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Dr George Koutsouris

Dr George Koutsouris

Lecturer in Education

 4981

 +44 (0) 1392 724981

 North Cloisters NC120

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

Monday 3-5pm, during term time; please email me or send a message on Teams

Overview

I am a Lecturer in Education (Special Educational Needs and Inclusive Education), primarily working on the MA International Education and MA SEN programmes. I am the lead for the MA International Education programme. 

I gained my PhD at Exeter in 2014. For my doctoral study, I explored a tension between young people’s preferences in social interaction and the moral imperative of including all people, with a particular focus on disability; the title is: ‘Young people’s preferences for social interaction in terms of homophily and inclusion: A critical analysis with reference to respect and democratic decision making’. After gaining my PhD, I was employed in a number of small-scale research projects, including an ESRC-funded Lesson Study project.  

Between 2015-2017, I was the research officer of the Integrated Group Reading (IGR) project, led by Professor Brahm Norwich and funded by Nuffield Foundation. IGR was a randomised controlled trial with a process evaluation that run for two years in 34 primary schools across England. For more details about the IGR programme and its findings, see the project’s website: http://www.integratedgroupreading.co.uk/

I am a Fellow of the Higher Education Academy and a 2018/19 Education Incubator Fellow, with an internally-funded research project exploring the Hidden Curriculum in Higher Education. 

I have been jointly awarded with Prof. Brahm Norwich the British Educational Research Journal Editors’ Choice Award 2019 for the paper: 

George Koutsouris & Brahm Norwich (2018) ‘What exactly do RCT findings tell us in education research?’BERJ, 44(6), 939–959.

Qualifications

2014: University of Exeter, GSE; PhD in Education (funded by the Greek State)

2011: University of Exeter, GSE; Master in Education, SEN (funded by the Greek State)

2010: National and Kapodistrian University of Athens; Annual Seminary of Special Educational Needs

2006: National and Kapodistrian University of Athens; Ptychion in History and Archaeology

Research group links

Research

Research interests

I am interested in social inclusion, social participation and in matters of inclusive provision. I have published in the area of inclusive education, lesson study and early reading, and have presented at international conferences, such as BERA, WALS, UKLA, ECER and SRHE. 

Research projects

  • A literature review to understand the structures and processes that influence research activities in the UK, BERA, £19,985, Co-I
  • Supporting Practices for Inclusive Schooling & Education for Youth (SPISEY), ERASMUS+, €500,000, Co-I
  • The gendered schooling experiences of young women identified with SEND, British Academy, £7,897, Co-I

Research grants

  • 2020 British Educational Research Association (BERA)
    Education Research in the UK: A literature review to understand the structures and processes that influence research activities in the UK
  • 2019 European Commission
    The main purpose of the SPISEY project is to contribute to the implementation of the European strategy about early school leaving, the Inclusion and Diversity Strategy and the Pillar of Social Rights, especially focusing on school opportunities to a) offer high quality and inclusive education for all from early age, b) improve the transition process between lower and upper secondary / qualifying youth education, especially for those young students with learning difficulties and / or risk of social exclusion and c) improve employment prospects for young citizens with learning difficulties. Special attention will be given to youngsters in the transition between lower and upper secondary education / qualifying youth education, as many youngsters with learning difficulties and a higher risk of social exclusion drop out of school system at that moment in life.

Links


Publications

Key publications | Publications by category | Publications by year

Key publications


Koutsouris G, Anglin-Jaffe H, Stentiford L (2020). HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?. British Journal of Educational Studies, 68(2), 179-196. Abstract.  Full text.
Norwich B, Koutsouris G (2020). Putting RCTs in their place: implications from an RCT of the integrated group reading approach. International Journal of Research and Method in Education, 43(2), 113-126. Abstract.  Full text.
Stentiford L, Koutsouris G (2020). What are inclusive pedagogies in higher education? a systematic scoping review. Studies in Higher Education Abstract.  Full text.
Stentiford L, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading, 41, S197-S225. Abstract.  Full text.
Koutsouris G, Norwich B (2018). What exactly do RCT findings tell us in education research?. British Educational Research Journal, 44(6), 939-959. Abstract.  Full text.
Norwich B, Koutsouris G (2017). Addressing Dilemmas and Tensions in Inclusive Education. In Sharma U (Ed) Oxford Research Encyclopedia of Education.  Full text.

