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Meletiadou, Eleni (2024) Exploring Greek-Cypriot female academics' experiences of precarity through a postcolonial lens: challenges, hopes and the reality of neoliberal universities in Europe. Postcolonial directions in education, 13 (1). pp. 142-187. ISSN 2304-5388
Meletiadou, Eleni (2024) Enriching students’ cross-cultural and multilingual communication: the serious play approach utilizing Playmobil pro figures. IAFOR Journal of Education, 12 (1). pp. 45-65. ISSN 2187-0594
Meletiadou, Eleni (2023) Transforming multilingual students’ learning experience through the use of Lego Serious Play. IAFOR Journal of Education, 11 (1). pp. 1-24. ISSN 2187-0594
Meletiadou, Eleni (2022) Using educational digital storytelling to enhance multilingual students’ writing skills in higher education. IAFOR Journal of Education, 10 (2). pp. 111-130. ISSN 2187-0594
Meletiadou, Eleni (2022) The utilisation of peer-assisted learning/mentoring and translanguaging in higher education. IAFOR Journal of Education, 10 (1). pp. 135-154. ISSN 2187-0594
Meletiadou, Eleni and Tsagari, Dina (2022) Exploring EFL teachers’ perceptions of the use of peer assessment in external exam-dominated writing classes. Languages, 7(1) (16). pp. 1-18. ISSN 2226-471X
Meletiadou, Eleni (2022) Learners' perceptions of peer assessment: implications for their willingness to write in an EFL context. International Journal of Teacher Education and Professional Development, 5 (1). pp. 1-14. ISSN 2572-486X
Meletiadou, Eleni (2021) Using Padlets as e-portfolios to enhance undergraduate students’ writing skills and motivation. IAFOR Journal of Undergraduate Education, 9 (5). pp. 67-83.
Meletiadou, Eleni (2021) Opening Pandora’s box: how does peer assessment affect EFL students’ writing quality? Languages, 6 (115). pp. 1-17. ISSN 2226-471X
Meletiadou, Eleni (2021) Exploring the impact of peer assessment on EFL students’ writing performance. IAFOR Journal of Education, 9 (3). pp. 77-95. ISSN 2187-0594
Meletiadou, Eleni (2024) Using translanguaging and English as a Lingua Franca to promote an inclusive multilingual approach towards comprehension in assessment in Higher Educational Institutions in the UK. In: Multilingual assessment – Finding the nexus? Peter Lang, Berlin, Deutschland, pp. 135-154. ISBN 9783631920657 (PDF); 9783631920664 (ePUB); 9783631861592 (Hardcover)
Meletiadou, Eleni (2023) Applying digital escape rooms infused with cross-cultural management theories in higher education. In: Handbook of research on redesigning teaching, learning, and assessment in the digital era. Advances in educational technologies and instructional design (AETID) . IGI Global, Hershey, PA, pp. 1-20. ISBN 9781668482926
Meletiadou, Eleni (2023) Experimenting with AI-powered learning tools and mobile-assisted learning to improve student learning performance, autonomy, and metacognitive skills: a case study of Quizlet. In: Handbook of research on redesigning teaching, learning, and assessment in the digital era. Advances in educational technologies and instructional design (AETID) . IGI Global, Hershey, Pennsylvania (USA), pp. 21-41. ISBN 9781668482933
Meletiadou, Eleni (2023) Making women in finance count: not just counting women - exploring female accountants' experiences in SMEs in Greece during the COVID-19 pandemic. In: Handbook of research on exploring gender equity, diversity, and inclusion through an intersectional lens. IGI Global, Hershey, Pennsylvania (USA), pp. 22-43. ISBN 9781668484128
Meletiadou, Eleni (2023) Ostracized experiences of precarious women in the Academy during the COVID-19 pandemic. In: Handbook of research on exploring gender equity, diversity, and inclusion through an intersectional lens. IGI Global, pp. 1-21. ISBN 9781668484128
Meletiadou, Eleni (2023) Leadership for sustainability in higher education amidst the COVID-19 crisis: exploring female educational leaders' strategies for transformation. In: Handbook of research on implications of sustainable development in higher education. IGI Global, Hershey, PA, pp. 1-23. ISBN 9781668461723
Meletiadou, Eleni (2023) Using virtual professional learning communities to foster sustainable learning and close the awarding gap in higher education amidst the COVID-19 pandemic. In: Handbook of research on implications of sustainable development in higher education. IGI Global, Hershey, PA, pp. 24-42. ISBN 9781668461723
Meletiadou, Eleni (2022) Error treatment in L2 writing: fostering social justice by using active self-correction with multilingual and multicultural students. In: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global, pp. 1-23. ISBN 9781668450833
