ΣΤΑΥΡΟΥΛΑ ΚΟΝΤΟΒΟΥΡΚΗ
ΚΟΝΤΟΒΟΥΡΚΗ ΣΤΑΥΡΟΥΛΑ
KONTOVOURKI STAVROULA
...
ASSISTANT PROFESSOR
Department of Education
Theophanides
11-13 Dramas str.
410
22892930
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Προσωπικό Προφίλ

Η Σταυρούλα Κοντοβούρκη είναι Επίκουρη Καθηγήτρια στη Διδακτική του Γλωσσικού Μαθήματος. Έχει πρώτο πτυχίο στις Επιστήμες της Αγωγής – Δημοτική Εκπαίδευση από το Πανεπιστήμιο Κύπρου (2001), μεταπτυχιακό στα Αναλυτικά Προγράμματα και Διδασκαλία (Teachers College, Columbia University, Ed.M., 2005), και διδακτορικό τίτλο (Ed.D., 2009) με κατεύθυνση στην Παιδαγωγική του Γραμματισμού (Literacy Education) από το Teachers College, Columbia University. Έχει εργαστεί σε ιδρύματα πρωτοβάθμιας και τριτοβάθμιας εκπαίδευσης, και έχει εμπλακεί σε ερευνητικά προγράμματα για τη μελέτη πρακτικών γραμματισμού σε διαφορετικά εκπαιδευτικά πλαίσια.
Παιδαγωγική του γραμματισμού και διδακτική του γλωσσικού μαθήματος, δεξιότητες και πρακτικές γραμματισμού, επιτέλεση εγγράμματων ταυτοτήτων εντός και εκτός σχολείου, πολυτροπικότητας στα κείμενα και ως ενσώματη/ενσωματωμένη πρακτική, πραγμάτωση αναλυτικών προγραμμάτων στο γλωσσικό μάθημα, επαγγελματική ταυτότητα εκπαιδευτικών στο γλωσσικό μάθημα, γλωσσική πολιτική και εκπαιδευτική αλλαγή

Επιμέλεια Συλλογικού Τόμου

Enriquez, G., Johnson, E., Kontovourki, S., & Malozzi, C. (Eds.). (2016). Literacies, Learning, and the Body: Bringing Research and Theory into Pedagogical Practice. InJ. Rowsell & C. Lewis (Series Eds.) Expanding Literacies in Education series. New York: Routledge.(http://www.routledgementalhealth.com/books/details/9781138906211/)

 

Κεφάλαια σε Βιβλία

Kontovourki, S., & Theodorou, E. (2018). Performative politics and the interview: Unraveling immigrant children’s narrations and identity performances. In S. Spyrou, R. Rosen, & D. Cook (Eds.), Reimagining Childhood Studies (pp. 153-166). London, UK: Bloomsbury Publishing.

Kontovourki, S. & Philippou, S. (2018). Μεταφορές στον Λόγο Εκπαιδευτικών ως Μέσο Διερεύνησης του Εκπαιδευτικού Επαγγελματισμού και της Αλλαγής Αναλυτικών Προγραμμάτων στην Κύπρο: Η Περίπτωση του Γλωσσικού Μαθήματος [Metaphors in Teachers’ Discourse as a Means to Explore Teacher Professionalism and Curriculum Change in Cyprus: the case of Language Arts]. In S. Photiou (Ed.), Παιδαγωγός, Αφιερωματικός Τόμος στην Καθηγήτρια Μαίρη Ιωαννίδου-Κουτσελίνη [Pedagogist, Honorary Volume for Professor Mary Ioannidou-Koutselini] (pp. 184-205). Nicosia: Department of Education, University of Cyprus.

Philippou, S., Kontovourki, S., & Theodorou E. (2016). Professional development for 'professional pedagogues': Contradictions and tensions in re-professionalizing teachers in Cyprus. In J. Rahatzad, H. Dockrill, S. Sharma, & J. Phillion (Eds.), Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders (pp. 159-179). Charlotte, NC: Information Age.

