Βασιλική Πίτσια
Ερευνήτρια (Research associate), Educational Research Centre (Κέντρο Εκπαιδευτικής Έρευνας)
Σύμβουλος (Consultant), World Bank Group (Παγκόσμια Τράπεζα)
Συνεργαζόμενο Εκπαιδευτικό Προσωπικό, Ελληνικό Ανοικτό Πανεπιστήμιο
Διεύθυνση Αλληλογραφίας:
Ιρλανδία
Τηλέφωνο Επικοινωνίας:
E-mail:
URL:
pitsiavasiliki@gmail.com
Η Βασιλική Πίτσια είναι απόφοιτη του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης του Πανεπιστημίου Ιωαννίνων, με μεταπτυχιακό στον τομέα των ποσοτικών μεθόδων έρευνας και στατιστικών αναλύσεων στην εκπαίδευση από το Queen’s University Belfast του Ηνωμένου Βασιλείου και διδακτορικό στον τομέα της εκπαιδευτικής αξιολόγησης από το Dublin City University της Ιρλανδίας, για την εκπόνηση του οποίου έλαβε πλήρη υποτροφία από το Ιρλανδικό Ερευνητικό Συμβούλιο της Κυβέρνησης της Ιρλανδίας.
Το ερευνητικό και διδακτικό της έργο επικεντρώνεται στη μεθοδολογία εκπαιδευτικής έρευνας, τη στατιστική ανάλυση, την εκπαιδευτική αξιολόγηση και την ψυχομετρία. Εργάζεται ως ερευνήτρια στο Educational Research Centre (Κέντρο Εκπαιδευτικής Έρευνας) του Υπουργείου Παιδείας της Ιρλανδίας, όπου είναι επιστημονικά υπεύθυνη και εκπρόσωπος του οργανισμού σε εθνικό και διεθνές επίπεδο για θέματα μεθοδολογίας εκπαιδευτικής έρευνας, στατιστικής ανάλυσης και ψυχομετρίας, ως σύμβουλος στο World Bank Group (Παγκόσμια Τράπεζα) και ως Συνεργαζόμενο Εκπαιδευτικό Προσωπικό στο Ελληνικό Ανοικτό Πανεπιστήμιο. Διατελεί, επιπλέον, ως επίτιμη ερευνήτρια στο εθνικό κέντρο κατά του εκφοβισμού του Dublin City University (Ιρλανδία). Έχει συμμετάσχει σε πολυάριθμα ερευνητικά έργα εντός και εκτός Ευρώπης, συνεργαζόμενη με Υπουργεία Παιδείας διαφόρων χωρών, αναπτύσσοντας εκτεταμένο ερευνητικό δίκτυο διεθνώς. Ως διδάσκουσα, έχει εκτενή εμπειρία σε μεταπτυχιακό και διδακτορικό επίπεδο καθώς και στην επαγγελματική ανάπτυξη ακαδημαϊκού και ερευνητικού προσωπικού στην Ελλάδα και το εξωτερικό.
Το επιστημονικό της έργο έχει δημοσιευθεί σε συλλογικούς τόμους, έγκριτα εθνικά και διεθνή επιστημονικά περιοδικά και πρακτικά εθνικών και διεθνών συνεδρίων, έχει αναγνωριστεί διεθνώς με βραβεία και διακρίσεις, όπως το Kathleen Tattersall New Assessment Researcher Award (AEA-Europe) και το Constantinos Papanastasiou Poster Prize (IEA), ενώ έχει αξιοποιηθεί στη διαμόρφωση εκπαιδευτικής πολιτικής σε διάφορες χώρες. Ενδεικτικά, η διδακτορική της έρευνα αξιοποιήθηκε στη διαμόρφωση της εθνικής στρατηγικής για την προώθηση του εγγραμματισμού στη γλώσσα και τα μαθηματικά καθώς και του ψηφιακού εγγραμματισμού (Literacy, Numeracy and Digital Literacy Strategy [2024–2033]) στην Ιρλανδία.
Η Βασιλική Πίτσια παραμένει ενεργό μέλος της ακαδημαϊκής κοινότητας μέσω της συμμετοχής της σε διεθνείς οργανισμούς, επιστημονικές επιτροπές και δίκτυα. Λειτουργεί ως κριτής και συντάκτρια σε επιστημονικά περιοδικά και συνέδρια, ενώ παράλληλα παρακολουθεί εξειδικευμένες δράσεις επαγγελματικής ανάπτυξης για τη συνεχή εξέλιξη των γνώσεων και δεξιοτήτων της της τομείς της μεθοδολογίας εκπαιδευτικής έρευνας, της στατιστικής ανάλυσης, της εκπαιδευτικής αξιολόγησης και της ψυχομετρίας.