Meletiadou, Eleni (2022) The use of student-generated videos and intercultural group assessment to promote equity, diversity, and inclusion (EDI) in higher education. In: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global, pp. 24-43. ISBN 9781668450833
Meletiadou, Eleni (2022) Nurturing student writing knowledge, self-regulation, and attitudes in higher education. In: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global, pp. 27-53. ISBN 978-1-7998-8579-5
Meletiadou, Eleni (2022) Profiling the writing competency of BAME undergraduate students: fostering inclusion and academic success to improve retention in tertiary education. In: Handbook of research on practices for advancing diversity and inclusion in higher education. IGI Global, pp. 20-48. ISBN 9781799896289
Meletiadou, Eleni (2022) The lived experiences of female educational leaders in higher education in the UK. In: Handbook of research on practices for advancing diversity and inclusion in higher education. IGI Global, pp. 1-19. ISBN 9781799896289
Meletiadou, Eleni (2022) The use of peer assessment as an inclusive learning strategy in higher education institutions. In: Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning. IGI Global, pp. 1-26. ISBN 978-1-7998-8579-5
Meletiadou, Eleni (2024) Increasing international students’ autonomy and boosting their engagement via the use of active self-correction in writing: a transformative approach to sustainable self-regulated learning in business schools. In: BAM Conference 2024, 2-6 September 2024, Nottingham Trent University. (In Press)
Meletiadou, Eleni (2024) Combining student-generated digital videos and intercultural group assessment to foster education for social justice in business and management schools: transforming students’ learning experience. In: BAM 2024 Conference, 2-6 September 2024, Nottingham Trent University. (In Press)
Meletiadou, Eleni (2024) Enabling digital transformation and sustainability via the use of Artificial Intelligence-powered learning tools and mobile assisted learning: towards inclusive education in business and management schools. In: BAM Conference 2024, 2-6 September 2024, Nottingham Trent University. (In Press)
Meletiadou, Eleni (2023) Exploring the use of Virtual Professional and Academic Learning Communities to foster sustainable learning in management education. In: BAM 2023 Conference, 1, 5-6 September 2023, University of Sussex Business School, Brighton (UK).
Meletiadou, Eleni (2023) Investigating the impact of an IFAP (Inclusive Formative Assessment Practices) scheme on students’ writing skills, self-regulation, and attitudes towards learning: towards sustainable learning development in management education. In: BAM 2023 Conference, 1, 5-6 September 2023, University of Sussex Business School, Brighton (UK).
Meletiadou, Eleni (2023) Inclusive formative assessment practices (IFAP) in higher education: promoting education for social justice [conference paper]. In: ALTE 8th International Conference, 26-28 April 2023, Madrid.
Meletiadou, Eleni (2023) Inclusive formative assessment practices (IFAP) in Higher Education: promoting education for social justice [Conference proceedings]. In: ALTE 8th International Conference, 26-28 April 2023, Madrid.
Meletiadou, Eleni (2023) Using dynamic assessment of writing to promote technology-enhanced learning in Higher Education [Conference Proceedings]. In: ALTE 8th International Conference, 26-28 April 2023, Madrid.
Meletiadou, Eleni (2023) Using dynamic assessment of writing to promote technology-enhanced learning in higher education (Abstract) [Conference paper]. In: ALTE 8th International Conference, 26-28 April 2023, Madrid.
Meletiadou, Eleni (2022) Let their voices be heard: exploring female educational leaders’ crisis management skills and reliance on inclusive leadership amidst the Covid-19 pandemic in Higher Education Institutions in the UK. In: BAM 2022 Conference, 31 August – 2 September 2022, Alliance Manchester Business School, Manchester (UK).
Meletiadou, Eleni (2022) Navigating an invisible labyrinth: the effect of involuntary bogus self-employment on female Greek-Cypriot educators’ job satisfaction and subjective well-being. In: BAM 2022 Conference, 31 August – 2 September 2022, Alliance Manchester Business School, Manchester (UK).
Meletiadou, Eleni (2022) Integrating educational digital storytelling in the writing class: towards a 21st century academic literacy in higher education. In: London Metropolitan University Student and Staff Research Conference 2022, 12-13 July 2022, London Metropolitan University. (Unpublished)
Meletiadou, Eleni (2022) Female educational leaders in higher education institutions in the UK: insights into their Covid-19 crisis management skills and their reliance on inclusive leadership [video]. In: London Metropolitan University Student and Staff Research Conference 2022, 12-13 July 2022, London Metropolitan University.