Kontovourki, S. (2016). Assessment as a technology of power: shaping of literacy and literate identities in a public elementary classroom. In D. Tsagari (Ed.), Classroom-based Assessment in L2 Contexts (pp. 75-94). Newcastle upon Tyne: Cambridge Scholars Press.

Johnson, E., & Kontovourki, S. (2016). Introduction: Assembling Research on Literacies and the Body. In G. Enriquez, E. Johnson, S. Kontovourki, & C. Malozzi (Eds.), Literacies, learning, and the body: Bringing research and theory into pedagogical practice (pp. 3-19). New York: Routledge.

Kontovourki, S., Theodorou, E., & Philippou, S. (2015). Governing teachers: Professional development and curriculum reform in the Republic of Cyprus. In H-G. Kotthoff & E. Klerides (Eds.) Governing educational spaces: knowledge, teaching, and learning in transition (pp. 107-126). Rotterdam: Sense Publishers.

Theodorou, E., Kontovourki, S. & Philippou, S. (2015). Η σταδιακή εφαρμογή των «Νέων Αναλυτικών Προγραμμάτων» στην Κύπρο (2011-2012): Αναδεικνύοντας την πολυπλοκότητα μέσα από τον λόγο εκπαιδευτικών [The gradual implementation of the “New Curricula” in Cyprus (2011-2012): Foregrounding the complexity through teachers’ discourse]. In C. Yialoukas, M. Koutselini, K. Olympiou, A. Papoulas & P. Persianis (Eds.), Τιμητικός τόμος  Χρήστου Θεοφιλίδη [Honorary Volume for Christos Theophilides] (pp. 185-202). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association, University of Nicosia.

Kontovourki, S., Philippou, S., & Theodorou, E. (2013). Η (επανα)τοποθέτηση των εκπαιδευτικών κατά την εισαγωγή των νέων αναλυτικών προγραμμάτων στην Κύπρο [Teachers’ (re)positioning during the introduction of the new curricula in Cyprus]. In Ch. Theofilides, A. Michaelidou, P. Persianis & S. Photiou (Eds.), Τιμητικός τόμος Κωνσταντίνου Παπαναστασίου [Honorary Volume for Konstantinos Papanastasiou] (pp. 291-317). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association.

 

Άρθρα σε  Περιοδικά

Kontovourki, S., Philippou, S. & Theodorou, E. (2018). Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus. The Curriculum Journal, 29(2), 257-276. https://doi.org/10.1080/09585176.2018.1447308

Theodorou, E., Philippou, S., & Kontovourki, S. (2017). Caught between worlds of expertise: Primary teachers amidst official curriculum development processes in Cyprus. Curriculum Inquiry,47(2), 1-24. DOI: 10.1080/03626784.2017.1283591

Kontovourki, S. (2014). Reading (through) bodies: Students’ embodied performances of poetry and testing. Pedagogies: An International Journal, 9(2), 133-154.   

Kontovourki, S. (2014). Backstage performances: A third grader’s embodiments of pop culture and literacy in a public school classroom. Literacy, 48(1), 4-13.

Philippou, S., Kontovourki, S. & Theodorou, E. (2014). Can autonomy be imposed? Examining teacher (Re)positioning during the ongoing  curriculum change in Cyprus. Journal of Curriculum Studies, 46(5), 611-633.

Κοντοβούρκη, Σ., & Ιωαννίδου, Ε. (2013). Κριτικός γραμματισμός στο κυπριακό σχολείο: Απόψεις, πρακτικές και στάσεις εκπαιδευτικών Προσχολική και Σχολική Εκπαίδευση, 1(1), 82-107. Διαθέσιμο στο http://childeducation-journal.org/index.php/education/article/view/50/9.

Kontovourki, S. (2012). Reading Leveled Books in Assessment-Saturated Classrooms: A Close Examination of Unmarked Processes of Assessment.Reading Research Quarterly, 47(2), 153-171.

