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Dr George Koutsouris

Dr George Koutsouris

Director of Global Engagement / Senior 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 to arrange a meeting

Overview

I am a Senior Lecturer in Education (Special Educational Needs and Inclusive Education), primarily teaching on the MA International Education and MA SEN programmes.

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

  • University of Exeter, GSE; PhD in Education
  • University of Exeter, GSE; Master in Education, SEN
  • National and Kapodistrian University of Athens; Annual Seminary of Special Educational Needs
  • National and Kapodistrian University of Athens; Ptychion in History and Archaeology

Research group links

Research

Research interests

I am interested in social inclusion/ participation and in matters of inclusive pedagogy and provision. I have published in the areas of inclusive education, lesson study and early reading, and have presented at international conferences, e.g., BERA, WALS, UKLA, ECER and SRHE. 

Research projects

  • 2021: Evaluating the Silver Stories programme: a pilot study, ESRC IAA Project, £17,972, P-I
  • 2021: Gender, mental health and students' secondary school experiences, TREE/Wellcome Trust, £13,860, Co-I
  • 2020: Understanding the structures and processes that influence research activities in the UK, BERA, £19,985, Co-I

The project report can be accessed at: https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review 

  • 2019: Supporting Practices for Inclusive Schooling & Education for Youth (SPISEY), ERASMUS+, €500,000, Co-I (and P-I from September 2021)
  • 2019: The gendered schooling experiences of young women identified with SEND, British Academy, £7,897, Co-I

Research grants

  • 2021 ESRC IAA Project
    The project is the pilot trial of the Silver Stories programme that involves school age children reading to older people and is seen as a way of tackling both social isolation/ wellbeing issues and reading difficulties. Programme activities take place exclusively at a distance (on the phone) using a particular protocol and strict privacy and safeguarding procedures; and are thus highly relevant to the Covid period as well as cost-effective. Children are been referred to the programme by their teachers for reading or social and emotional difficulties, and whole schools can join the programme. In collaboration with the Silver Stories charity, we are conducting a 12-month pilot evaluation project to understand how the programme works and its potential outcomes for social wellbeing and literacy.
  • 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, Stentiford L, Norwich B (2022). A critical exploration of inclusion policies of elite UK universities. British Educational Research Journal, 48(5), 878-895. Abstract.
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, 74(5), 1029-1054.
Stentiford L, Koutsouris G (2021). What are inclusive pedagogies in higher education? a systematic scoping review. Studies in Higher Education, 46(11), 2245-2261. Abstract.
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.
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.
Koutsouris G, Norwich B (2018). What exactly do RCT findings tell us in education research?. British Educational Research Journal, 44(6), 939-959. Abstract.

Publications by category


Journal articles

Koutsouris G, Nash P, Norwich B (In Press). Conducting school-based research during Covid: evaluating the Silver Stories programme. Cambridge Journal of Education Abstract.
Koutsouris G, Stentiford L, Norwich B (2022). A critical exploration of inclusion policies of elite UK universities. British Educational Research Journal, 48(5), 878-895. Abstract.
Stentiford L, Koutsouris G (2022). Critically considering the ‘inclusive curriculum’ in higher education. British Journal of Sociology of Education, 1-23.
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, 26(3), 356-372.
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, 74(5), 1029-1054.
Stentiford L, Koutsouris G, Allan A (2021). Girls, mental health and academic achievement: a qualitative systematic review. Educational Review Abstract.
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, 73(3), 346-373. Abstract.
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, 9(3). Abstract.
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, 26(2), 131-147. Abstract.
Stentiford L, Koutsouris G (2021). What are inclusive pedagogies in higher education? a systematic scoping review. Studies in Higher Education, 46(11), 2245-2261. Abstract.
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.
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.
Boyle C, Koutsouris G, Salla Mateu A, Anderson J (2020). The Matter of ‘Evidence’ in the Inclusive Education Debate.  Abstract.
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.
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.
Koutsouris G, Norwich B (2018). What exactly do RCT findings tell us in education research?. British Educational Research Journal, 44(6), 939-959. Abstract.
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.
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.
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.
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.

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.
Norwich B, Koutsouris G (2017). Addressing Dilemmas and Tensions in Inclusive Education. In Noblit G (Ed) Oxford Research Encyclopedia of Education, Oxford University Press, 1-22.  Abstract.

Reports

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),  https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review.
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.

Publications by year


In Press

Koutsouris G, Nash P, Norwich B (In Press). Conducting school-based research during Covid: evaluating the Silver Stories programme. Cambridge Journal of Education Abstract.

2022

Koutsouris G, Stentiford L, Norwich B (2022). A critical exploration of inclusion policies of elite UK universities. British Educational Research Journal, 48(5), 878-895. Abstract.
Stentiford L, Koutsouris G (2022). Critically considering the ‘inclusive curriculum’ in higher education. British Journal of Sociology of Education, 1-23.
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, 26(3), 356-372.

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),  https://www.bera.ac.uk/publication/education-the-state-of-the-discipline-systematic-scoping-review.
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, 74(5), 1029-1054.
Stentiford L, Koutsouris G, Allan A (2021). Girls, mental health and academic achievement: a qualitative systematic review. Educational Review Abstract.
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, 73(3), 346-373. Abstract.
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, 9(3). Abstract.
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, 26(2), 131-147. Abstract.
Stentiford L, Koutsouris G (2021). What are inclusive pedagogies in higher education? a systematic scoping review. Studies in Higher Education, 46(11), 2245-2261. Abstract.

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.
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.
Boyle C, Koutsouris G, Salla Mateu A, Anderson J (2020). The Matter of ‘Evidence’ in the Inclusive Education Debate.  Abstract.

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.
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.

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.
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.
Koutsouris G, Norwich B (2018). What exactly do RCT findings tell us in education research?. British Educational Research Journal, 44(6), 939-959. Abstract.

2017

Norwich B, Koutsouris G (2017). Addressing Dilemmas and Tensions in Inclusive Education. In Noblit G (Ed) Oxford Research Encyclopedia of Education, Oxford University Press, 1-22.  Abstract.
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.

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.

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.
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.

george_koutsouris Details from cache as at 2022-11-29 10:10:55

Refresh publications

External Engagement and Impact

External Examiner Positions

External Examiner for National University of Ireland Galway, MEd Special and Inclusive Education (2021-2025)

Teaching

I teach on the MA International Education (EFPM912 module) and MA Special Educational Needs (SEN) programmes (EFPM919 module), and on the Education Sudies (EFPM914) and Reflecting on Educational Practices (EFPM918) modules. 

I am the module leader of the Education for diversity (EFPM375) module. 

 

Modules

2022/23


Supervision / Group

Postgraduate researchers

  • Bushra Alharbi
  • Zahra Alkhamis
  • Nouf Alsaadi
  • Mohammed Altumayhi
  • Kim Collett
  • John Hill
  • Megan Howard
  • Eyyup Fatih Vasi

Alumni

  • Jacob Fox
  • Eva Godfrey

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