Ερευνητικά Ενδιαφέροντα
Μεθοδολογία εκπαιδευτικής έρευνας
Στατιστική ανάλυση δεδομένων
Ψυχομετρία
Εκπαιδευτική αξιολόγηση
Εκπαιδευτικό Υλικό
| Έτος | |
|---|---|
| 2018 | Ψηφιακό εκπαιδευτικό υλικό για θέματα ερευνητικής μεθοδολογίας και στατιστικής ανάλυσης (σε συνεργασία με τον Α. Καρακολίδη) – Αναρτημένο στο κανάλι TheResearcher στο Youtube |
| 2016 | Ψηφιακό εκπαιδευτικό υλικό για το μάθημα της Γεωγραφίας της ΣΤ΄ Δημοτικού – Αναρτημένο στο κανάλι TheResearcher στο Youtube |
Κεφάλαια βιβλίων
| Έτος | Δημοσίευση |
|---|---|
| 2022 | Multilevel modelling of international large-scale assessment data Karakolidis, A., Pitsia, V., & Cosgrove, J. (2022). Multilevel modelling of international large-scale assessment data. In M. S. Khine (Ed.), Methodology for Multilevel Modeling in Educational Research (pp. 141–159). Springer. https://doi.org/10.1007/978-981-16-9142-3_8 |
| 2021 | Disentangling inclusive primary physical education from the teachers’ perspective Scheuer, C., Heck, S., Marron, S., Murphy, F., & Pitsia, V. (2021). Disentangling inclusive primary physical education from the teachers’ perspective. In G. Balint, B. Antala, C. Carty, J.-M. Aleokol Mabiémé, I. B. Amar, & A. Kaplánová (Eds.), Physical Education and Sport for Children and Youth with Special Needs, Researches – Best Practices – Situation (pp. 37–47). Slovak Scientific Society for Physical Education and Sport and Federation Internationale D’education Phisique (FIEP). |
Επιμέλεια ειδικών τευχών
| Έτος | Δημοσίευση |
|---|---|
| 2022 | Teachers as researchers: A cross-border collaboration on the island of Ireland Lewis, M., Delaney, E., Pitsia, V., & Clerkin, A. (Eds.). (2023). Teachers as researchers: A cross-border collaboration on the island of Ireland [Special issue]. Irish Journal of Education, 47. www.erc.ie/IJE/special-issues |
Ερευνητικές εκθέσεις / βιβλία
| Έτος | Δημοσίευση |
|---|---|
| 2025 | Continuity and change in Ireland’s schools and classrooms: TIMSS 2011-2023 Pitsia, V., McHugh, G., Denner, S., & Clerkin, A. (in press). Continuity and change in Ireland’s schools and classrooms: TIMSS 2011-2023. Educational Research Centre. https://doi.org/10.70092/2091333.0925 |
| 2025 | Trends in students’ school experiences and attitudes towards mathematics and science: TIMSS 2015-2023 Denner, S., Clerkin, A., Pitsia, V., & McHugh, G. (2025). Trends in students’ school experiences and attitudes towards mathematics and science: TIMSS 2015-2023. Educational Research Centre. https://doi.org/10.70092/2091315.0625 |
| 2025 | Environmental knowledge and attitudes in Ireland’s schools: Findings from TIMSS 2023 Clerkin, A., Piccio, G., Denner, S., Pitsia, V., & McHugh, G. (2025). Environmental knowledge and attitudes in Ireland’s schools: Findings from TIMSS 2023. Educational Research Centre. https://doi.org/10.70092/5142220.0525 |
| 2025 | The National Assessments of Mathematics and English Reading 2021: Context report Kiniry, J., Karakolidis, A., Nelis, S., Duggan, A., Cunningham, R., Pitsia, V., & Millar, D. (2025).The National Assessments of Mathematics and English Reading 2021: Context report. Educational Research Centre. https://doi.org/10.70092/1413183.0325 |
| 2024 | PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland Pitsia, V., McAteer, S., McHugh, G., & Delaney, E. (2024). PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre. https://doi.org/10.70092/1691824.1024 |
| 2024 | TIMSS 2023: Insights into mathematics and science achievement in Ireland McHugh, G., Denner, S.,Clerkin, A., Piccio, G., & Pitsia, V. (2024). TIMSS 2023: Insights into mathematics and science achievement in Ireland. Educational Research Centre. https://doi.org/10.70092/2009137.1224 |
| 2022 | Addressing the needs of high-achieving and highly able students in literacy and numeracy: A review of the research Shiel, G., & Pitsia, V. (2022). Addressing the needs of high-achieving and highly able students in literacy and numeracy: A review of the research. Department of Education. https://doi.org/10.5281/zenodo.7881210 |
| 2022 | What explains boys’ educational underachievement in the Kingdom of Saudi Arabia? Elsayed, M. A. A., Clerkin, A., Pitsia, V., Aljabri, N., & Al-Harbi, K. (2022). What explains boys’ educational underachievement in the Kingdom of Saudi Arabia? (Policy Research Working Paper No. 9896). World Bank. https://openknowledge.worldbank.org/handle/10986/36817 |
| 2019 | Μια ανάλυση των αποτελεσμάτων του PISA 2015: Οι επιδόσεις των Ελλήνων μαθητών και οι παράγοντες που τις επηρεάζουν Σοφιανοπούλου, Χ., Εμβαλωτής, Α., Καρακολίδης, A., & Πίτσια, Β. (2019). Μια ανάλυση των αποτελεσμάτων του PISA 2015: Οι επιδόσεις των Ελλήνων μαθητών και οι παράγοντες που τις επηρεάζουν. διαΝΕΟσις – Οργανισμός Έρευνας και Ανάλυσης. https://www.dianeosis.org/wp-content/uploads/2019/11/final_pisa2015.pdf |
| 2017 | Έκθεση αποτελεσμάτων του διεθνούς προγράμματος PISA 2015 για την αξιολόγηση των μαθητών στην Ελλάδα (Programme for International Student Assessment) Σοφιανοπούλου, Χ., Εμβαλωτής, Α., Πίτσια, Β., & Καρακολίδης, A. (2017). Έκθεση αποτελεσμάτων του διεθνούς προγράμματος PISA 2015 για την αξιολόγηση των μαθητών στην Ελλάδα (Programme for International Student Assessment). Ινστιτούτο Εκπαιδευτικής Πολιτικής. https://www2.iep.edu.gr/pisa/images/publications/reports/pisa_2015_greek_report.pdf |
