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Associate 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: Associate 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

Wednesday 14.00 to 15.00

Thursday 17.00 to 18.00


Selected publications

1. Sharma, U., Loreman, T., May, F., Romano, A., Lozano, C. S., Avramidis, E., Woodcock, S., Subban, P. & Kullmann, H. (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2023.2195075

2. Lindner, K. T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787. https://doi.org/10.1080/08856257.2023.2172894

3. Toulia, A., Alves, S., Avramidis, E., Sanches-Ferreira, M., & Silveira-Maia, M. (2022). Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers. International Journal of Educational Research Open3, 100205. https://doi.org/10.1016/j.ijedro.2022.100205

4. Papazis, F., Avramidis, E., & Bacopoulou, F. (2022). Greek teachers' Resilience levels during the COVID‐19 Pandemic lockdown and its association with attitudes towards emergency remote teaching and perceived stress. Psychology in the Schools, 1–18. https://doi.org/10.1002/pits.22709

5. Subban, Bradford, B., Sharma, U., Loreman, T. Avramidis, E. Kullmann, H. Sahli Lozano, C., Romano, A., Woodcock, S. (2022). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 1-12. https://doi.org/10.1080/08856257.2022.2059632

6. Avramidis, E., Aroni, K. & Strogilos, V. (2022). Social participation and quality of best friendship of students with Moderate Learning Difficulties in early adolescence: A longitudinal study. Australasian Journal of Special and Inclusive Education, 1–14 https://doi.org/10.1017/jsi.2022.3

7. Hassani, S., Alves, S., Avramidis, E, Schwab, S. (2022). The Circle of Friends intervention: a research synthesis. European Journal of Special Needs Education, 37(4), 535-553. https://doi.org/10.1080/08856257.2021.1911522.

8. Toulia, A., Strogilos, V. & Avramidis, E. (2021). Peer Tutoring as a Means to Inclusion: A Collaborative Action Research Project. Educational Action Research, 31(2), 213-229. https://doi.org/10.1080/09650792.2021.1911821.

9. Vlachos, F., & Avramidis, E. (2020). The difference between developmental dyslexia and dysgraphia: Recent neurobiological evidence. International Journal of Neuroscience and Behavioral Science, 8(1), 1-5.

10. Avramidis, E. & Aroni, K. (2020). “With a little help from my best friend…”: Exploring the social functioning of students with moderate learning difficulties in inclusive educational settings. International Journal of Educational Research, 103, 101640. https://doi.org/10.1016/j.ijer.2020.101640.

11. Strogilos, V., Avramidis, E., Voulagka, A., & Tragoulia, E. (2020). Differentiated instruction for students with disabilities in early childhood co-taught classrooms: types and quality of modifications. International Journal of Inclusive Education, 24(4), 443-461. https://doi.org/10.1080/13603116.2018.1466928

12. Avramidis, E., Toulia, A., Tsihouridis, C., & Strogilos, V. (2019). Teachers’ attitudes towards inclusion and their self‐efficacy for inclusive practices as predictors of willingness to implement peer tutoring. Journal of Research in Special Educational Needs, 19(1), 49-59. https://doi.org/10.1111/1471-3802.12477.

13. 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, 37(2), 154-168. https://doi.org/10.1177/0264619619838667

14. 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. https://doi.org/10.1080/08856257.2018.1424779

15. 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. https://doi.org/10.1080/09687599.2017.1352488

16. 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. https://doi.org/10.1080/21622965.2017.1297710

17. 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. https://doi.org/10.1016/j.edurev.2016.11.004

18. 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. https://doi.org/10.1111/1471-3802.12052

19. 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. https://doi.org/10.1080/09669760.2014.909309

20. 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. https://doi.org/10.1016/j.lcsi.2013.07.001

21. 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.

22. 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.

23. 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. https://doi.org/10.1080/02671522.2012.673006

24. 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. https://doi.org/10.1080/13603116.2011.629689

25. 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. https://doi.org/10.1080/08856257.2012.691230

26. 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. https://doi.org/10.1080/03004270903207115

27. 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. https://doi.org/10.1080/08856257.2010.513550

28. 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. https://doi.org/10.1080/03004270903099934

29. 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. https://doi.org/10.1080/08856250701649989

30. 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 Teaching33(3), 293-307. https://doi.org/10.1080/02607470701450288

31. 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. https://doi.org/10.1111/j.1468-3148.2005.00232.x

32. Avramidis, E. & Kalyva, E. (2004). Understanding 'Dyslexia': cleaning up a messy construct and developing supportive educational environments. Use of English, 56(1), 25-47.

33. Avramidis, E. & Skidmore, D. (2004). Re-appraising Learning Support in Higher Education. Research in Post-Compulsory Education, 9(1), 63-82. https://doi.org/10.1080/13596740400200167

34. 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. https://doi.org/10.1080/13632750300507025

35. 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. DOI: 10.1080/0141192032000099360

36. 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. https://doi.org/10.1080/08856250210129056

37. 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. https://doi.org/10.1080/13603110010017169

38. 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. https://doi.org/10.1080/02671520126827

39. 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. https://doi.org/10.1080/713663717

40. 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. https://doi.org/10.1016/S0742-051X(99)00062-1

41. 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. https://doi.org/10.1080/1363275990040306

42. 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. https://doi.org/10.1080/1363275980030305

 

 

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