| 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 | 319 | 2007 |
| Caminos hacia una educación inclusiva AD Vlachou, JO Cosmen La muralla, 1999 | 286 | 1999 |
| Struggles for inclusive education: An ethnographic study AD Vlachou (No Title), 1997 | 273 | 1997 |
| 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 | 239 | 2006 |
| Education and inclusive policy-making: Implications for research and practice A Vlachou International Journal of Inclusive Education 8 (1), 3-21, 2004 | 231 | 2004 |
| 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 | 152 | 2005 |
| 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 | 145 | 2007 |
| 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 | 126 | 2006 |
| 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 | 123 | 2010 |
| 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 | 114 | 2014 |
| 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 | 86 | 2015 |
| 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 | 83 | 2021 |
| Experiences and perspectives of Greek higher education students with disabilities A Vlachou, I Papananou Educational Research 60 (2), 206-221, 2018 | 70 | 2018 |
| 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 | 66 | 2008 |
| Disabled students’ narratives about their schooling experiences A Vlachou, I Papananou Disability & Society 30 (1), 73-86, 2015 | 65 | 2015 |
| ‘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 | 60 | 2016 |
| Inclusive education: Teachers and the changing culture of schooling A Vlachou, L Barton British Journal of special education 21 (3), 105-107, 1994 | 59 | 1994 |
| 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 | 57 | 2016 |
| 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 | 57 | 2015 |
| 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 | 49 | 2006 |
Eleni AndreouProfessor of Educational Psychology, University of Thessaly, Volos, Greece在 uth.gr 的电子邮件经过验证