| υπό έκδοση | Teaching practices across countries: Evidence from the Teach suite of classroom observation tools Luna Bazaldua, D., Bend, M., Pitsia, V., & Avendaño. E. A. (in press). Teaching practices across countries: Evidence from the Teach suite of classroom observation tools. World Bank. |
Δημοσιεύσεις σε διεθνή και ελληνικά περιοδικά με κριτές
| Έτος | Δημοσίευση |
|---|---|
| 2025 | A cross-cultural perspective on academic resilience, academic vulnerability, and student attitudes towards mathematics: An analysis of TIMSS 2019 data Pitsia, V., & Perkins, R. (2025). A cross-cultural perspective on academic resilience, academic vulnerability, and student attitudes towards mathematics: An analysis of TIMSS 2019 data. Irish Journal of Education, 49(4), 1–25. www.erc.ie/IJE |
| 2025 | Bullying in higher education institutions: Are LGBQ+ employees bearing the burden? Pitsia, V., O’Higgins Norman, J., & Mazzone, A. (2025). Bullying in higher education institutions: Are LGBQ+ employees bearing the burden? Higher Education Quarterly, 7(4), e70049. https://doi.org/10.1111/hequ.70049 |
| 2025 | Literacy learning during and after lockdown: Insights from teachers in PIRLS 2021 Delaney, E., McAteer, S., & Pitsia, V. (2025). Literacy learning during and after lockdown: Insights from teachers in PIRLS 2021. Ireland’s Education Yearbook 2024. https://irelandseducationyearbook.ie/downloads/IEYB2024/Irelands-Yearbook-of-Education-2024-Research-13.pdf |
| 2024 | Factors associated with STEM career expectations of Greek 15-year-old students Pagkratidou, M., Michailides, M., Pitsia, V., & Karakolidis, A. (2025). Factors associated with STEM career expectations of Greek 15-year-old students. Journal for STEM Education Research, 8, 59–87. https://doi.org/10.1007/s41979-024-00124-1 |
| 2024 | Witnessing bullying at work: Employee silence in higher education institutions Mazzone, A., Karakolidis, A., Pitsia, V., Freeney, Y., & O’Higgins Norman, J. (2024). Witnessing bullying at work: Employee silence in higher education institutions. Higher Education Quarterly, 78(3), 640–655.https://doi.org/10.1111/hequ.12472 |
| 2024 | High achievement in mathematics and science among students in Ireland: An in-depth analysis of international large-scale assessment data since 2000 Pitsia, V., Lysaght, Z., O’Leary, M., & Shiel, G. (2024). High achievement in mathematics and science among students in Ireland: An in-depth analysis of international large-scale assessment data since 2000. Irish Educational Studies, 43(2), 207–236. https://doi.org/10.1080/03323315.2022.2061563 |
| 2023 | School readiness of five-year-old children from socio-economically disadvantaged areas: Evidence from the Preparing for Life evaluation Pitsia, V., & Kent, G. (2023). School readiness of five-year-old children from socio-economically disadvantaged areas: Evidence from the Preparing for Life evaluation. Irish Educational Studies, 42(3), 359–379. https://doi.org/10.1080/03323315.2021.1964567 |
| 2023 | Showcasing collaborative research in education across the island of Ireland Clerkin, A., Pitsia, V., Delaney, E., & Lewis, M. (2023). Showcasing collaborative research in education across the island of Ireland. Irish Journal of Education, 47(1), 1-3. www.erc.ie/IJE/special-issues |
| 2023 | Inclusion in physical education in primary schools in Europe through the lens of an Erasmus+ partnership Marron, S., Murphy, F., Pitsia, V., & Scheuer, C. (2023). Inclusion in physical education in primary schools in Europe through the lens of an Erasmus+ partnership. Education 3-13, 51(5), 715–730. https://doi.org/10.1080/03004279.2021.2002382 |
| 2022 | Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia Elsayed, M. A. A., Clerkin, A., Pitsia, V., Aljabri, N., & Al-Harbi, K. (2022). Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia. Large-scale Assessments in Education, 10. https://doi.org/10.1186/s40536-022-00141-9 |
| 2022 | Examining high achievement in mathematics and science among post-primary students in Ireland: A multilevel binary logistic regression analysis of PISA data Pitsia, V. (2022). Examining high achievement in mathematics and science among post-primary students in Ireland: A multilevel binary logistic regression analysis of PISA data. Large-scale Assessments in Education, 10. https://doi.org/10.1186/s40536-022-00131-x |
| 2022 | Bullied, bystanders and perpetrators in the workplace: The role of empathy in teachers’ and school leaders’ experiences Mazzone, A., Pitsia, V., Karakolidis, A., & O’Higgins Norman, J. (2022). Bullied, bystanders and perpetrators in the workplace: The role of empathy in teachers’ and school leaders’ experiences. Psychology in the Schools, 59(3),515–534. https://doi.org/10.1002/pits.22628 |
| 2022 | Attitudes of teachers in Bulgarian kindergartens towards inclusive education Scanlon, G., Radeva, S., Pitsia, V., Maguire, C., & Nikolaeva, S. (2022). Attitudes of teachers in Bulgarian kindergartens towards inclusive education. Teaching and Teacher Education, 112, 103650.https://doi.org/10.1016/j.tate.2022.103650 |
