CV

Information

Name: Ioannis Position: Assistant Professor
Surname: Dimakos Subject: School Psychology with emphasis on the Psychology of Writing
Email: idimakos@upatras.gr Phone: 2610 969740
Ioannis Dimakos is an Assistant Professor of School Psychology. with the Division of Psychology, Department of Primary Education, at the University of Patras. His research interests concern the provision of psychological services in schoo communities and the investigation of the psychological processes in the writing of primary school students.
Short CV:

Ioannis Dimakos is an Assistant Professor of School Psychology with the Department of Primary Education, at the University of Patras. His research interests concern the provision of psychological services in schoo communities and the investigation of the psychological processes in the writing of primary school students.

A brief CV is available here.

Education:

1998: PhD in Psychology. Department of Psychology, Syracuse University, Syracuse NY, USA. Doctoral Dissertation: “Teacher Assessment of Student Writing Skills”.

1993: Master of Arts Degree in Psycholgy. Department of Psychology, Syracuse University, Syracuse NY, USA. Master’s Thesis: “Predicting Phonemic Awareness Skills: An attempt to focus on individual differences”.

1990: Bachelor Degree in Education. Department of Primary Education, University of Patras, Patras Greece. Bachelor’s Thesis: “The development of language (oral and written) production of descriptive and expository type information in primary school children”.

Position – Subject:

Tenured Assistant Professof of School Psychology with emphasis on the Psychology of Written Language.

Scientific fields of interest:

My research interests focus in two thematic areas:
1) The provision of psychological and counseling services in schools for the prevention of behavior problems and the development of psychological resilience in students;

2) The investigation of the written expression of primary school students (theoretical models, evaluation and assessment of writing, learning disabilities, educational interventions).

Employment history:

August 2013 – present: Tenured Assistant Professor of School Psychology

2008 – 2013: Assistant Professor of School Psychology

2000 – 2007: Lecturer of School Psychology

Main research work:

I have been involved in the following research projects during my tenure at the University of Patras:

1. COST IS1401-ELN: European Literacy Network (Dec. 2014 – present)

I am a member of the ELN and also member of its Management Committee. The focus of the ELN is on the investigation of various aspects of literacy.


2. Preparation of student material and classroom teaching plans for school bullying – Centre for European Constitutional Law (Nov. 2014 – July 2015).

I was part of the scientific team of the CECL and participated in creating information booklets and teaching plans for countering school violence and bullying in schools.


3. Diagnostic Investigation of the Development of Writing Skills in Normally Achieving and Learning Disabled Students (2007 – 2010).

Scientist in charge for the program funded by the Research Committee of the University of Patras under the Constantine Caratheodory program of the University. The project involved the production of written texts by normally achieving and learning disabled elmentary school students.


 

4. Reading difficulties and second language training: The effects of orthographic (non) transparency (2006-2009).

Scientist in charge for the program funded by the EU (FP-6-2004-Mobility-6). The program involved the investigation of reading and spelling skills of students with average and low achievement in L1 nd L2 language.


5. Construction and Standardization of 12 diagnostic investigative tools (criteria) for Learning Disabilities (2006-2008).

Member of the scientific team for the program co-funded by the European Union. The program involved the development of 12 diagnostic tests for LD students which were developed in cooperation with other universities in Greece. The Department of Psychology developed a Test of the Investigation of Reading Difficulties in Kindergarten and in grades 1 and 2 of elementary school and a Diagnostic Test for Writing Difficulties for grades 3 through 6.


6. Prevention of School Violence via the Improvement of School – Family Relations (2003-2005).

Scientist in Charge for the Greek participation in the European Program Comenius 2.1, Nr. 94399 – CP-1-2001-DE-Comenius C 21. The program involved schools and universities from Germany, France, Poland, Denmark and Greece.

Postgraduate:

Psychology of Writing

Year of Study: 2nd, Semester: 3rd

Course Objectives (Expected outcomes): The Course aims to present and analyze the cognitive processes involved in the production of written text and the learning difficulties school-aged students face. In addition, the course presents methods for the diagnostic evaluation of learning disabilities in writing and individualized educational plans using new technologies.

