Παιδαγωγικό Τμήμα Ειδικής Αγωγής

Kartika, H., Charitaki, G., Adirakasiwi, A.G., & Roesdiana, L. (Accepted for publication). Mapping the Development of Covariational Reasoning in Mathematics Education: A Bibliometric Analysis of Trends, Gaps, and Disability Considerations. Beijing International Review of Education – SAGE.

Kourti., I., Charitaki, G., & Kypriotaki, M. (2026). A Comparative Assessment of Homeschooling Experiences, Practices, Support, and Arithmetical Attainments in Greece and the UK. Education Sciences, 16, 1298. https://doi.org/10.3390/educsci16081298  

Almalky, H., Charitaki, G., & Alevriadou, A. (2026). Modeling Teachers’ Reflections on School Transition Practices for Students with Autism and/or Intellectual Disabilities: Evidence from Bifactor SEM and Associations with Mathematics Teaching Efficacy. Research in Autism – Elsevier. https://doi.org/10.1016/j.reia.2026.202960  

Ozturk, M., Ada Yildiz, K., Charitaki, G. (2026). Self-Regulation and Mathematics Anxiety: The Conditional Mediating Role of Mathematical Language Self-Efficacy and Implications for Inclusive Education. Adolescents, 6(3), 1-22. https://doi.org/10.3390/adolescents6030039  

Giaouri, S., Charitaki, G., & Alevriadou, A. (2026). A Comparative Assessment of Mathematical Vocabulary, Operations, and Problem-Solving in 5th Grade Children with ADHD and SLD: Cognitive Profiles and Implications for Educational Approaches to Instruction and Task Design. Journal of Mathematics and Science Teacher, 6(1), em108. https://doi.org/10.29333/mathsciteacher/18528  

Andreou, G., Charitaki, G., & Gkantaki, M. (2026). Rapid Automatized Naming and Alternating Stimulus of Letters and Numbers: An eye-tracking study in a sample of university students with and without Learning Disabilities. Disability and Rehabilitation: Assistive Technology – Taylor & Francis, 1-27. https://doi.org/10.1080/17483107.2026.2645905  

Giaouri, S., Antoniou, A.S., Charitaki, G., Alevriadou, A., Andreou, G., & Charisi, M. (2026). From Mathematics & Science to Classroom Management: An IRT Validation of a Teaching Confidence Scale in a sample of Primary Special Education Teachers. Frontiers in Education, 11, 1-22. https://doi.org/10.3389/feduc.2026.1753929  

Charitaki, G., Alevriadou, A., Andreou, G., & Soulis, S.G. (2026). Assessing Causal Links Between Mathematics Teaching Efficacy, Attitudes Toward Inclusion, and Efficacy in Implementing Inclusive Practices: A Cross-Lagged Panel Autoregressive Model Analysis. Education Sciences, 16, 1-18. https://doi.org/10.3390/educsci16020267  

Antoniou, A.S., Charitaki, G., Pavlidou, K., & Alevriadou, A. (2026). Examining the Students’ Burn-out, Mathematics Self-Efficacy and Anxiety: A Canonical Correlation Analysis in a sample of students with Dyscalculia. Education Sciences, 16(1), 1-36. https://doi.org/10.3390/educsci16010048   

Rachanioti, E., Alevriadou, A., & Charitaki, G. (2026). Teacher Insights and Performance Assessments: Tracing High Academic Potential in Early Greek Education. Journal of Advanced Academics-SAGE, 1-30. https://doi.org/0.1177/1932202X251413042  

Charitaki, G., Vretudaki, H., Kypriotaki, M., & Alevriadou, A. (2025). Validation of a Theoretical Model for School Climate – Trust and Assessment of its Effect on Mathematics Teaching Efficacy in Preschool Education. Journal of Mathematics and Science Teacher, 5(4), 1-36. https://doi.org/10.29333/mathsciteacher/16901   

Charitaki, G., Vretudaki, H., & Kypriotaki, M. (2025). Revisiting the factor structure of the mathematics teaching efficacy through a bifactor approach in a Greek sample of special and typical preschool education teachers. Mathematics Education Research Journal, 1-26. https://doi.org/10.1007/s13394-025-00533-4

Charitaki, G., Vretudaki, H., Kypriotaki, M., Andreou, G., & Alevriadou, A. (2025). Teacher’s Responsibility for Students’ Achievements in Mathematics: Suggesting and Validating a Theoretical Model for Greek Special and Typical Preschool Education. The International Journal of Science, Mathematics and Technology Learning, 1-30. https://doi.org/10.18848/2327-7971/CGP/v33i01/103-132