| 2021 | High achievement in mathematics and science: A chronology of relevant educational policy and findings from large-scale assessments in Ireland, 1995 to the present day Pitsia, V., & Lysaght, Z. (2021). High achievement in mathematics and science: A chronology of relevant educational policy and findings from large-scale assessments in Ireland, 1995 to the present day. Irish Journal of Education, 44(4), 1–20. www.erc.ie/ije |
| 2021 | Investigating the use of assessment data by primary school teachers: Insights from a large-scale survey in Ireland Pitsia, V., Karakolidis, A., & Lehane, P. (2021). Investigating the use of assessment data by primary school teachers: Insights from a large-scale survey in Ireland. Educational Assessment, 26(3), 145–162. https://doi.org/10.1080/10627197.2021.1917358 |
| 2021 | The influence of a teachers’ professional development programme on primary school students’ understanding of and attitudes towards sustainability Murphy, C., Mallon, B., Smith, G., Kelly, O., Pitsia, V., & Martinez Sainz, G. (2021). The influence of a teachers’ professional development programme on primary school students’ understanding of and attitudes towards sustainability. Environmental Education Research. https://doi.org/10.1080/13504622.2021.1889470 |
| 2021 | The association of individual and contextual variables with bullying victimisation: A cross-national comparison between Ireland and Lithuania Pitsia, V., & Mazzone, A. (2021). The association of individual and contextual variables with bullying victimisation: A cross-national comparison between Ireland and Lithuania. European Journal of Psychology of Education, 36, 1095–1115. https://doi.org/10.1007/s10212-020-00514-0 |
| 2020 | Exploring the interpersonal dimension of teaching in an Irish post-primary context Scully, D., Pitsia, V., & Karakolidis, A. (2020). Exploring the interpersonal dimension of teaching in an Irish post-primary context. Irish Educational Studies, 39(3), 355-374. https://doi.org/10.1080/03323315.2019.1697947 |
| 2020 | Cognitive development during early childhood: Insights from families living in areas of socio-economic disadvantage Kent, G., Pitsia, V., & Colton, G. (2020). Cognitive development during early childhood: Insights from families living in areas of socio-economic disadvantage. Early Child Development and Care, 190(12), 1863–1877. https://doi.org/10.1080/03004430.2018.1543665 |
| 2019 | The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019). The case of high motivation and low achievement in science: What is the role of students’ epistemic beliefs? International Journal of Science Education, 41(11), 1457-1474. https://doi.org/10.1080/09500693.2019.1612121 |
| 2018 | Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland Kent, G., & Pitsia, V. (2018). Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland. Children’s Research Digest, 5(3). ISSN 209—728X |
| 2018 | A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland Kent, G., & Pitsia, V. (2018). A comparison of the home learning environment of families at risk of socio-economic disadvantage to national norms in Ireland. Irish Educational Studies, 37(4), 505-521. https://doi.org/10.1080/03323315.2018.1471409 |
| 2018 | The state-of-the-art in digital technology-based assessment O’Leary, M., Scully, D., Karakolidis, A., & Pitsia, V. (2018). The state-of-the-art in digital technology-based assessment. European Journal of Education, 53(2), 160-175. https://doi.org/10.1111/ejed.12271 |
| 2017 | The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data Pitsia, V., Biggart, A., & Karakolidis, A. (2017). The role of students’ self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163–173. https://doi.org/10.1016/j.lindif.2017.03.014 |
| 2016 | Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Examining students’ achievement in mathematics: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 data for Greece. International Journal of Educational Research, 79, 106–115. https://doi.org/10.1016/j.ijer.2016.05.013 |
| 2016 | Mathematics low achievement in Greece: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012 Karakolidis, A., Pitsia, V., & Emvalotis, A. (2016). Mathematics low achievement in Greece: A multilevel analysis of the Programme for International Student Assessment (PISA) 2012. Themes in Science and Technology Education, 9(1), 3–24. |
| 2016 | Επιχειρώντας διαθεματικές προσεγγίσεις με τη βοήθεια του Google Earth Πίτσια, Β., Καρακολίδης, Α., & Εμβαλωτής, Α. (2016). Επιχειρώντας διαθεματικές προσεγγίσεις με τη βοήθεια του Google Earth. Επιστήμες Αγωγής, (3), 177-197. |
Δημοσιεύσεις και περιλήψεις σε διεθνή συνέδρια
| Έτος | Δημοσίευση |
|---|---|
| 2025 | Which factors predict STEM career expectations of Greek 15-year-old students? Michailides, M., Pagkratidou, M., Pitsia, V., & Karakolidis, A. (2025, July). Which factors predict STEM career expectations of Greek 15-year-old students? [Paper presentation]. 19th European Congress of Psychology, Paphos, Cyprus. https://doi.org/10.1024/2673-8627/a000085 |
| 2025 | Teacher attunement across the globe: Insights from TIMSS 2023 Denner, S., & Pitsia, V. (2025, June). Teacher attunement across the globe: Insights from TIMSS 2023 [Poster presentation]. 11th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC), Rome, Italy. |
