I am a Lecturer in Education and I teach on the Initial Teacher Education (ITE) programme within the Faculty of Social Sciences. My research interests include: inclusive education, policy implementation and early childhood education. Prior to joining the 我要吃瓜, I completed my PhD in the School of Education at the University of Glasgow where I also held teaching and research positions. My doctoral research looked at policy enactment in the field of inclusive education from a complexity perspective. More specifically, I studied the implementation of a Scottish policy on behaviour support in schools exploring the perceptions of key agents.
Prospective research students interested in inclusion, education policy and early childhood education would be particularly welcome.
I am the External Examiner for the Education programmes (UG), University of Edinburgh, and Module and Award Examiner for the programmes below of the University of Essex.
Professional Membership
Fellow of the Higher Education Academy (FHEA)
British Educational Research Association (BERA)
Scottish Educational Research Association (SERA)
? Inclusive Education ? Education Policy Enactment
? Early Childhood Education ? Teacher Education
? Primary Education ? Equity and Social Justice
? Social, Emotional and Behavioural Difficulties
?
Amplifying our students' voice: the co-production of undergraduate field courses (residential and non-residential) to address EDI
PI: Dr Martina Quaggiotto
Funded by: Natural Environment Research Council
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Beyond Disruption: identifying effective behaviour support in schools
PI: Dr Stella Mouroutsou
Funded by: The British Academy
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Article
Pre-service primary teachers’ understandings of inclusive practice in Scotland and Finland.
Mouroutsou S & Koskela T (2024) Pre-service primary teachers’ understandings of inclusive practice in Scotland and Finland.. European Journal of Inclusive Education, 3 (3), pp. 84-100. https://doi.org/10.7146/ejie.v3i1.142132
Article
Fyssa A, Tsakiri M & Mouroutsou S (2023) Pursuing early childhood inclusion through reinforcing partnerships with parents of disabled children: beliefs of Greek pre-service early childhood educators. European Early Childhood Education Research Journal, 31 (1), pp. 34-50. https://doi.org/10.1080/1350293x.2022.2153258
Book Chapter
Formalised Peer-Support for Early Career Researchers: potential for resistance and genuine exchanges
Thériault? V, Beck A, Mouroutsou S & Billmayer J (2022) Formalised Peer-Support for Early Career Researchers: potential for resistance and genuine exchanges. In: Addison M, Breeze M & Taylor Y (eds.) The Palgrave Handbook of Imposter Syndrome in Higher Education. London: Palgrave, pp. 241-257. https://doi.org/10.1007/978-3-030-86570-2_15
Article
Resilience in mathematics education research: A systematic review of empirical studies
Xenofontos C & Mouroutsou S (2022) Resilience in mathematics education research: A systematic review of empirical studies. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2022.2115132
Article
What might the Covid Pandemic mean for the SERA Early Career Researcher Network?
Fakunle O, Beck A & Mouroutsou S (2020) What might the Covid Pandemic mean for the SERA Early Career Researcher Network?. Scottish Educational Review, 52 (2), pp. 12-14.
Article
What might the Covid Pandemic mean for the SERA Inclusive Education Network?
Mouroutsou S (2020) What might the Covid Pandemic mean for the SERA Inclusive Education Network?. Scottish Educational Review, 52 (2), pp. 9-11.
Article
The Normalcy of Racism in the School Experience of Students of Colour: "The Times When it Hurts"
Kennelly J & Mouroutsou S (2020) The Normalcy of Racism in the School Experience of Students of Colour: "The Times When it Hurts". Scottish Educational Review, 52 (2), pp. 26-47.
Project Report
Beyond Disruption: identifying effective behaviour support in schools
Mouroutsou S (2020) Beyond Disruption: identifying effective behaviour support in schools. The British Academy. Stirling: 我要吃瓜.
Article
Hersh M & Mouroutsou S (2019) Learning technology and disability-overcoming barriers to inclusion: evidence from a multicountry study. British Journal of Educational Technology, 50 (6), pp. 3329-3344. https://doi.org/10.1111/bjet.12737
Article
Swanson DM, Yu H & Mouroutsou S (2017) Inclusion as Ethics, Equity and/or Human Rights? Spotlighting School Mathematics Practices in Scotland and Globally. Social Inclusion, 5 (3), pp. 172-182. https://doi.org/10.17645/si.v5i3.984
Thesis
Policy implementation in inclusive education: a complexity perspective
Mouroutsou S (2017) Policy implementation in inclusive education: a complexity perspective. Doctor of Philosophy. University of Glasgow.
Conference Paper (published)
Hersh MA & Mouroutsou S (2015) Learning Technology and Disability: Overcoming Barriers to Inclusion - Evidence from a Multi-Country Study [Invited paper]. In: Groumpos P, Kopacek P, Topalov A & Boshnakov K (eds.) 16th IFAC Conference on Technology, Culture and International Stability (TECIS 2015). IFAC-PapersOnline, Volume 48, Issue 24. 16th IFAC Conference On Technology, Culture and International Stability (TECIS 2015), Sozopol, Bulgaria, 24.09.2015-27.09.2015. New York: Elsevier, pp. 83-88. https://doi.org/10.1016/j.ifacol.2015.12.061
Website Content
Policy Implementation in Inclusive education
Mouroutsou S (2015) Policy Implementation in Inclusive education. Policy Scotland Education Blog, 15.07.2015. http://policyscotland.gla.ac.uk/policy-implementation-in-inclusive-education/
Technical Report
Hersh M & Mouroutsou S (2014) ICT to Support Learning by Disabled Adults: Fundamental Principles of Good Practice, End-User Requirements, Methodological and Pedagogical Issues. Enable Network of ICT Supported Learning for Disabled People.
Technical Report
ICT to support lifelong learning by disabled people: practical recommendations for good practice
Mouroutsou S & Hersh M (2014) ICT to support lifelong learning by disabled people: practical recommendations for good practice. Enable Network of ICT Supported Learning for Disabled People. http://web.eng.gla.ac.uk/assistive/media/D3.5_11pt.pdf
Technical Report
Hersh M & Mouroutsou S (2014) A Comparative Evaluation of ICT to Support Lifelong Learning by Disabled People in 15 Different Countries. Enable Network of ICT Supported Learning for Disabled People.
Subject tutor for the specialism: Inclusive Practice.
Module convenor for the modules:
EDUUZA6 Primary Pedagogy III: Inclusive Practice in the Primary School
EDUUZE6 Differences and Identities
I also teach on the modules:
EDUUEY1 Early Child Development
EDUU9P8 Primary Pedagogy IV: Planning an Educational Enquiry
EDUUZH7 Extended Enquiry into Practice
I supervise students on the MRes Educational Research.
I also supervise EdD and PhD students.