni, O., Vrasidas, C., Brcic, L., Seiwerth, S., Smeets, A., Krieken, J., & Lazaris, A. (2015). Acquiring experience in pathology predominatly from what you see, not from what you read: The HIPON e-learning platform. Advances in Medical Education and Practice, 5(6), 1-7.
Veletsianos, G. & Vrasidas, C. (2015). What is it like to learn and participate in MOOCs? Special issue of the international peer reviewed journal, Educational Media International, 58(2).
Lazaris, C. A. et al. (2015). Implementation of Experiential Learning in Pathology: Impact of Hipon Project Concept and Attainment. International Archives of Medicine, 8(211), 1-7. (doi: 10.3823/1810).
Vrasidas, C., Avraamidou, L., Theodoridou, K., & Themistokleous, S. (2015). Science Fiction in Education: Case studies from classroom implementations. Educational Media International, 58(3).
Theodoulou, F., Vrasidas, C., & Avraamidou, L. (2015). Flow and the pedagogical affordances of computer games: A case study. Educational Media International, 58(4). Avraamidou, L. (2014). Developing a reform-minded science teaching identity: The role of informal science environments. Journal of Science Teacher Education. DOI: 10.1007/s10972-014-9395-y.
Vrasidas, C. & Solomou, M. (2013). Using educational design research methods to examine the affordances of online games for teacher learning. Educational Media International, 50 (3), 1-14.
Pithara, C., Zembylas, M.& Theodorou, M. (2012). Access and effective use of healthcare services by temporary migrants in Cyprus. International Journal of Migration, Health and Social Care, 8(2), 72 – 85.
Zembylas, M. & Lesta, S. (2011). Greek-Cypriot students’ stances and repertoires towards migrants and migrant students in the Republic of Cyprus. Journal of International Migration and Integration, 12, 475-494.
Vrasidas, C., Themistokleous, S. & Zembylas, M. 2010. Cyprus National Strategic Plan for Sustainable Development 2011-2015: An opportunity for a “social turn”. International Social Watch Report 2010
Vrasidas, C. (2010). Why Don't Teachers Adopt Technology? A Survey of Teachers' Use of ICT in the Republic of Cyprus. Elearning Magazine. Available online https://elearnmag.acm.org/archive.cfm?aid=1785590.
Vrasidas, C., Avraamidou, L., & Retalis, S. (2008). Elearning case studies from Cyprus. Distance Learning.
Vrasidas, C. & ENVETI team. (2007). ICT as a Tool for Environmental Education, Peace, and Reconciliation technology and international Development, Educational Media International, 44 (2), 129-140.
Vrasidas, M., Zembylas, M. Evagorou, M., Avraamidou, L. & Aravi, C. (2007). ICT as a tool for environmental education, peace, and reconciliation. Educational Media International, 44, 133-144.
Zembylas, M., & Vrasidas, C. (2007). Listening for silence in text-based online encounters. Distance Education, 28, 5-24.
Papanastasiou, E., Zembylas, M. & Vrasidas, C. (2005). An Examination of the PISA Database to Explore the Relationship between Computer Use and Science Achievement. Education Research and Evaluation, 11(6), 529-543.
Moon, S., Birchall, D., Williams, S., & Vrasidas, C. (2005). Developing design principles for an e-learning programme for SME Managers to support accelerated learning at the workplace. Journal of Work-Based Learning, 17(5/6), 370-384.
Zembylas, M., & Vrasidas, C. (2005). Levinas and the ‘‘inter-face’’: the ethical challenge of online education. Educational Theory, 55 (1), 61-78.
Zembylas, M., & Vrasidas, C. (2005). Globalization, Information and Communication Technologies, and the Prospect of a “Global Village”: Promises of Inclusion or Electronic Colonization? Journal of Curriculum Studies, 37 (1), 65-83.
Vrasidas, C., & Zembylas, M., & Chamberlain, R. (2004). The design of online learning communities: Critical issues. Educational Media International, 41(2), 135-142.
Angelides, P., Charalambous, C., & Vrasidas, C. (2004). Reflections on policy and practice of special/inclusive education in pre-primary schools in Cyprus. European Journal of Special Needs Education, 19(2), 211-223.
Vrasidas, C., & Zembylas, M. (2004). Online Professional Development: Lessons from the field. Education + Training, 46, 326-334.
Zembylas, M. & Vrasidas, C. (2004). Emotion, reason and information/communication technologies in education: Some issues in a postemotional society. E-Learning Online Journal, 1, 105-127. Available at www.triangle.co.uk/ELEA
Vrasidas, C. (2003). The design, development, and implementation of the LUDA Virtual High School. Computers in the Schools, 20(3), 15-25.
Papanastasiou, E., Zembylas, M. & Vrasidas, C. (2003). Can computer use hurt science achievement? The USA results from PISA. Journal of Science Education and Technology, 12, 325-332.
Vrasidas, C., Zembylas, M., & Chamberlain, R. (2003). Complexities in the evaluation of distance education and virtual schooling. Educational Media International, 40(3/4), 201-208.
Vrasidas, C. & Zembylas, M. (2003). The nature of cross-cultural technology-mediated communication in globalized distance education. International Journal of Training and Development, 7, 271-286.
Vrasidas, C. (2002). A working typology of intentions driving face-to-face and online interaction in a graduate teacher education course. Journal of Technology and Teacher Education, (10)2, 273-296.
Vrasidas, C. (2002). Educational Technology in Cyprus and Strategies for Higher Education. Educational Media International, 39(2), 123-131.
Vrasidas, C. (2002). A systematic approach for designing hypermedia environments for teaching and learning. International Journal of Instructional Media 29(1), 13-25.
Vrasidas, C. (2000) Promises of electronic forms of data representation and scholarly publication. Teachers College Record [online], Date Published: September 13, 2000. http://www.tcrecord.org ID Number: 10546, Date Accessed: 4/25/2018 4:08:31 AM.
Vrasidas, C., & McIsaac, M. (2000). Principles of pedagogy and evaluation of Web-based learning, Educational Media International, 37(2), 105-111.
Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunications, 6(4), 339-362.
Vrasidas, C. (2000). Pictures in our head and sociocultural issues of the moving image. Journal of Visual Literacy, 20(1), 101-110.
McIsaac, M. S., Blocher, M., Mahesh, V., & Vrasidas, C. (1999). Student interactions and perceptions of online courses. Educational Media International, 36(2), 121-131.
Vrasidas, C., & McIsaac, S. M. (1999). Factors influencing interaction in an online course. The American Journal of Distance Education, 13(3), 22-36.