Kontovourki, S., & Campis, C. (2010). Meaningful practice: Test preparation in a third grade public school classroom. The Reading Teacher, 64(4), 236-245.

Kontovourki, S., & Siegel, M. (2009). Discipline and play with/in a mandated literacy curriculum. Language Arts, 87(1), 30-38.

Siegel, M., Kontovourki, S., Schmier, S., & Enriquez, G. (2008). Literacy in motion: A case study of a shape-shifting kindergartener. Language Arts, 86(2), 89-98. 

Profile Information

Stavroula Kontovourki is an Assistant Professor in Literacy and Language Arts Education. She holds a bachelor degree in Education – Primary Education (Hons) from the University of Cyprus (2001), an Ed.M. in Curriculum and Teaching (2005, Teachers College Columbia University), and an Ed.D. with a concentration in Literacy Education (2009, Teachers College Columbia University). She has worked at primary and post-secondary institutions, and been involved in projects researching literacy practices in different educational settings.

Literacy and language arts education, literacy development and literacy practices, performance of literate identities in and out of school,  multimodality (textual and embodied), the realization of literacy curricula in elementary classrooms, literacy teachers’ professional identities, literacy policy and educational change.

 

Edited Volume

Enriquez, G., Johnson, E., Kontovourki, S., & Malozzi, C. (Eds.). (2016). Literacies, Learning, and the Body: Bringing Research and Theory into Pedagogical Practice. InJ. Rowsell & C. Lewis (Series Eds.) Expanding Literacies in Education series. New York: Routledge.(http://www.routledgementalhealth.com/books/details/9781138906211/)

 

Book Chapters

Kontovourki, S., & Theodorou, E. (2018). Performative politics and the interview: Unraveling immigrant children’s narrations and identity performances. In S. Spyrou, R. Rosen, & D. Cook (Eds.), Reimagining Childhood Studies (pp. 153-166). London, UK: Bloomsbury Publishing.

Kontovourki, S. & Philippou, S. (2018). Μεταφορές στον Λόγο Εκπαιδευτικών ως Μέσο Διερεύνησης του Εκπαιδευτικού Επαγγελματισμού και της Αλλαγής Αναλυτικών Προγραμμάτων στην Κύπρο: Η Περίπτωση του Γλωσσικού Μαθήματος [Metaphors in Teachers’ Discourse as a Means to Explore Teacher Professionalism and Curriculum Change in Cyprus: the case of Language Arts]. In S. Photiou (Ed.), Παιδαγωγός, Αφιερωματικός Τόμος στην Καθηγήτρια Μαίρη Ιωαννίδου-Κουτσελίνη [Pedagogist, Honorary Volume for Professor Mary Ioannidou-Koutselini] (pp. 184-205). Nicosia: Department of Education, University of Cyprus.

Philippou, S., Kontovourki, S., & Theodorou E. (2016). Professional development for 'professional pedagogues': Contradictions and tensions in re-professionalizing teachers in Cyprus. In J. Rahatzad, H. Dockrill, S. Sharma, & J. Phillion (Eds.), Internationalizing teaching and teacher education for equity: Engaging alternative knowledges across ideological borders (pp. 159-179). Charlotte, NC: Information Age.

Kontovourki, S. (2016). Assessment as a technology of power: shaping of literacy and literate identities in a public elementary classroom. In D. Tsagari (Ed.), Classroom-based Assessment in L2 Contexts (pp. 75-94). Newcastle upon Tyne: Cambridge Scholars Press.

Johnson, E., & Kontovourki, S. (2016). Introduction: Assembling Research on Literacies and the Body. In G. Enriquez, E. Johnson, S. Kontovourki, & C. Malozzi (Eds.), Literacies, learning, and the body: Bringing research and theory into pedagogical practice (pp. 3-19)New York: Routledge.

