Σταυρούλα Κοντοβούρκη
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/)
Επιμέλεια Ειδικού Τεύχους
Kontovourki, S., Johnson, E., & Enriquez, G. (Guest Editors.). (2020). Embodiment and literacies: Teaching, learning, and becoming in a post-world. English Teaching: Practice and Critique. Available at https://www.emerald.com/insight/publication/issn/1175-8708/vol/19/iss/4.
Κεφάλαια σε Βιβλία
Kontovourki, S., & Neokleous, Th. (2023). Digital literacies in early childhood: An analysis of “(in)appropriate” practices for young children in parents’ and teachers’ talk. In H. Höfer-Lück, M. Delere & T. Vogel-Lefèbre (Eds.), Bildung, Diversität und Medien: Erkundungen entlang aktueller Diskurslinien (pp. 429-442). Kopaed.
Philippou, S., & Kontovourki, S. (2023). Historicizing teacher education curricula in the middle-ground: A study of four cohorts of elementary teachers’ life hi/stories in the Republic of Cyprus (1970s-2010s). In P. P. Tryfonas (Ed.), Springer International Handbook of Education, Handbook of Curriculum Theory and Research. Springer. https://doi.org/10.1007/978-3-030-82976-6_14-1
Enriquez, G., Kontovourki, S., & Johnson, E. (2023). Literate identities and/in the body: Tracing embodiments of literacy across grade levels. In C.J. Wagner, K.K. Frankel, & C.M. Leighton (Eds.), Becoming readers and writers: Literate identities across childhood and adolescence (pp. 218-232). Routledge. https://doi.org/10.4324/9781003271406.
Kontovourki, S., Theodorou E., & Philippou, S. (2021). ‘Sites’ of curriculum making in Cyprus: Tracing the emergence and transformation of expert teacher-subjects. In Priestley, M., Alvunger, D., Philippou, S., & Soini, T. (Eds.) Curriculum making in Europe: policy and practice within and across (diverse) contexts (pp. 53-76). Emerald Publishing.
Johnson, E., Enriquez, G., & Kontovourki, S. (2021). Child and youth embodiments of critical literacies. In Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R.S. (Eds.), The critical literacies handbook (pp. 71-81). New York, NY: Routledge.
Kontovourki, S., & Philippou, S. (2021). Storying the teaching profession ‘from below’ and amidst change: A study of four cohorts of elementary teachers’ life histories in the Republic of Cyprus. In University of Cyprus Research Committee (Ed.), The A.G. Leventis Research Projects 2000-2020: 20 Years of Research at the University of Cyprus (pp. 193-212). Nicosia, Cyprus: University of Cyprus.
Μαρουλλέτη, Ρ., Φιλίππου, Σ., & Κοντοβούρκη, Σ. (2021). Καθ-οδηγώντας τους/τις Εκπαιδευτικούς: ανάλυση λόγου για διερεύνηση του επαγγελματισμού στις «Οδηγίες Σχολικής Χρονιάς» (2004-2018) στην Κύπρο. In Θάνος, Θ. & Κυρίδης, Α. (Eds.), Εκπαίδευση και κοινωνία στην Ελλάδα (pp. 399-420). Αθήνα: Gutenberg.
Kontovourki, S., & Tafa, E. (2020). Pedagogical approaches to digital literacy practices in the early years. In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer, & I.S. Pires Pereira (Eds.), The Routledge Handbook of Digital Literacies in Early Childhood (pp. 187-199). London, UK: Routledge.
Kontovourki, S., & Theodorou, E. (2019). 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. (2022). Vibrancy and stillness in talking school discourse: Examining embodied talk in primary classrooms. Literacy, 56(3 – Special Issue: Oracy and Education: Perspective shifts and policy tensions), 234-243, https://doi.org/10.1111/lit.12296.
Kontovourki, S., & Siegel, M. (2022). "B is for Bunny": Contested sign-making and the possibilities for performing school literacy differently. Reading Research Quarterly, 57(1), 111-129, https://doi.org/10.1002/rrq.376.
Kontovourki, S., Johnson, E., & Enriquez, G. (2020). Guest editorial: Embodiment and literacies: Teaching, learning, and becoming in a post- world. English Teaching: Practice & Critique, 19(4), 381-388. English Teaching: Practice & Critique, 19(4), 381-388. https://doi.org/10.1108/ETPC-11-2020-191
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. https://doi.org/10.1080/1554480X.2014.899545
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. https://doi.org/10.1111/lit.12026
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. https://doi.org/10.1080/00220272.2013.856033
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. https://doi.org/10.1002/RRQ.014
Kontovourki, S., & Campis, C. (2010). Meaningful practice: Test preparation in a third grade public school classroom. The Reading Teacher, 64(4), 236-245. https://doi.org/10.1598/RT.64.4.2
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.