Kyza, E. A. & Agesilaou, A. (2022). Investigating the processes and conditions for teacher and researcher empowerment in co-design settings. Cognition and Instruction, 40(1), 100-125. https://doi.org/10.1080/07370008.2021.2010213
Goldman, S. R., Hmelo-Silver, C. E. , & Kyza, E. A. (2022). Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue. Cognition and Instruction, 40(1), 1-6. https://doi.org/10.1080/07370008.2021.2010215
Agesilaou, A. & Kyza, E. A. (2022, April 21-26). Fostering awareness of big data through a quantified-self approach: Designing for critical data literacy. To be presented at the annual conference of the American Educational Research Association (AERA), San Diego, CA, as part of the symposium “Data Literacy in Context: Culturally Oriented and Place-Based Learning through Data”.
Agesilaou, A. & Kyza, E. A. (2022). Whose data are they? Elementary school students’ conceptualization of data ownership and privacy of personal digital data. International Journal of Child-Computer Interaction. https://doi.org/10.1016/j.ijcci.2022.100462
Kyza, E. A., Agesilaou, A., Georgiou, Y., Hadjichambis, A.C. (Forthcoming.) Teacher-Researcher Co-design Teams: Teachers as Intellectual Partners in Design. In A. C. Superfine, S. R. Goldman, M. Ko (Eds.) Changing Content and Contexts of Teacher Learning: Supporting Shifts in Instructional practices. Advances in the Learning Sciences. Routledge.
Kyza, E. A., Georgiou, Y., Agesilaou, A., & Souropetsis, M. (2022). A Cross-Sectional Study Investigating Primary School Children’s Coding Practices and Computational Thinking Using ScratchJr. Journal of Educational Computing Research, 60(1), 220–257. https://doi.org/10.1177/07356331211027387