| 2025 | Student and parent reading attitudes and behaviours and their interrelationships across PIRLS cycles in Ireland Pitsia, V., & McAteer, S. (2025, June). Student and parent reading attitudes and behaviours and their interrelationships across PIRLS cycles in Ireland [Poster presentation]. 11th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC), Rome, Italy. |
| 2025 | Mathematics achievement in post-primary schools in the 2022/23 school year: What do PISA and TIMSS tell us? Denner, S., Pitsia, V., Clerkin, A., & Piccio, G. (2025, April). Mathematics achievement in post-primary schools in the 2022/23 school year: What do PISA and TIMSS tell us? [Paper presentation]. Educational Studies Association of Ireland Conference, Athlone, Ireland. |
| 2025 | Trends in maths and science achievement in primary and post-primary schools: Insights for Ireland from TIMSS 2023 Clerkin, A., McHugh, G., Denner, S.,Piccio, G., & Pitsia, V. (2025, April). Trends in maths and science achievement in primary and post-primary schools: Insights for Ireland from TIMSS 2023 [Paper presentation]. Educational Studies Association of Ireland Conference, Athlone, Ireland |
| 2024 | Are student and parent reading attitudes and behaviours related? Evidence from PIRLS 2021 for Ireland Pitsia, V., McAteer, S., & Delaney, E. (2024, November). Are student and parent reading attitudes and behaviours related? Evidence from PIRLS 2021 for Ireland [Paper presentation]. 25th Annual Conference of the Association for Educational Assessment (AEA)-Europe, Paphos, Cyprus. |
| 2024 | Literacy instruction during a unique moment in educational history: Insights from teachers in Ireland using PIRLS 2021 data McAteer, S., Delaney, E.,& Pitsia, V. (2024, November). Literacy instruction during a unique moment in educational history: Insights from teachers in Ireland using PIRLS 2021 data [Paper presentation]. 48th Annual Conference of the Literacy Association of Ireland, Dublin, Ireland |
| 2024 | School environments pre- and post-pandemic: Exploring the Irish context using TIMSS and PIRLS data McAteer, S., O’Neill, B., Pitsia, V., McHugh, G., Delaney, E., & Clerkin, A. (2024, August). School environments pre- and post-pandemic: Exploring the Irish context using TIMSS and PIRLS data [Paper presentation]. European Conference on Educational Research (ECER), Nicosia, Cyprus. |
| 2023 | Investigating high achievement in mathematics and science in Ireland: An in-depth analysis of national and international assessment data Pitsia, V. (2023, November). Investigating high achievement in mathematics and science in Ireland: An in-depth analysis of national and international assessment data. Keynote speech at the 24th Annual Conference of the Association for Educational Assessment (AEA)-Europe, Valetta, Malta. |
| 2023 | International large-scale assessments of mathematics achievement in Ireland Pitsia, V. (2023, October). International large-scale assessments of mathematics achievement in Ireland. Panel discussion paper presented at of the 9th Conference on Research in Mathematics Education in Ireland (MEI), Dublin, Ireland. https://zenodo.org/records/10032851 |
| 2023 | Implementation of data collection procedures in Ireland to derive teacher-centric weights in TIMSS Pitsia, V., Clerkin, A., Denner, S., & McHugh, G. (2023, June). Implementation of data collection procedures in Ireland to derive teacher-centric weights in TIMSS. Paper presented at the 10th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC), Dublin, Ireland. |
| 2023 | Student self-beliefs, attitudes, academic resilience and vulnerability: Evidence from Australia, England, Ireland, and the United States Pitsia, V., & Perkins, R. (2023, June). Student self-beliefs, attitudes, academic resilience and vulnerability: Evidence from Australia, England, Ireland, and the United States. Paper presented at the 10th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC), Dublin, Ireland. |
| 2023 | Boys’ underachievement in mathematics and science: Analysing TIMSS data from the Kingdom of Saudi Arabia Elsayed, M. A. A., Clerkin, A., Pitsia, V., Aljabri, N., & Al-Harbi, K. (2023, June). Boys’ underachievement in mathematics and science: Analysing TIMSS data from the Kingdom of Saudi Arabia. Paper presented at the 10th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC), Dublin, Ireland. |
| 2022 | Παράγοντες που συσχετίζονται με τις προθέσεις μαθητών να ακολουθήσουν επαγγέλματα STEM από την έρευνα PISA στην Ελλάδα Παγκρατίδου, M., Μιχαηλίδης, M., Πίτσια, B., & Kαρακολίδης, A. (2022, Οκτώβριος). Παράγοντες που συσχετίζονται με τις προθέσεις μαθητών να ακολουθήσουν επαγγέλματα STEM από την έρευνα PISA στην Ελλάδα. Αναρτημένη ανακοίνωση στο 18ο Πανελλήνιο Συνέδριο Ψυχολογικής Έρευνας της Ελληνικής Ψυχολογικής Εταιρείας, Αθήνα, Ελλάδα. |
| 2021 | Bullying among teachers and school leaders: Implications for school climate and student learning Mazzone, A., Pitsia, V., Karakolidis, A., & O’Higgins Norman, J. (2021, November). Bullying among teachers and school leaders: Implications for school climate and student learning [Paper presentation]. World Anti-Bullying Forum, Stockholm, Sweden. |