Kontovourki, S., Theodorou, E., & Philippou, S. (2015). Governing teachers: Professional development and curriculum reform in the Republic of Cyprus. In H-G. Kotthoff & E. Klerides (Eds.) Governing educational spaces: knowledge, teaching, and learning in transition (pp. 107-126). Rotterdam: Sense Publishers.

Theodorou, E., Kontovourki, S. & Philippou, S. (2015). Η σταδιακή εφαρμογή των «Νέων Αναλυτικών Προγραμμάτων» στην Κύπρο (2011-2012): Αναδεικνύοντας την πολυπλοκότητα μέσα από τον λόγο εκπαιδευτικών [The gradual implementation of the “New Curricula” in Cyprus (2011-2012): Foregrounding the complexity through teachers’ discourse]. In C. Yialoukas, M. Koutselini, K. Olympiou, A. Papoulas & P. Persianis (Eds.), Τιμητικός τόμος  Χρήστου Θεοφιλίδη [Honorary Volume for Christos Theophilides] (pp. 185-202). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association, University of Nicosia.

Kontovourki, S., Philippou, S., & Theodorou, E. (2013). Η (επανα)τοποθέτηση των εκπαιδευτικών κατά την εισαγωγή των νέων αναλυτικών προγραμμάτων στην Κύπρο [Teachers’ (re)positioning during the introduction of the new curricula in Cyprus]. In Ch. Theofilides, A. Michaelidou, P. Persianis & S. Photiou (Eds.), Τιμητικός τόμος Κωνσταντίνου Παπαναστασίου [Honorary Volume for Konstantinos Papanastasiou] (pp. 291-317). Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute, University of Cyprus, Cyprus Educational Association.

 

Journal Articles

Kontovourki, S., Philippou, S. & Theodorou, E. (2018). Curriculum making as professionalism-in-context: the cases of two elementary school teachers amidst curriculum change in Cyprus. The Curriculum Journal, 29(2), 257-276. https://doi.org/10.1080/09585176.2018.1447308

Theodorou, E., Philippou, S., & Kontovourki, S. (2017). Caught between worlds of expertise: Primary teachers amidst official curriculum development processes in Cyprus. Curriculum Inquiry,47(2), 1-24. DOI: 10.1080/03626784.2017.1283591

Kontovourki, S. (2014). Reading (through) bodies: Students’ embodied performances of poetry and testing. Pedagogies: An International Journal, 9(2), 133-154.   

Kontovourki, S. (2014). Backstage performances: A third grader’s embodiments of pop culture and literacy in a public school classroom. Literacy, 48(1), 4-13.

Philippou, S., Kontovourki, S. & Theodorou, E. (2014). Can autonomy be imposed? Examining teacher (Re)positioning during the ongoing  curriculum change in Cyprus. Journal of Curriculum Studies, 46(5), 611-633.

Kontovourki, S., & Ioannidou, E. (2013). Κριτικός γραμματισμός στο κυπριακό σχολείο: Απόψεις, πρακτικές και στάσεις εκπαιδευτικών [Critical literacy in the Greek Cypriot school: Teachers’ perceptions, practices, and attitudes]. Προσχολική και Σχολική Εκπαίδευση [Preschool and Primary Education], 1(1), 82-107. Available at http://childeducation-journal.org/index.php/education/article/view/50/9.

Kontovourki, S. (2012). Reading Leveled Books in Assessment-Saturated Classrooms: A Close Examination of Unmarked Processes of Assessment.Reading Research Quarterly, 47(2), 153-171.

Kontovourki, S., & Campis, C. (2010). Meaningful practice: Test preparation in a third grade public school classroom. The Reading Teacher, 64(4), 236-245.

Kontovourki, S., & Siegel, M. (2009). Discipline and play with/in a mandated literacy curriculum. Language Arts, 87(1), 30-38.

Siegel, M., Kontovourki, S., Schmier, S., & Enriquez, G. (2008). Literacy in motion: A case study of a shape-shifting kindergartener. Language Arts, 86(2), 89-98.