Charitaki, G., Vretudaki, H., & Kypriotaki, M. (2025). Assessing Mathematics Teaching Profiles in Kindergarten: The impact of special educational needs, school climate, responsibility for student achievement, self-efficacy, and locus of control. Asian Journal for Mathematics Education, 1-22. https://doi.org/10.1177/27527263251329953

Rachanioti, E., Alevriadou, A., & Charitaki, G. (2025). Bidirectional associations between executive functions and early academic skills in preschool children with high abilities: A cross lagged model analysis. The International Journal of Early Childhood Learning, 33(1), 1-22. https://doi.org/10.18848/2327-7939/CGP/v33i01/1-22

Charitaki, G., Kourti, I., Gregory, J.L., Ozturk, M., Ismail, Z., Alevriadou, A., Soulis, S. G., Kypriotaki, M., Sakici, S., & Demirel, C. (2024). A comparative analysis of teachers’ attitudes towards including all students in six countries. Educational Research and Evaluation, 1-33. https://doi.org/10.1080/13803611.2024.2406516

Rachanioti, E., Alevriadou, A., & Charitaki, G. (2024). Components of early executive functioning in the prediction of academic success in high ability preschool children. The International Journal of Early Childhood Learning, 1-39. https://doi.org/10.18848/2327-7939/CGP/v32i01/1-28

Polychroni, F., Antoniou, A. S., Kofa, O., & Charitaki, G. (2024). Anxiety, reading self–concept, and trait emotional intelligence of primary school children with learning disabilities: how do they compare to typical peers? Frontiers in Education, 9, 1371627. https://doi.org/10.3389/feduc.2024.1371627

Charitaki, G., & Alevriadou, A. (2024). Young children with Intellectual Disabilities and their mathematical attainments: Do parents’ attitudes toward mathematics, home numeracy and literacy practices really matter? Journal of Intellectual Disabilities, 1-18. https://doi.org/10.1177/17446295241254625

Charitaki, G. (2023). Parents’ attitudes toward mathematics and Home Numeracy Experiences Questionnaire: evidence for factor structure, reliability, construct validity and measurement invariance in a sample of preschoolers with mild Intellectual Disabilities. International Journal of Developmental Disabilities, 1-12.  https://doi.org/10.1080/20473869.2023.2255768

Kourti, I., Charitaki, G., & Kypriotaki, M. (2023). The critical role of personal and professional characteristics on teachers’ self-efficacy and attitudes towards inclusion. A comparative study between Greece and United Kingdom. Trends in Psychology, 1-24. https://doi.org/10.1007/s43076-023-00322-7

Charitaki, G., Andreou, G., Alevriadou, A., & Soulis, S. G. (2023). A nonlinear state space model predicting dropout: The case of special education students in the Hellenic Open University. Education and Information Technologies, 1-35. https://doi.org/10.1007/s10639-023-12057-0

Charitaki, G., Soulis, S.G., & Alevriadou, A. (2023). Early numeracy skills in children with intellectual disabilities between age groups (4-7 years): Developmental Patterns and Interrelationships. International Journal of Developmental Disabilities – Taylor & Francis, 1-13. https://doi.org/10.1080/20473869.2023.2232555 

Charitaki, G., Kourti, I., Gregory, J., Ozturk, M., Ismail, Z., Alevriadou, A., Soulis, S.G., Sakici, S., & Demirel, C. (2022). Attitudes Towards Teaching All Students: A cross-national exploration. Trends in Psychology-Springer, 1-33. https://doi.org/10.1007/s43076-022-00240-0

Charitaki, G., Alevriadou, A., & Soulis, S.G. (2022). Early Numeracy Profiles in young children with Intellectual Disabilities: The role of cognitive functions. Journal of Intellectual Disabilities, 1-19. https://doi.org/10.1177/17446295221117021

Charitaki, G., Soulis, S.G., & Alevriadou, A. (2021). Factor Structure of Early Numeracy: Evaluation of a measurement model in Greek-speaking children with Intellectual Disability. International Journal of Developmental Disabilities, 1-10. https://doi.org/10.1080/20473869.2021.1950496

Charitaki, G., Tzivinikou, S., Stefanou, G., & Soulis, S.G. (2021). A Meta-Analytic Synthesis of Early Numeracy Interventions for Low-Performing Young Children. SN Social Sciences, 1(5), 1-28. https://doi.org/10.1007/s43545-021-00094-w

Charitaki, G., Baralis, G., Polychronopoulou, S., Lappas, D., & Soulis, G. S. (2014). Early Numeracy in Children with Down’s Syndrome in Greece. Psychology, 5(12), 1426-1432. https://doi.org/10.4236/psych.2014.512153

Charitaki, G., Baralis, G., Polychronopoulou, S., Lappas, D., & Soulis, S.G. (2014). Factors Related to Numerical Ability of Children with Down’s Syndrome. The International Journal of Early Childhood Learning, 21(1), 1-17. Retrieved from http://ijlecl.cgpublisher.com/product/pub.256/prod.48

Elsevier: Teaching and Teacher Education, Learning and Individual Differences, Acta Psychologica, Research in Developmental Disabilities, Thinking Skills & Creativity, International Journal of Educational Research, International Journal of Educational Research Open, Educational Research Review.