Pre-requisites: Knowledge of Cognitive Psychology, Developmental Psychology and Research Methods in Psychology.

Syllabus: The syllabus of the course is divided into the following sections: (a) Cognitive Processes in Writing, (b) Theoretical Models of Writing, (c) Learning Disabilities in Writing, (d) Diagnostic Assessment of LD in writing, (e) Individualized Educational Interventions for LD, (f) New Technologies and Writing

Recommended bibliography: Selected articles from scientific journals and:

Alamargot, D., & Chanquoy, L. (2001). Through the Models of Writing (with commentaries by Ronald T. Kellogg & John R. Hayes). Dordrecht, The Netherlands: Kluwer Academic Press.
Bereiter C., & Scardamalia, M (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Gregg, L. W., & Sternberg, E. R. (Eds.). (1980). Cognitive Processes in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates.
Levy, C. M., & Ransdell, S. (Eds.) (1996). The Science of Writing: Theories, methods, individual differences, and applications. Mahwah, NJ: Lawrence Erlbaum Associates.
MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.). 2006. Handbook of Writing Research. New York: Guilford Press

Teaching methods: Weekly lectures and lab

Course Evaluation/grading: The course grade is based on a research paper on writing and a final exam at the end of the course


Planning and Writing a Scientific Paper

Year of Study: 1st, Semester: 2nd

Course Objectives (Expected outcomes): The Course aims to present the necessary steps in planning and writing a scientific paper using the American Psychological Association’s style sheet (6th edition). By the end of the course, students will be able to critically review and also prepape a properly formatted (in APA style) paper.

Pre-requisites: None.

Syllabus: The course will analyze the various sections of a scientific paper (theoretical introduction, Method, Results, Discussion). Also the course will cover issues in bibliography searching through the online archives of the university, other onlie sources, as well as the traditional library search. Finally, the course will focus on issues of properly using references and citations.

Recommended bibliography:

American Psychological Association (2009). Publication Manual of the American Psychological Association (6th edition). Washington, DC: Author.

Cohen, L., Manion, L., & Morrison, K. (2008). Research Methods in Education (translated). Athens: Metehmio.

Robson, C. (2010). Real World Research (translated). Athens: Gutenberg.

Teaching methods: Weekly lectures and lab

Course Evaluation/grading: The course grade is based on a research paper and a final exam at the end of the course

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Undergraduate:

Elective Courses

1. School Psychology II
The course presents and analyzes issues concerning specific problems of learning and behavior in the school. The following topics are coverd: Learning Disabilities, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Autistic Spectrum Disorders, Loss and Grief.

2. Psychology of Writing
The course presents and analyzes the cognitive processes students complete when writing. In addition, the course presents issues in the theoretical development of writing, writing disabilities, assessment of writing and new assistive technologies.

3. Research Methods in Psychology
The course introduces students to the concepts and procedures of psychological research and prepares them for designing, implementing, and presenting a psychological research project.

Required Courses

1. School Psychology I
The course introduces students to the field of School Psychology, the roles of school psychologists and the the role teachers play in the provision of psychological and counseling services within schools.

Suggested Scientific Papers

Sarris, M., & Dimakos I. C. (2015). Oral reading fluency and prosody: A preliminary analysis of the GreekThemes in Scient & Technology Education8(1), 47-62.

Παπακωνσταντινοπούλου, Α., & Δημάκος, Ι. Κ. (2015). Ατομικά χαρακτηριστικά και ψυχική ανθεκτικότητα. Στο
Φ. Γούσιας (Επιμ.), Τα Πρακτικά του 2ου Συνεδρίου: Νέος Παιδαγωγός, (σελ. 104-112). Αθήνα, 23 & 24 Μαΐου 2015.

Παπακωνσταντινοπούλου, Α., & Δημάκος, Ι. (2014).Η συμβολή της αυτοαποτελεσματικότητας στην ψυχική ανθεκτικότητα των εφήβων. Στο Φ. Γούσιας (Επιμ.), Πρακτικά του Συνεδρίου Nέος Παιδαγωγός, (σελ. 138-145). Αθήνα: Επιστημονική Ένωση Εκπαιδευτικών Πρωτοβάθμιας γαι τη Διάδοση των Τ.Π.Ε στην Εκπαίδευση.