Meletiadou, Eleni and Coleman-Schoels, Bettina (2022) Exploring the use of ‘Assessment for learning’ strategies with final year students to improve their dissertation journey and engage them as partners in learning at GSBL. In: London Metropolitan University Learning and Teaching Conference, 28-29 June 2022, London Metropolitan University.
Meletiadou, Eleni (2022) Inclusive formative assessment practices (IFAP) in action: a longitudinal intervention study funded by LMU GSBL. In: London Metropolitan University Learning and Teaching Conference, 28-29 June 2022, London Metropolitan University. (Unpublished)
Meletiadou, Eleni (2022) The power of educational digital storytelling to support teaching and learning at GSBL. In: London Metropolitan University Learning and Teaching Conference, 28-29 June 2022, London Metropolitan University. (Unpublished)
Meletiadou, Eleni and Dwyer, Barry (2022) Using translanguaging and English as a lingua franca to decolonise the curriculum and allow international students to demonstrate mastery in diverse ways at GSBL. In: London Metropolitan University Learning and Teaching Conference, 28-29 June 2022, London Metropolitan University. (Unpublished)
Meletiadou, Eleni (2022) Opening Pandora’s box: how does peer assessment affect EFL students’ writing quality? [Presentation]. In: EALTA Conference - CBLA Classroom-based Language Assessment Special Interest Group, 2 June 2022.
Meletiadou, Eleni (2022) Exploring the use of educational digital storytelling with multilingual and multicultural business students: implications for enhancing learners’ academic writing skills. In: CABS LTSE 2022, 24-25 May 2022, Belfast.
Meletiadou, Eleni (2022) Using peer assisted learning/mentoring (PALM) and translanguaging as inclusive learning strategies for undergraduate BAME, mature and multilingual students in business schools. In: CABS LTSE 2022, 24-25 May 2022, Belfast.
Meletiadou, Eleni (2022) Female educational leaders in higher education institutions in the UK: insights into their Covid-19 crisis management skills and their reliance on inclusive leadership [Presentation]. In: CRI Symposium 2022, 2022.
Meletiadou, Eleni (2022) Improving engagement: using peer assessment to enhance the student learning experience. In: Evaluation and Assessment (EnA) Research Group, 8 April 2022. (Unpublished)
Meletiadou, Eleni (2022) Iron fists in velvet gloves: exploring female educational leaders’ experiences in Higher Education in the UK. In: CIPD ARC 2022, 26 - 27 January 2022, Online.
Meletiadou, Eleni (2021) The power of peer assessment as an inclusive learning strategy in management education: fostering social justice at the tertiary level. In: AEA-Europe Conference 2021, 2-5 November 2021, Online.
Meletiadou, Eleni (2021) Evaluating the impact of self-assessment as an assessment for sustainable development strategy in higher education. In: AEA-Europe Conference 2021, 2-5 November 2021, Online.
Meletiadou, Eleni (2021) Adopting a multilingual approach towards comprehension in assessment in Higher Education Institutions in the UK amidst the Covid-19 pandemic. In: AEA-Europe Conference 2021, 2-5 November 2021, Online.
Meletiadou, Eleni (2023) Handbook of research on exploring gender diversity, equity, and Inclusion through an intersectional lens. IGI Global, Hershey, Pennsylvania (USA). ISBN 9781668484142
Meletiadou, Eleni (2023) Handbook of research on redesigning teaching, learning, and assessment in the digital era. IGI Global, Hershey, Pennsylvania (USA). ISBN 9781668482933
Meletiadou, Eleni (2023) Handbook of research on implications of sustainable development in higher education. IGI Global, Hershey, Pennsylvania. ISBN 9781668461730
Meletiadou, Eleni (2022) Handbook of research on fostering social justice through intercultural and multilingual communication. IGI Global, Hershey, Pennsylvania. ISBN 9781668450840
Meletiadou, Eleni (2022) Handbook of research on policies and practices for assessing inclusive teaching and learning. IGI Global, USA. ISBN 9781799885795
Meletiadou, Eleni (2022) Handbook of research on practices for advancing diversity and inclusion in higher education. IGI Publishers. ISBN 9781799896289
Meletiadou, Eleni (2023) The soft power. [Video]
Meletiadou, Eleni (2022) Inclusive assessment: fostering social justice in education. European Association for Educational Assessment.
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