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Επαφή

Assistant Professor / Research Methodology
Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

Άλλες πληροφορίες

Academic rank: Assistant Professor

Subject: Research Methodology

Email: Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

Tel: (+30) 24210-74853

Curriculum vitae

SED courses

  • Research Methodology
  • Qualitative Research Methods
  • Statistics
  • Research Applications in Special Education

Office hours

  • Thursday  12.00-13.00
  • Thursday  17.00-18.00

Recent publications

  1. Avramidis, E., Toulia, A., Tsihouridis, H. & Strogilos, V. (in press). “Teachers’ Attitudes Towards Inclusion and Their Self-Efficacy for Inclusive Practices as Predictors of Willingness to Implement Peer Tutoring”. Paper accepted for publication in “Journal of Research in Special Educational Needs” (JORSEN).
  2. Argyropoulos, V., Padeliadu, S., Avramidis, E., Tsiakali, T., & Nikolaraizi, M. (2019). An investigation of preferences and choices of students with vision impairments on literacy medium for studying. British Journal of Visual Impairment, 0264619619838667.
  3. Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2018). Differentiated Instruction for Students with Disabilities in Early Childhood Co-taught Classrooms: Types and Quality of Modifications. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1466928
  4. Avramidis, E., Avgeri, G., & Strogilos, V. (2018). Social participation and friendship quality of students with special educational needs in regular Greek primary schools. European Journal of Special Needs Education, 33(2), 221-234.
  5. Strogilos, V., Tragoulia, E., Avramidis, E., Voulagka, A., & Papanikolaou, V. (2017). Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms. Disability & Society, 32(8), 1216-1238.
  6. Zygouris, N.C., Avramidis, E., Karapetsas, A.V., & Stamoulis, G.I. (2017). Differences in dyslexic students before and after a remediation program: A clinical neuropsychological and event related potential study. Applied Neuropsychology: Child, 1-10.
  7. Avramidis, E., Strogilos, V., Aroni, K. & Kantaraki, C.T. (2017). Using sociometric techniques to assess the social impacts of inclusion: some methodological considerations. Educational Research Review, 20, 68-80.
  8. Strogilos, V. & Avramidis, E. (2016). Teaching experiences of students with Special Educational Needs in Co-taught and Non-co-taught classes. Journal of Research in Special Educational Needs, 16(1), 24-33.
  9. Fyssa, A., Vlachou, A. & Avramidis, E. (2014). Early childhood teachers’ understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223-237.
  10. Mammas, C. & Avramidis, E. (2013). Promoting social interaction in the inclusive classroom: Lessons from inclusive schools in England and Cyprus. Learning, Culture and Social Interaction, 2(4), 217-226.
  11. Vlachos, F., Avramidis, E., Dedousis, G., Katsigianni, E., Ntalla, I. & Giannakopoulou, M. & Chalmpe, M. (2013). Incidence and gender differences for handedness among Greek adolescents and its association with familial history and brain injury. Research in Psychology and Behavioral Sciences, 1(1), 6-10.
  12. Vlachos, F., Avramidis, E., Dedousis, G., Chalmpe, M., Ntalla, I. & Giannakopoulou, M. (2013). Prevalence and gender ratio of dyslexia in Greek adolescents and its association with parental history and brain injury. American Journal of Educational Research, 1(1), 22-25.
  13. Avramidis, E. (2013) Self-concept, social position, and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28(4), 421-442.
  14. Kyriacou, C., Avramidis, E., Stephens, P. & Werler, T. (2013). Social pedagogy in schools: Student teacher attitudes in England and Norway. International Journal of Inclusive Education, 17(2), 192-204.
  15. Mavropoulou, S. & Avramidis, E. (2012). Befrienders to persons in the autistic spectrum in Greece: what support do they offer and what challenges they face? European Journal of Special Needs Education, 27(3), 337-353.
  16. Wilde, A. & Avramidis, E. (2011). Mixed feelings: Towards a continuum of inclusive pedagogies. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 39(1), 83-101.
  17. Avramidis, E. (2010). Social relationships of pupils with Special Educational Needs in the mainstream primary class: Peer group membership and peer-assessed social behaviour. European Journal of Special Needs Education, 25(4), 413-429.
  18. Avramidis, E. & Wilde, A. (2009). Evaluating the social impacts of inclusion through a multi-method research design. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 37(4), 323-334.
  19. Avramidis, E. & Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers' attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389.
  20. Kyriacou, C., Avramidis, E., Høie, H., Stephens, P., & Hultgren, Å. (2007). The development of student teachers' views on pupil misbehaviour during an initial teacher training programme in England and Norway. Journal of Education for Teaching, 33(3), 293-307.
  21. Kalyva, E. & Avramidis, E. (2005). Improving Communication Between Children with Autism and Their Peers Through the ‘Circle of Friends’. Journal of Applied Research in Intellectual Disabilities, 18(3), 253-261.
  22. Avramidis, E. & Kalyva, E. (2004). Understanding 'Dyslexia': cleaning up a messy construct and developing supportive educational environments. Use of English, 56(1), 25-47.
  23. Avramidis, E. & Skidmore, D. (2004). Re-appraising Learning Support in Higher Education. Research in Post-Compulsory Education, 9(1), 63-82.
  24. Fox, P. & Avramidis, E. (2003). An evaluation of an outdoor education programme for students with emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 8(4), 267-283.
  25. Poulson, L. & Avramidis, E. (2003). Pathways and possibilities in professional development: case studies of effective teachers of literacy. British Educational Research Journal, 29(4), 543-560.
  26. Avramidis, E. & Norwich, B. (2002). Mainstream teachers’ attitudes towards inclusion/integration: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
  27. Avramidis, E. Bayliss, P. & Burden, R. (2002). Inclusion in action: An in-depth case study of an effective inclusive secondary school in the Southwest of England. International Journal of Inclusive Education, 6(2), 143-163.
  28. Poulson, L., Avramidis, E., Fox, R., Medwell, J. & Wray, D. (2001). The theoretical beliefs of effective teachers of literacy in primary schools: an exploratory study. Research Papers in Education, 16(3), 271-292.
  29. Avramidis, E. Bayliss, P. & Burden, R. (2000b): A survey of mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one Local Educational Authority. Educational Psychology, 20(2), 193-213.
  30. Avramidis, E. Bayliss, P. & Burden, R. (2000a) Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277-293.
  31. Avramidis, E. & Smith, B. (1999). An introduction to the major research paradigms and their methodological implications for special needs research. Emotional and Behavioural Difficulties, 4(3), 27-36.
  32. Avramidis, E. & Bayliss, P. (1998). An inquiry into children with emotional and behavioural difficulties in two schools in the Southwest of England. Emotional and Behavioural Difficulties, 3(3), 25-35.
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