| 2021 | Exploring primary school teachers’ use of assessment data in an Irish context Lehane, P., Pitsia, V., & Karakolidis, A. (2021, November). Exploring primary school teachers’ use of assessment data in an Irish context [Paper presentation]. 22nd Annual Conference of the Association for Educational Assessment (AEA)-Europe. |
| 2021 | Using PISA data to examine high-achieving students’ characteristics Pitsia, V. (2021, November). Using PISA data to examine high-achieving students’ characteristics [Paper presentation]. 22nd Annual Conference of the Association for Educational Assessment (AEA)-Europe |
| 2021 | Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland Lehane, P., Pitsia, V., & Karakolidis, A. (2021). Identifying factors predicting teachers’ use of assessment data: Findings from a national large-scale survey of primary teachers in Ireland. Paper accepted for publication at the European Conference on Educational Research 2021. |
| 2021 | Inclusion in primary physical education in Europe through the lens of an Erasmus+ partnership: So what now? Marron, S., Murphy, F., Pitsia, V., & Scheuer, C. (2021, June). Inclusion in primary physical education in Europe through the lens of an Erasmus+ partnership: So what now? [Paper presentation]. International Symposium of Adapted Physical Activity |
| 2021 | Using PISA data to examine high-achieving students’ characteristics Pitsia, V. (2021, November). Using PISA data to examine high-achieving students’ characteristics. Paper presented at the 22nd Annual Conference of the Association for Educational Assessment (AEA)-Europe. |
| 2020 | Are we meeting the needs of high achievers? A closer look at PISA, TIMSS and PIRLS data for Ireland Pitsia, V., Lysaght, Z., Shiel, G., & O’Leary, M. (2020, September). Are we meeting the needs of high achievers? A closer look at PISA, TIMSS and PIRLS data for Ireland. Paper presented at the Educational Studies Association of Ireland Conference 2020. |
| 2020 | A multilevel binary logistic regression analysis of mathematics and science achievement in TIMSS 2015 in an Irish post-primary context Pitsia, V., O’Leary, M., & Shiel, G. (2020). A multilevel binary logistic regression analysis of mathematics and science achievement in TIMSS 2015 in an Irish post-primary context. Paper accepted for publication at the European Conference on Educational Research 2020 (conference cancelled due to COVID-2019). |
| 2020 | Characteristics of high achievers: A multilevel logistic regression analysis of PISA mathematics and science data Pitsia, V. (2020). Characteristics of high achievers: A multilevel logistic regression analysis of PISA mathematics and science data. Paper accepted for publication at the American Educational Research Association (AERA) 2020 Annual Meeting (conference cancelled due to COVID-2019). |
| 2019 | What do international large-scale assessments tell us about high achievement in mathematics and science, with specific reference to Ireland and some comparison countries? Pitsia, V., O’Leary, M., Shiel, G., & Lysaght, Z. (2019, November). What do international large-scale assessments tell us about high achievement in mathematics and science, with specific reference to Ireland and some comparison countries? Paper presented at the 20th Annual Meeting of the Association for Educational Assessment (AEA) – Europe, Lisbon, Portugal. |
| 2019 | High achievement in mathematics and science: A multilevel analysis of TIMSS 2015 data for Ireland Pitsia, V., Karakolidis, A., & Shiel, G. (2019, June). High achievement in mathematics and science: A multilevel analysis of TIMSS 2015 data for Ireland. Paper presented at the 8th International Association for the Evaluation of Educational Achievement (IEA) International Research Conference (IRC-2019), Copenhagen, Denmark. |
| 2018 | Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland Kent, G., & Pitsia, V. (2018, December). Gender differences in cognitive development and school readiness: Findings from a randomised controlled trial of children from communities of socio-economic disadvantage in Ireland [Paper presentation]. Annual Conference of the Children’s Research Network, Dublin, Ireland |
| 2018 | Preparing for the transition to primary school; predictors of school readiness behaviours of five-year-old children from areas of socio-economic disadvantage Kent, G., Pitsia, V., & Colton, G. (2018, November). Preparing for the transition to primary school; predictors of school readiness behaviours of five-year-old children from areas of socio-economic disadvantage. Paper presented at the 48th Annual Conference of the Psychological Society of Ireland, Wexford, Ireland. |
| 2018 | Risk factors for early school leaving in Greece Pitsia, V., Karakolidis, A., Sofianopoulou, C., & Emvalotis, A. (2018, October). Risk factors for early school leaving in Greece [Paper presentation]. European Sociological Association (ESA)/Research Network 27 (RN27) Mid-term Conference, Catania, Italy. |
| 2018 | Transforming situational judgement tests through the use of animated simulations Karakolidis, A., & Pitsia, V. (2018, September). Transforming situational judgement tests through the use of animated simulations [Paper presentation]. European Association of Test Publishers Conference, Athens, Greece |
