Zembylas, M. (2003). Caring for teacher emotion: Reflections on teacher self-development. Studies in Philosophy and Education, 22, 103-125.

Zembylas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self-formation. Educational Theory, 53, 107-127.

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching: Theory and Practice, 9, 213-238.

Constantinou, C. P. & Zembylas, M. (2003). Editorial: The role of science education in the Mediterranean region. Mediterranean Journal of Educational Studies, 8 (2), 1-5.

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., Zembylas, M., & Chamberlain, R. (2003). Complexities in the evaluation of distance education and virtual schooling. Educational Media International, 40(3/4), 201-208.

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.

Zembylas, M. (2003). Review of “Citizenship and the Challenge of Global Education” (Audrey Osler and Kerry Vincent, Trentham Books, 2002, 143 pages). Journal of Curriculum Studies, 35, 387-391.

Angelides, P. & Zembylas, M. (2003). The in-service training of teachers in Cyprus: Deconstructing some traditional approaches. Sigxroni Ekpaidefsi, 129, 91-96. [In Greek]

Vrasidas, C. (2003). The design, development, and implementation of the LUDA Virtual High School. Computers in the Schools, 20(3), 15-25.

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Vrasidas, C., & Zembylas, M. (2003). The nature of technology-mediated interaction in globalized distance education. International Journal of Training and Development, 7(4), 1-16.

Papanastasiou, E. C., Zembylas, M & Vrasidas, C. (2003). Can computer use hurt science achievement? The USA results from PISA. Journal of Science Education and Technology, 12(3), 325-332.

Zembylas, M., Vrasidas, C., & Reese, G. (2003). Teachers’ struggles to use technology in career magnet schools. In C. Constantinou & Z. C. Zacharias (Eds.) Proceedings for computer based science learning. Volume I: New Technologies and their applications in education (685-693). Nicosia: University of Cyprus.

Papanastasiou, E., Zembylas M., & Vrasidas, C. (2003). Computer-adaptive testing in science education. In C. Constantinou & Z. C. Zacharias (Eds.) Proceedings for computer based science learning. Volume I: New Technologies and their applications in education (pp. 800-810). Nicosia: University of Cyprus.

Vrasidas, C., & Zembylas, M. (2003). Telecommunications Technologies & Curriculum Development: The Case of a Virtual High School Project. In C. Constantinou & Z. C. Zacharias (Eds.) Proceedings for computer based science learning. Volume I: New Technologies and their applications in education (197-204). Nicosia: University of Cyprus.

Vrasidas, C. & Angelides, P. (2003). Interpretive research and evaluation methods for practitioners. In C. Vrasidas & C. Costley  (Eds.) Work-Based Learning: Opportunities for Lifelong Learning (260-268). Nicosia, Cyprus: Intercollege Press.

Moon, S., Birchall, D., Williams, S., & Vrasidas, C. (2003). Learning how to become a more effective SME manager: Design principles for a work-based e-learning course. In C. Vrasidas & C. Costley  (Eds.) Work-Based Learning: Opportunities for Lifelong Learning (15-31). Nicosia, Cyprus: Intercollege Press.

Angelides, P., & Vrasidas, C. (2003). The work-based learning paradigm: Developing models for generating practitioner knowledge. In C. Vrasidas & C. Costley  (Eds.) Work-Based Learning: Opportunities for Lifelong Learning (137-144). Nicosia, Cyprus: Intercollege Press.