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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:

My office hours are: Monday 3-5pm, during term time. Please do feel free to email me in advance if you want to book a particular date/time slot.
 

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/

From 2017, I am an Associate Fellow of the Higher Education Academy. 

I was a 2018/19 Education Incubator Fellow, with a project exploring the Hidden Curriculum in Higher Education. 

  • British Educational Research Journal (BERJ) 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 and ECER. 

Research projects

Supporting Practices for Inclusive Schooling & Education for Youth (SPISEY), ERASMUS+, €500,000 (Exeter award €70,268, CO-I)

The gendered schooling experiences of young women identified with SEND, British Academy, £7,897 (CO-I)

Links


Publications

Key publications | Publications by category | Publications by year

Key publications


Koutsouris G, Anglin-Jaffe H, Stentiford L (2019). HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?. British Journal of Educational Studies Abstract.  Full text.
Norwich B, Koutsouris G (2019). Putting RCTs in their place: implications from an RCT of the integrated group reading approach. International Journal of Research and Method in 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.
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.

Publications by category


Journal articles

Koutsouris G, Anglin-Jaffe H, Stentiford L (2019). HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?. British Journal of Educational Studies 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.
Norwich B, Koutsouris G (2019). Putting RCTs in their place: implications from an RCT of the integrated group reading approach. International Journal of Research and Method in Education 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


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, Anglin-Jaffe H, Stentiford L (2019). HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?. British Journal of Educational Studies 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.
Norwich B, Koutsouris G (2019). Putting RCTs in their place: implications from an RCT of the integrated group reading approach. International Journal of Research and Method in Education 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 primarily teach on the MA International Education and MA SEN programmes. 

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

Supervision / Group

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