Δημάκος, Ι. Κ., & Παπακωνσταντινοπούλου, Α. (2012). Ανθεκτικότητα και αυτοαποτελεσματικότητα μαθητών δημοτικού σχολείου. Επιστημονική Επετηρίδα ΠΤΔΕ Πανεπιστημίου Ιωαννίνων24, 68-90.

Dimakos, I., & Kaouri, C. (2012). Students’ Self Perceptions of Bullying and Victimization in Greek Schools. In M. Koutselini (Ed.), Human Rights and Violent Behaviour: The Social and International Perspective (pp. 245-256). Nicosia, Cyprus: University of Cyprus.

Dimakos, I. & Papakonstantinopoulou, A. (2012). Providing psychological and counselling services to Roma students: A preliminary report for a three-year longitudinal project. In P. Cunningham & N. Fretwell (Eds.), Creating Communities: Local, National and Global (pp. 94-103). London: CiCE.

Dimakos, I., Spinhthourakis, J.-A., & Tasiopoulou, K. (2011). Greek students’ attitudes towards their immigrant peers: Have their minds changed at all? In. P. Cunningham & N. Fretwell (Eds.), Europe’s Future: Citizenship in a Changing World (pp.194-199). London: CiCE.

Δημάκος, Ι., & Πετροπούλου, Ν. (2010). Μελέτη της Διακριτικής Ικανότητας του Τεστ Δυσκολιών Γραπτής Έκφρασης σε Μαθητές Δημοτικού. Στο Π. Παπούλια-Τζελέπη & Α. Φτερνιάτη (Επιμ.), 5ο Διεθνές Συνέδριο Γραμματισμού “Γραφή και Γραφές στον 21ο Αιώνα: Η Πρόκληση για την Εκπαίδευση” (σελ. 631-641). Πάτρα: Ελληνική Εταιρεία Γλώσσας & Γραμματισμού.

Δημάκος, Ι. & Τζέλλα, Π. (2010). Ο ρόλος του ενδιαφέροντος και των γνώσεων για το θέμα στην παραγωγή γραπτών κειμένων. Στο Π. Παπούλια-Τζελέπη & Α. Φτερνιάτη (Επιμ.), 5ο Διεθνές Συνέδριο Γραμματισμού “Γραφή και Γραφές στον 21ο Αιώνα: Η Πρόκληση για την Εκπαίδευση” (σελ. 195-204). Πάτρα: Ελληνική Εταιρεία Γλώσσας & Γραμματισμού.

Δημάκος, Ι., & Χέλμη, Μ. (2009). Γνώση, στάση και εκτίμηση της αποτελεσματικότητας στη γραπτή έκφραση μαθητών με Μαθησιακές Δυσκολίες. Ψυχολογία16(3), 422-438.

Δημάκος, Ι. (2008). Η αξιοπιστία και η εγκυρότητα στην αξιολόγηση της γραπτής έκφρασης από εκπαιδευτικούς. Ψυχολογία, 15(3), 225-238.

Δημάκος, Ι. (2007). Τι γνωρίζουν και τι νομίζουν ότι γνωρίζουν οι εκπαιδευτικοί για τη Διαταραχή Ελλειμματικής Προσοχής – Υπερκινητικότητας (ΔΕΠΥ). Αρέθας, 4, 151-162.

Dimakos, I. C. (2006). The attitudes of Greek Teachers and Trainee Teachers Towards the Development of School Psychological and Counselling Services. School Psychology International27(4), 415-425.

Δημάκος, Ι. Κ. (2005). Οικογενειακοί παράγοντες που επηρεάζουν τη σχολική επιθετικότητα των μαθητών: Ερευνητικά δεδομένα. Αρέθας3, 89-102.

Dimakos, I. C., & Tasiopoulou, K. (2003). Attitudes towards migrants: What do Greek students think about their immigrant classmates? Intercultural Education14(3), 307-316.