Publications by category


Journal articles

Boyle C, Koutsouris G, Salla Mateu A, Anderson J (In Press). The matter of ‘evidence’ in the inclusive education debate?. The Oxford Research Encyclopedia of Education Abstract.  Full text.
Koutsouris G, Anglin-Jaffe H, Stentiford L (2020). HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?. British Journal of Educational Studies, 68(2), 179-196. Abstract.  Full text.
Norwich B, Koutsouris G (2020). Putting RCTs in their place: implications from an RCT of the integrated group reading approach. International Journal of Research and Method in Education, 43(2), 113-126. Abstract.  Full text.
Stentiford L, Koutsouris G (2020). What are inclusive pedagogies in higher education? a systematic scoping review. Studies in Higher Education Abstract.  Full text.
Koutsouris G, Norwich B, Bessudnov A (2019). Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read. Educational Review Abstract.  Full text.
Koutsouris G, Norwich B, Stebbing J (2019). The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils. Cambridge Journal of Education, 49(1), 15-33. Abstract.  Full text.
Stentiford L, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading, 41, S197-S225. Abstract.  Full text.
Koutsouris G, Norwich B (2018). What exactly do RCT findings tell us in education research?. British Educational Research Journal, 44(6), 939-959. Abstract.  Full text.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education, 26(5), 587-599. Abstract.  Full text.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in lesson study using an inter-professional team. International Journal for Lesson and Learning Studies, 5(3), 180-195. Abstract.  Full text.
Koutsouris G (2014). Inclusion and homophily: an argument about participatory decision-making and democratic school management. British Journal of Educational Studies, 62(4), 413-430. Abstract.  Full text.
Koutsouris G (2014). Young people’s preferences for social interaction in terms of homophily and social inclusion: a critical discussion about respect. European Journal of Special Needs Education, 29(4), 521-535. Abstract.  Full text.

Chapters

Norwich B, Koutsouris G (2019). An inclusive model of targeting literacy teaching for 7-8 year old children who are struggling to learn to read: the Integrated Group reading (IGR) approach. In Boyle C, Mavropoulou S, Anderson J, Paige A (Eds.) Inclusive Education: Global Issues and Controversies, Sense Publishers. Full text.
Norwich B, Koutsouris G (2017). Addressing Dilemmas and Tensions in Inclusive Education. In Sharma U (Ed) Oxford Research Encyclopedia of Education.  Full text.

Reports

Norwich B, Koutsouris G, Bessudnov A (2018). An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme. Full text.

Publications by year


In Press

Boyle C, Koutsouris G, Salla Mateu A, Anderson J (In Press). The matter of ‘evidence’ in the inclusive education debate?. The Oxford Research Encyclopedia of Education Abstract.  Full text.

2020

Koutsouris G, Anglin-Jaffe H, Stentiford L (2020). HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?. British Journal of Educational Studies, 68(2), 179-196. Abstract.  Full text.
Norwich B, Koutsouris G (2020). Putting RCTs in their place: implications from an RCT of the integrated group reading approach. International Journal of Research and Method in Education, 43(2), 113-126. Abstract.  Full text.
Stentiford L, Koutsouris G (2020). What are inclusive pedagogies in higher education? a systematic scoping review. Studies in Higher Education Abstract.  Full text.

2019

Norwich B, Koutsouris G (2019). An inclusive model of targeting literacy teaching for 7-8 year old children who are struggling to learn to read: the Integrated Group reading (IGR) approach. In Boyle C, Mavropoulou S, Anderson J, Paige A (Eds.) Inclusive Education: Global Issues and Controversies, Sense Publishers. Full text.
Koutsouris G, Norwich B, Bessudnov A (2019). Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read. Educational Review Abstract.  Full text.
Koutsouris G, Norwich B, Stebbing J (2019). The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils. Cambridge Journal of Education, 49(1), 15-33. Abstract.  Full text.

2018

Stentiford L, Koutsouris G, Norwich B (2018). A systematic literature review of the organisational arrangements of primary school-based reading interventions for struggling readers. Journal of Research in Reading, 41, S197-S225. Abstract.  Full text.
Norwich B, Koutsouris G, Bessudnov A (2018). An innovative classroom reading intervention for Year 2 and 3 pupils who are struggling to learn to read: Evaluating the Integrated Group Reading Programme. Full text.
Koutsouris G, Norwich B (2018). What exactly do RCT findings tell us in education research?. British Educational Research Journal, 44(6), 939-959. Abstract.  Full text.

2017

Norwich B, Koutsouris G (2017). Addressing Dilemmas and Tensions in Inclusive Education. In Sharma U (Ed) Oxford Research Encyclopedia of Education.  Full text.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education, 26(5), 587-599. Abstract.  Full text.

2016

Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in lesson study using an inter-professional team. International Journal for Lesson and Learning Studies, 5(3), 180-195. Abstract.  Full text.

2014

Koutsouris G (2014). Inclusion and homophily: an argument about participatory decision-making and democratic school management. British Journal of Educational Studies, 62(4), 413-430. Abstract.  Full text.
Koutsouris G (2014). Young people’s preferences for social interaction in terms of homophily and social inclusion: a critical discussion about respect. European Journal of Special Needs Education, 29(4), 521-535. Abstract.  Full text.

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Teaching

I teach on the MA International Education (EFPM912 and EFPM910) and MA Special Educational Needs (SEN) programmes (EFPM915), and on the Education Placement module (EFPM909). 

I am the module leader of the Perspectives on International Education (EFPM912) module. 

 

Modules

2019/20


Supervision / Group

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