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Dr Linda Hargreaves

Linda Hargreaves - Classroom interaction and Developmental Psychology
Position/Status

Reader

E-mail Address

lh258@cam.ac.uk

Phone

01223 767548

Qualifications

BSc, MA (Ed) (Psychology), PhD, PGCE, CPsychol

Membership of Professional Bodies/Associations
  • British Educational Research Association
  • European Educational Research Association
  • American Educational Research Association
  • British Psychological Society

Profile

Linda Hargreaves has been a University Senior Lecturer since 2002, having joined the staff of Homerton College in 2000. Prior to that she held lectureships at the Universities of Durham and Leicester. She gained her primary teaching experience in Leicester and Leicestershire schools. Her PhD was on context-based assessment at primary level and involved a national sample of small rural primary schools. She has considerable research experience in the roles of research associate, co-director or principal investigator, and has worked on several large-scale or national projects funded by ESRC or the government's Department for Education (DES/DfEE/DfES). Her principal research interest is the study of classroom interaction, in a variety of contexts. These include primary-secondary transfer in the ORACLE 20 years on project, directed by Professor Maurice Galton, collaborative group work (the SPRinG Project, an ESRC-TLRP project), the national literacy strategy, and education in small primary schools, for example. She directed the recently completed the DfES-funded national project on the Status of Teachers and the Teaching Profession (2002-7), and was an Associate Director of The Cambridge Primary Review (2006-8), directed by Professor Robin Alexander. She is a member of the MEd/MPhil (Psychology and Education) and MEd Primary Education teams, contributes to Masters reserach methods training courses, and has recently supervised PhD students working on aspects of school transfer and its effects on pupils, teacher-pupil interaction in primary schools, children's friendships and emotional understanding, and teacher status and identity, for example. She is a member of the Psychology and Neuroscience in Education (PNE) academic group in the Faculty. Recent co-authored research books are Inside the primary classroom - 20 years on (1999), Transfer from the primary classroom - 20 years on (2002) , Interactive teaching in the primary classroom: digging deeper into meanings (2003), and Motivating your secondary class (2009).

Academic Area/Links

  • Research methods in education
  • Classroom interaction
  • Developmental psychology

Research Topics

Current Research Projects

The Cambridge Primary Review (2006-8)
Website: http://www.primaryreview.org.uk/ (contains full details of The Cambridge Primary Review, its remit, personnel, procedures and publications, together with contact details and guidance on how to submit evidence and participate in the debate).

The Teacher Status Project
DfES 2002-6
Director: Linda Hargreaves; Deputy Directors: Tim Everton, Donald McIntyre
Research team: Mark Cunningham, Caroline Oliver, Bev Hopper, Tony Pell, Martyn Rouse, Mandy Maddock ( 2002-4), Penny Turner (2003-5)
http://www.educ.cam.ac.uk/status/

The effects of residential outdoor adventure on children's emotional intelligence, self-esteem and attitudes to outdoor education.
With Pam Pointon (Director) and Tony Pell

Course Involvement

  • MEd (Research)
  • MEd/MPhil (Psychology and Education)
  • BA (Prelim: Language, Culture, and Literacy)
  • Practitioner Professional Development/Certificate of Educational Enquiry (Stoke on Trent LA; Cambridgeshire LA)

Publications

Hargreaves, L. (2009) 'The status and prestige of teachers and teaching', in Saha, L. and Dworkin, G. (Eds.) The Springer International Handbook of Research on Teachers and teaching (Vol 21. Part 1) (pp. 217-230) New York: Springer.