| 2018 | Variations in perceptions of five-year-old children’s school readiness among parents and teachers Pitsia, V., & Kent, G. (2018). Variations in perceptions of five-year-old children’s school readiness among parents and teachers. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of the 11th International Conference of Education, Research and Innovation (pp. 8426–8435). IATED Academy. https://doi.org/10.21125/iceri.2018.0535 |
| 2018 | Accounting for differences in cognitive development at four years of age; a preliminary investigation Kent, G., Pitsia, V., & Colton, G. (2018, September). Accounting for differences in cognitive development at four years of age; a preliminary investigation. Paper presented at the British Psychological Society Developmental Psychology Section Annual Conference 2018, Liverpool, United Kingdom. |
| 2018 | A cross-cultural study of high school teachers’ tacit knowledge of interpersonal skills Stemler, S., Elliott, J., O’Leary, M. Scully, D., Karakolidis, A., & Pitsia, V. (2018, April). A cross-cultural study of high school teachers’ tacit knowledge of interpersonal skills. Paper presented at the American Educational Research Association 2018 Annual Meeting. Available at: http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/107794 |
| 2017 | Which factors can predict students’ problem-solving skills? The case of nine-year-olds in Ireland Pitsia, V., & Kent, G. (2017, November). Which factors can predict students’ problem-solving skills? The case of nine-year-olds in Ireland [Paper presentation]. Growing Up in Ireland Annual Research Conference, Dublin, Ireland. |
| 2017 | Analysing performance in mathematics: The case of immigrant students Pitsia, V., Karakolidis, A., Emvalotis, A., & Sofianopoulou, C. (2017, March). Analysing performance in mathematics: The case of immigrant students. Paper presented at the 11th Annual International Technology, Education and Development Conference (pp. 4829–4835). https://doi.org/10.21125/inted.2017.1127 |
Επαγγελματική εμπειρία
| 2025 – σήμερα | Ερευνήτρια, Πανεπιστήμιο Ιωαννίνων, Ελλάδα |
| 2023 – σήμερα | Ερευνήτρια, Educational Research Centre, Ιρλανδία |
| 2018 – σήμερα | Σύμβουλος, World Bank Group |
| 2021 – 2023 | Βοηθός έρευνας, Educational Research Centre, Ιρλανδία |
| 2020 – 2021 | Ψυχομέτρης, Accenture, Ιρλανδία |
| 2019 – 2020 | Ερευνήτρια, Οργανισμός Έρευνας και Ανάλυσης διαΝΕΟσις & Χαροκόπειο Πανεπιστήμιο, Ελλάδα |
| 2018 | Βοηθός έρευνας, National Council for Curriculum and Assessment & Educational Research Centre, Ιρλανδία |
| 2017 – 2018 | Συνυπεύθυνη ερευνήτρια, National College of Ireland & Children’s Research Network Prevention and Early Intervention Research Initiative, Ιρλανδία |
| 2017 | Ερευνήτρια, Ινστιτούτο Εκπαιδευτικής Πολιτικής, Ελλάδα |
| 2016 – 2023 | Βοηθός έρευνας, Institute of Education, Dublin City University, Ιρλανδία |
| 2016 – 2017 | Βοηθός έρευνας, National College of Ireland, Ιρλανδία |
| 2014 | Βοηθός έρευνας, Παγκόσμιος Οργανισμός Υγείας & Ερευνητικό Πανεπιστημιακό Ινστιτούτο Ψυχικής Υγιεινής, Ελλάδα |
Ερευνητικά έργα (ενδεικτικά)
| 2025 – σήμερα | Botswana Educational Achievement Monitor (ΒΕΑΜ), Botswana Examinations Council (BEC) & World Bank Group |
| 2024 – σήμερα | Special education teacher allocation model, Ιρλανδικό Υπουργείο Παιδείας |
| 2024 – σήμερα | National Assessments of Mathematics and English Reading (NAMER), Educational Research Centre, Ιρλανδία |
| 2024 – σήμερα | Supporting an Education Reform Agenda for Improving Teaching, Assessment and Career Pathways (SERATAC), Palestinian Ministry of Education & World Bank Group |
| 2023 – σήμερα | Progress in International Reading Literacy Study (PIRLS), Educational Research Centre, Ιρλανδία |
| 2021 – σήμερα | Trends in International Mathematics and Science Study (TIMSS), Educational Research Centre, Ιρλανδία |
| 2021 – 2023 | Gender gap in student achievement, Saudi Arabia’s Education and Training Evaluation Commission (ETEC) & World Bank Group |
| 2024 – 2025 | Teach ECE, primary, and secondary classroom observation tools, World Bank Group |
| 2020 | Together from Kindergarten, Institute of Education, Dublin City University, Ιρλανδία & UNICEF Βουλγαρίας |
| 2019 – 2021 | Erasmus+ project Disentangling Inclusion in Primary Physical Education (DIPPE), Dublin City University, Ιρλανδία – Ανάπτυξη εργαλείου συλλογής δεδομένων, κωδικοποίηση, εισαγωγή, διαχείριση και ανάλυση δεδομένων πιλοτικής και κύριας συλλογής δεδομένων και συγγραφή έκθεσης και επιστημονικών άρθρων |
| 2017 – 2018 | Children’s Research Network Prevention and Early Intervention Research Initiative, Ιρλανδία – Σχεδιασμός και οργάνωση ερευνητικού έργου, διαχείριση και ανάλυση δεδομένων, συγγραφή εκθέσεων και επιστημονικών άρθρων |
| 2019 – 2020 | Ανάλυση δεδομένων του διεθνούς προγράμματος PISA 2015 για την Ελλάδα, διαΝΕΟσις – Οργανισμός Έρευνας και Ανάλυσης, Ελλάδα – Διαχείριση και ανάλυση δεδομένων και συγγραφή έκθεσης |
| 2019 | Global consortium for sustainability outcomes: Education cluster project, Institute of Education, Dublin City University, Ιρλανδία |
