Παρακολούθηση
Anastasia Vlachou
Anastasia Vlachou
Professor of Inclusive Education, National and Kapodistrian University of Athens
Η διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα eds.uoa.gr
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Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children
P Metallidou, A Vlachou
International journal of psychology 42 (1), 2-15, 2007
3052007
Caminos hacia una educación inclusiva
AD Vlachou, JO Cosmen
La muralla, 1999
2831999
Struggles for inclusive education: An ethnographic study
AD Vlachou
(No Title), 1997
2781997
Greek teachers’ belief systems about disability and inclusive education
A Zoniou‐Sideri, A Vlachou
International journal of inclusive education 10 (4-5), 379-394, 2006
2332006
Education and inclusive policy-making: Implications for research and practice
A Vlachou
International Journal of Inclusive Education 8 (1), 3-21, 2004
2252004
The roles of self-efficacy, peer interactions and attitudes in bully-victim incidents: Implications for intervention policy-practices
E Andreou, A Vlachou, E Didaskalou
School Psychology International 26 (5), 545-562, 2005
1492005
Evaluating the effectiveness of a curriculum‐based anti‐bullying intervention program in Greek primary schools
E Andreou, E Didaskalou, A Vlachou
Educational Psychology 27 (5), 693-711, 2007
1472007
Role of special/support teachers in Greek primary schools: A counterproductive effect of ‘inclusion’practices
A Vlachou
International Journal of Inclusive Education 10 (1), 39-58, 2006
1312006
Children's self‐regulated learning profile in language and mathematics: The role of task value beliefs
P Metallidou, A Vlachou
Psychology in the Schools 47 (8), 776-788, 2010
1182010
Early childhood teachers' understanding of inclusive education and associated practices: reflections from Greece
A Fyssa, A Vlachou, E Avramidis
International Journal of Early Years Education 22 (2), 223-237, 2014
1072014
Bully/victim problems among G reek pupils with special educational needs: associations with loneliness and self‐efficacy for peer interactions
E Andreou, E Didaskalou, A Vlachou
Journal of Research in Special Educational Needs 15 (4), 235-246, 2015
872015
Same progress for all? Inclusive education, the United Nations Convention on the rights of persons with disabilities and students with intellectual disability in European countries
T Buchner, M Shevlin, MA Donovan, M Gercke, H Goll, J Šiška, ...
Journal of Policy and Practice in Intellectual Disabilities 18 (1), 7-22, 2021
702021
Experiences and perspectives of Greek higher education students with disabilities
A Vlachou, I Papananou
Educational Research 60 (2), 206-221, 2018
692018
Outcomes of a curriculum‐based anti‐bullying intervention program on students' attitudes and behavior
E Andreou, E Didaskalou, A Vlachou
Emotional and Behavioural Difficulties 13 (4), 235-248, 2008
642008
Disabled students’ narratives about their schooling experiences
A Vlachou, I Papananou
Disability & Society 30 (1), 73-86, 2015
632015
Inclusive education: Teachers and the changing culture of schooling
A Vlachou, L Barton
British Journal of special education 21 (3), 105-107, 1994
591994
Roles, duties and challenges of special/support teachers at secondary education: Implications for promoting inclusive practices
A Vlachou, E Didaskalou, M Kontofryou
European Journal of Special Needs Education 30 (4), 551-564, 2015
542015
Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education
A Vlachou, S Karadimou, E Koutsogeorgou
Educational Research 58 (4), 384-399, 2016
532016
‘Inclusion in practice’: Programme practices in mainstream preschool classrooms and associations with context and teacher characteristics
A Vlachou, A Fyssa
International Journal of Disability, Development and Education 63 (5), 529-544, 2016
522016
Preferences of students with general learning difficulties for different service delivery modes
A Vlachou, E Didaskalou, E Argyrakouli
European Journal of Special Needs Education 21 (2), 201-216, 2006
492006
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