Taylor & Francis – Routledge: Early Child Development and Care, International Journal of Disability, Development and Education, Journal of Intellectual & Developmental Disability, The Teacher Educator, Teachers and Teaching: Theory and Practice, International Journal of Inclusive Education, Journal of Early Childhood Literacy, International Journal of Developmental Disabilities, Education Inquiry, Cogent Education, Parenting: Science and Practice.

Springer: Technology and Disability, Learning, Culture and Social Interaction, International Journal of Early Childhood, Scientific Reports, Discover Education, Education and Information Technologies

Wiley: The British Journal of Special Education (BJSE), Review of Education (RoE), Journal of Research in Special Educational Needs (JORSEN), Journal of Applied Research in Intellectual Disabilities, Journal of Policy and Practice in Intellectual Disabilities, Brain and Behavior.

SAGE: Journal of Advanced Academics, Journal of Intellectual Disabilities, Asian Journal for Mathematics Education, Improving Schools, SAGE Open.

Frontiers: Frontiers in Education

MDPI: Digital, Children, Journal of Intelligence, Education Sciences.

The Learner: International Journal of Science, Mathematics and Technology Learning, International Journal of Interdisciplinary Educational Studies International Journal of Learner Diversity and Identities, International Journal of Early Childhood Learning

Math ABC – 123: Εργαλείο Αξιολόγησης Αναδυόμενων Μαθηματικών Δεξιοτήτων παιδιών Βρεφικής και Προσχολικής Ηλικίας (16-36 μηνών)

MacArthur Bates CDI – Words and Sentences (MBCDI-WS^GR): Εργαλείο Αξιολόγησης Επικοινωνιακών Δεξιοτήτων παιδιών Βρεφικής και Προσχολικής Ηλικίας (16-36 μηνών)

Με βάση τα Google Scholar metrics, το συγγραφικό έργο της κ.Χαριτάκη έχει αναφερθεί 1.082 φορές και έχει παραγάγει δείκτες h-index=17, g-index=31 και i10-index=28. Κατά την τελευταία 5ετία (2021-2026), ο δείκτης cites/year, που καταδεικνύει τον αριθμό των ετεροαναφορών ανά έτος, έχει διαμορφωθεί στο 166.6. Ο μεγαλύτερος αριθμός ετεροαναφορών καταγράφηκε το 2025 (273 citations).

Οι προαναφερθείσες ετεροαναφορές έχουν γίνει σε περιοδικά με υψηλό Δείκτη Επιρροής (Impact Factor) όπως το Educational Sciences in Mathematics, The Journal of Mathematical Behavior, Education and Information Technologies, Technology, Knowledge and Learning, Education Sciences, International Journal of Early Years Education, European Journal of Special Needs Education, Teachers and Teaching κ.α.

Μέλος της Ένωση Ερευνητών Διδακτικής των Μαθηματικών (ΕΝ.Ε.ΔΙ.Μ)

Μέλος της Ελληνική Μαθηματική Εταιρεία

Μέλος της Επιστημονική Ένωση για τη Διδακτική των Μαθηματικών (ΕπΕΔιΜ)

Μέλος της Παιδαγωγική Εταιρεία Ελλάδος (Π.Ε.Ε.)

Μέλος της Εταιρεία Ειδικής Παιδαγωγικής Ελλάδος (E.E.Π.Ε.)

Honorium Fellow Member (FSASS) of the Scholars Academic and Scientific Society (SAS Society)

Μέλος της American Psychological Association (was elected to Teacher status as per Bylaws and Association Rules of APA)

Cogent Education – Taylor & Francis: Associate Editor – Early Years Education

SAGE Open: Associate Editor

Education Sciences: Guest Editor

Η κ. Γ. Χαριτάκη έχει συμμετάσχει με αναρτημένες εργασίες και προφορικές ανακοινώσεις σε πάνω από 50 διεθνή και ελληνικά συνέδρια με θέματα από το χώρο της Διδακτικής των Μαθηματικών και της Ειδικής Αγωγής.