| 2018 | Kuwait integrated education reform program/School education quality improvement 2 (SEQI2) program/100-days initiative to prepare for Trends in International Mathematics and Science Study (TIMSS) 2019, World Bank Group |
| 2018 – 2020 | Ανάπτυξη εργαλείου μέτρησης επίγνωσης εκφοβισμού στον εργασιακό χώρο, Centre for Assessment Research, Policy and Practice in Education (CARPE) & National Anti-Bullying Research and Resource Centre, Dublin City University, Ιρλανδία |
| 2018 | Έρευνα για τις απόψεις των εκπαιδευτικών σχετικά με το νέο πρόγραμμα σπουδών για τη γλώσσα και τα μαθηματικά στην πρωτοβάθμια εκπαίδευση στην Ιρλανδία, Educational Research Centre (ERC) & National Council for Curriculum and Assessment (NCCA), Ιρλανδία – Διαχείριση και ανάλυση δεδομένων και συγγραφή έκθεσης |
| 2017 – 2020 | Literacy outcomes of deaf and hard-of-hearing children, Institute of Education, Dublin City University, Ιρλανδία |
| 2017 | Ανάλυση δεδομένων του διεθνούς προγράμματος PISA 2015 για την Ελλάδα, Ινστιτούτο Εκπαιδευτικής Πολιτικής (ΙΕΠ), Ελλάδα – Διαχείριση και ανάλυση δεδομένων και συγγραφή έκθεσης |
| 2016 – 2017 | Area-Based Childhood Programme, National College of Ireland, Ιρλανδία |
| 2016 – 2017 | Write to Read, Institute of Education, Dublin City University, Ιρλανδία – Κωδικοποίηση, εισαγωγή, διαχείριση και ανάλυση δεδομένων και συγγραφή εκθέσεων |
| 2016 | Standardised testing in English reading and mathematics in the Irish primary school, Centre for Assessment Research, Policy and Practice in Education & Irish National Teachers’ Organisation |
| 2014 | Health Behaviour in School-aged Children (HBSC) survey, Παγκόσμιος Οργανισμός Υγείας (ΠΟΥ), Ελλάδα – Συλλογή δεδομένων |
Εκπαίδευση
| 2017 – 2021 | Διδακτορικό δίπλωμα (PhD) στην Εκπαιδευτική Αξιολόγηση, School of Policy and Practice, Institute of Education, Dublin City University (DCU), Ιρλανδία – Υποτροφία Διδακτορικών Σπουδών από το Ιρλανδικό Ερευνητικό Συμβούλιο της Κυβέρνησης της Ιρλανδίας Τίτλος διατριβής: Investigating high achievement in mathematics and science in Ireland: An in-depth analysis of national and international assessment data |
| 2014 – 2015 | Μεταπτυχιακό δίπλωμα (MSc) στις Ποσοτικές Μεθόδους και Στατιστική Ανάλυση στην Εκπαίδευση, School of Education, Queen’s University Belfast (QUB), Ηνωμένο Βασίλειο Τίτλος διατριβής: Examining the role of students’ self-beliefs, motivation and attitudes in mathematics achievement: A multilevel analysis of the Greek Programme for International Student Assessment 2012 data |
| 2010 – 2014 | Πτυχίο (BEd) στις Επιστήμες της Αγωγής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Σχολή Επιστημών Αγωγής, Πανεπιστήμιο Ιωαννίνων, Ελλάδα Τίτλος διατριβής: Επιχειρώντας διαθεματικές προσεγγίσεις με τη βοήθεια του Google Earth |
Υποτροφίες, επιχορηγήσεις έρευνας και βραβεία
| 2025 | The Constantinos Papanastasiou Poster Prize, International Association for the Evaluation of Educational Achievement (IEA) |
| 2025 | Top Viewed Article Award, Wiley Publishing |
| 2023 | Kathleen Tattersall New Assessment Researcher Award, Association for Educational Assessment (AEA)-Europe |
| 2019 & 2020 | Postgraduate Student Research Travel Award, Institute of Education, Dublin City University, Ιρλανδία |
| 2018 | Υποτροφία Διδακτορικών Σπουδών, Ιρλανδικό Ερευνητικό Συμβούλιο, Κυβέρνηση της Ιρλανδίας, Ιρλανδία |
| 2017 | Ερευνητική επιχορήγηση 10,000€ – Atlantic Philanthropies, Children’s Research Network Prevention and Early Intervention Research Initiative, Ιρλανδία |
| 2015 | Degree Plus, Queen’s University Belfast, Ηνωμένο Βασίλειο |
| 2015 | Academic Skills Certificate, Queen’s University Belfast, Ηνωμένο Βασίλειο |
| 2023 – σήμερα | Καθηγήτρια-Σύμβουλος (Συνεργαζόμενο Εκπαιδευτικό Προσωπικό), Πρόγραμμα Μεταπτυχιακών Σπουδών Επιστήμες της Αγωγής, Σχολή Ανθρωπιστικών Επιστημών, Ελληνικό Ανοικτό Πανεπιστήμιο – Θεματική Ενότητα «Εκπαιδευτική Έρευνα στην Πράξη» (ΕΚΠ51) |
| 2023 – σήμερα | Διδάσκουσα, Educational Research Centre, Ιρλανδία – Σεμινάρια (ενδεικτικά) «Introduction to multilevel modelling», «Introduction to SPSS», «National and international large-scale assessment designs and data», «Using the international differences worksheet» |
| 2024 | Διδάσκουσα, 25th Annual Conference of the Association for Educational Assessment (AEA)-Europe, Κύπρος – Σεμινάριο «Introduction to multilevel modelling using large-scale assessment data» |
| 2020 – 2023 | Συνεργαζόμενο Εκπαιδευτικό Προσωπικό, Μεταπτυχιακό Πρόγραμμα Σπουδών στην Ειδική Αγωγή και Εκπαίδευση, Πανεπιστήμιο Λευκωσίας & Πανεπιστήμιο Πατρών – Μάθημα «Μέτρηση και αξιολόγηση στην ειδική εκπαίδευση» |
| 2018 – 2020 | Διδάσκουσα, Dublin City University, Ιρλανδία – Διεξαγωγή εργαστηριακών σεμιναρίων για μεταπτυχιακούς φοιτητές, διδακτορικούς φοιτητές και ακαδημαϊκό προσωπικό στη χρήση του προγράμματος στατιστικής ανάλυσης SPSS |
| 2018 | Διδάσκουσα, Irish Postgraduate Research Conference, Dublin City University, Ιρλανδία – Εργαστήριο «Introduction to Mendeley» |
| 2017 – 2018 | Διδάσκουσα, Μεταπτυχιακό Πρόγραμμα Σπουδών «Διεπιστημονική Προσέγγιση των Φυσικών Επιστημών, της Τεχνολογίας, της Μηχανικής και των Μαθηματικών στην Εκπαίδευση – STEM Education», Πανεπιστήμιο Πατρών & Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών – Μάθημα «Ερευνητικές μέθοδοι και στατιστική ΙΙ» |