Palaiologou, I., (2016) Child Observation: A guide for Students of Early Childhood (3rd Edition), London: Learning Matters, an Imprint of SAGE Publications Ltd.
Palaiologou, I., (Ed) (2016) Early Years Foundation Stage: Theory and Practice (3nd edition), London: SAGE.
Palaiologou, I, Needham, D, and Male. T., (Eds) (2016), Doing Research in Education: Theory and Practice, London: SAGE.
Selected current articles:
Palaiologou, I., (2017) Digital violence and children under five: The Phantom Menace within digital homes of the 21st century?, in Education Sciences and Society (June 2017)
Palaiologou, I., (2017) Assessing Children’s Play: Reality or Illusion? The case of the Early Years Foundation Stage in England, in Early Child Development and Care, 10.1080/03004430.2017.1295233. (http://dx.doi.org/10.1080/03004430.2017.1295233) .
Palaiologou, I., (2016) Teachers’ Dispositions towards the role of digital devices in play-based pedagogy in early childhood education, in Early Years: An International Research Journal, vol 36 (3), pp.305-321 (DOI 10.1080/09575146.2016.1174816)
Aldhafeeri, F M., and Palaiologou, I., (2016) Interactions with digital technologies of children from 3 to 6 in Kuwaiti homes, in EducationalFutures, vol 7 (3), pp 48-68.
Aldhafeeri, F.M., Palaiologou, I., and Folorunsho, A., (2016), Integration of digital technologies in play-based pedagogy in Kuwaiti Early Childhood Education: Teachers’ views, attitudes and attributes, in International Journal of Early Years Education, vol 24 (3), pp.342-360 (DOI 10.1080/09669760.2016.1172477).
Palaiologou, I., (2016) Children Under Five and Digital Technologies: Implication for Early Years Pedagogy, in The European Early Childhood Research Journal, vol 24 (1), pp 5-24 (DOI:10.1080/1350293X.2014.929876, first published on line 2014).
Nicholson, N., and Palaiologou, I., (2016) Early Years Foundation Stage Progress Check at the Age of Two in relation to speech and language difficulties in England: The voices of the team around the child, in Early Child Development and Care, vol. 186 (12), pp.2009-2021 (DOI 10.1080/03004430.2016.1146716).
Male, T., and Palaiologou, I., (2016) Pedagogical Leadership in action: Two case studies, in International Journal of Leadership in Education Theory and Practice, (DOI: 10.1080/13603124.2016.1174310).
Palaiologou, I., and Male, T., (2016) Critical Hope or Principal Infidelity? How an Urban Secondary School in an area of sustained poverty in England continues to improve, in The Urban Review: Issues and Ideas in Public Education, vol 48, pp.560-578 (DOI: 10.1007/s11256-016-0368-7).
Male, T., and Palaiologou, I., (2015) Pedagogical leadership in the 21st century: Evidence from the field, in Educational Management Administration and Leadership, vol 43 (2), pp 214-231.(DOI 10.1177/1741143213494889).
Feldges, T., Male, T., Palaiologou, I., and Burwood, S., (2015) The Quest to Re-energise Academic Staff in an Age of Performativity, in EducationalFutures, vol 7 (1), pp 1-15.
Alameen L., Male, T., and Palaiologou, I., (2015) Exploring Pedagogical Leadership in Early Years Education in Saudi Arabia, in School Leadership & Management (DOI: 10.1080/13632434.2014.992773).
Palaiologou, I., (2014) “Do we hear what children want to say?” Ethical Praxis when choosing research tools with children under five, in Early Child Development and Care , vol 184 (5), pp 689-705 (DOI: 10.1080/03004430.2013.809341)