Dr George Koutsouris
Senior Lecturer in Education
4981
01392 724981
North Cloisters NC120
Projects
- Evaluating the Silver Stories programme: a pilot study - funded by: ESRC IAA Project
- INtegrating Special-needs Individuals into Digi-holistic Education - funded by: Project (INSIDE), ERASMUS+
- Understanding the structures and processes that influence research activities in the UK - funded by: British Educational Research Association (BERA
- Integrated Group Reading project - funded by: Nuffield foundation
- The Inclusive Curriculum: Addressing Inequalities and Disadvantage in HE - funded by: Small Grants Scheme
- The Inclusive Curriculum: Addressing Inequalities and Disadvantage in HE - funded by: Small Grants Scheme
- SPISEY - Supporting Practices for Inclusive Schooling & Education for Youth - funded by: Erasmus+ project led by University College Syddanmark, Denmark
Publications
Copyright Notice: Any articles made available for download are for personal use only. Any other use requires prior permission of the author and the copyright holder.
| 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2014 |
2024
- Dimitrellou E, Koutsouris G, Pearson A. (2024) Has the explicit teaching of emotions a place in the secondary school curriculum? a small-scale PE-based study, Pastoral Care in Education, pages 1-22, DOI:10.1080/02643944.2024.2320674. [PDF]
- Stentiford L, Koutsouris G, Nash T, Allan A. (2024) Mental health and gender discourses in school: ‘Emotional’ girls and boys ‘at risk’, Educational Review.
2023
- Godfrey E, Koutsouris G. (2023) Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles, Educational Psychology in Practice, pages 1-26, DOI:10.1080/02667363.2023.2287524. [PDF]
- Koutsouris G, Bremner N, Stentiford L. (2023) Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature, British Educational Research Journal, volume 50, no. 1, pages 260-286, DOI:10.1002/berj.3926. [PDF]
- Stentiford L, Koutsouris G, Allan A. (2023) ‘They think it’s trendy to have a disability/mental-illness’: disability, capital and desire in elite education, British Journal of Sociology of Education, volume 44, no. 6, pages 1067-1086, DOI:10.1080/01425692.2023.2237199. [PDF]
- Koutsouris G, Nash T, Norwich B. (2023) Conducting school-based research during Covid: evaluating the Silver Stories programme, Cambridge Journal of Education, volume 53, no. 3, pages 413-429, DOI:10.1080/0305764x.2022.2161477. [PDF]
- Stentiford L, Koutsouris G, Allan A. (2023) Girls, mental health and academic achievement: a qualitative systematic review, Educational Review, volume 75, no. 6, pages 1224-1254, DOI:10.1080/00131911.2021.2007052.
2022
- Stentiford L, Koutsouris G. (2022) Critically considering the ‘inclusive curriculum’ in higher education, British Journal of Sociology of Education, volume 43, no. 8, pages 1250-1272, DOI:10.1080/01425692.2022.2122937. [PDF]
- Koutsouris G, Stentiford L, Norwich B. (2022) A critical exploration of inclusion policies of elite UK universities, British Educational Research Journal, volume 48, no. 5, pages 878-895, DOI:10.1002/berj.3799.
- Baumfield V, Bethel A, Boyle C, Katene W, Knowler H, Koutsouris G, Norwich B. (2022) How lesson study is used in initial teacher education: an international review of literature, Teacher Development, volume 26, no. 3, pages 356-372, DOI:10.1080/13664530.2022.2063937. [PDF]
2021
- Boyle C, Stentiford L, Koutsouris G, Jindal-Snape D, Benham-Clarke S, Salazar Rivera J. (2021) A systematic scoping review of the literature on the structures and processes that influence research activities in the UK, British Educational Research Association (BERA). [PDF]
- Stentiford L, Koutsouris G, Boyle C, Jindal-Snape D, Salazar Rivera J, Benham-Clarke S. (2021) The structures and processes governing education research in the UK from 1990–2020: A systematic scoping review, Review of Education, volume 9, no. 3, DOI:10.1002/rev3.3298.
- Koutsouris G, Stentiford L, Benham-Clarke S, Hall D. (2021) Agonism in education: a systematic scoping review and discussion of its educational potential, Educational Review, volume 74, no. 5, pages 1029-1054, DOI:10.1080/00131911.2021.1889983. [PDF]
- Koutsouris G, Mountford-Zimdars A, Dingwall K. (2021) The ‘ideal’ higher education student: understanding the hidden curriculum to enable institutional change, Research in Post-Compulsory Education, volume 26, no. 2, pages 131-147, DOI:10.1080/13596748.2021.1909921.
- Stentiford L, Koutsouris G. (2021) What are inclusive pedagogies in higher education? A systematic scoping review, Studies in Higher Education, volume 46, no. 11, pages 2245-2261, DOI:10.1080/03075079.2020.1716322.
- Koutsouris G, Norwich B, Bessudnov A. (2021) 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, volume 73, no. 3, pages 346-373, DOI:10.1080/00131911.2018.1557597.
2020
- Boyle C, Koutsouris G, Salla Mateu A, Anderson J. (2020) The Matter of ‘Evidence’ in the Inclusive Education Debate, DOI:10.1093/acrefore/9780190264093.013.1019. [PDF]
- Koutsouris G, Anglin-Jaffe H, Stentiford L. (2020) HOW WELL DO WE UNDERSTAND SOCIAL INCLUSION IN EDUCATION?, British Journal of Educational Studies, volume 68, no. 2, pages 179-196, DOI:10.1080/00071005.2019.1658861.
- 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, volume 43, no. 2, pages 113-126, DOI:10.1080/1743727X.2019.1626820.
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, Inclusive Education: Global Issues and Controversies, Sense Publishers.
- 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, volume 49, no. 1, pages 15-33, DOI:10.1080/0305764X.2018.1438365.
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, volume 41, pages S197-S225, DOI:10.1111/1467-9817.12264.
- Koutsouris G, Norwich B. (2018) What exactly do RCT findings tell us in education research?, British Educational Research Journal, volume 44, no. 6, pages 939-959, DOI:10.1002/berj.3464. [PDF]
- 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.
2017
- Norwich B, Koutsouris G. (2017) Addressing Dilemmas and Tensions in Inclusive Education, Oxford Research Encyclopedia of Education, Oxford University Press, 1-22, DOI:10.1093/acrefore/9780190264093.013.154. [PDF]
- 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, volume 26, no. 5, pages 587-599, DOI:10.1080/1475939X.2017.1364290.
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, volume 5, no. 3, pages 180-195, DOI:10.1108/IJLLS-02-2016-0006.
2014
- 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, volume 29, no. 4, pages 521-535, DOI:10.1080/08856257.2014.933547.
- Koutsouris G. (2014) Inclusion and homophily: an argument about participatory decision-making and democratic school management, British Journal of Educational Studies, volume 62, no. 4, pages 413-430, DOI:10.1080/00071005.2014.935753.