Hargreaves, L. (2009) Respect and responsibility: Review of research on smallrural schools in England. International Journal of Educational Research 48 (2), 117–128. doi:10.1016/j.ijer.2009.02.004

Hargreaves, L., Kvalsund, R. and Galton, M. (2009). Reviews of research on rural schools and their communities in British and Nordic countries: Analytical perspectives and cultural meaning. International Journal of Educational Research, 48 (2), 80-88. doi:10.1016/j.ijer.2009.02.001

Kvalsund, R., and Hargreaves, L. (2009). Reviews of research in rural schools and their communities: Analytical perspectives and a new agenda. International Journal of Educational Research, 48 (2), 140-149. doi:10.1016/j.ijer.2009.02.002

Hargreaves, L. (2009). ''It's good to talk!' Improving communication between pupils and teachers and why it's worth the effort'. In Galton, M., Steward, S., Hargreaves, L., Page, C. and Pell, T. (Eds.). Motivating your secondary class. London: Sage.

Galton, M. and Hargreaves, L. (2009) Groupwork: Still a neglected art? Cambridge Journal of Education, 39 (1), 1 – 6.

Galton, M., Hargreaves, L. and Pell, T. (2009). Groupwork and whole class teaching with 11 – 14- year olds, compared. Cambridge Journal of Education, 39 (1), 119-140.

Alexander, R. with Doddington, C., Gray, J., Hargreaves, L. and Kershner, R. (Eds.) (in press). The Cambridge Primary Review Research Surveys. London: Routledge

Hargreaves, L. (2007). Let's talk transfer; smoothing transition throughout the secondary school. Curriculum Briefing, 5(3), 3 - 10.

Hargreaves, L. and Wolfe, S. (2007). 'Observing closely to see more clearly: observation in the primary classroom.' In J. Moyles (Ed.) Beginning teaching , beginning learning in primary education. (3rd. Edn.) Maidenhead: Open University Press.

Hargreaves, L. Cunningham, M., Hansen, A., McIntyre, D., Oliver, C. and Pell , T. (2007). The Status of teachers and the teaching profession: views from inside and outside the profession. Final Report of the Teacher Status Project. RR 831A. London: DfES

Hargreaves, L. Cunningham, M., Everton, T., Hansen, A., Hopper, B., McIntyre, D., Oliver, C. , Pell , T. , Rouse, M. and Turner, P. (2007). The Status of teachers and the teaching profession: views from inside and outside the profession. Evidence Base. RR 831B. London: DfES.

Cunningham, M. and Hargreaves, L. (2007). Minority ethnic teachers' professional experiences: Evidence from the Teacher Status Project. RR 853 London: DfES

Everton, T., Turner, P., Hargreaves, L. and Pell, A. (2007). Public perceptions of the teaching profession. Research Papers in Education, 22(3), 247-265.

Pell, T., Galton, M., Steward, S., Page, C. and Hargreaves, L. (2007). Promoting group work at key stage 3: solving an attitudinal crisis among young adolescents? Research Papers in Education, 22(3), 309-332.

Hargreaves, L. and Hopper, B. (2006). Early years, low status? Early years teachers' perceptions of their status in England. Early Years, 26(2), 171-186.

Galton, M., Hargreaves, L. and Pell, A. (2003). Progress in the Middle Years of Schooling: Continuities and Discontinuities at Transfer. Education 3 - 13, 31(2), 9- 18.

Hargreaves, L., Moyles, J., Merry, R., Paterson, F., Pell, A and Esarte-Sarries, V. (2003). How do primary school teachers define and implement 'interactive teaching' in the National Literacy Strategy in England? Research Papers in Education, 18(3) 217-236.

Galton, M., Hargreaves, L. and Pell, A. (2003) Progress in the middle years of schooling: continuities and discontinuities at transfer. Education 3 - 13 , 31 (2) 9 -18.

Moyles, J., Hargreaves, L., Merry, R., Paterson, F. and Esarte -Sarries, V. ( 2003) Interactive Teaching in the Primary School: digging deeper into meanings. Maidenhead: Open University Press.

English, E., Hargreaves, L. and Hislam, J. (2002). Pedagogical dilemmas in the National Literacy Strategy: primary teachers' perceptions, reflections and classroom behaviour, Cambridge Journal of Education, 32(1), 9-26. (NB Corrigendum CJE 32 (2) )

Hargreaves, L. and Galton, M. (Eds.) (2001). Transfer from the primary classroom : 20 years on London: Routledge

Galton, M., Hargreaves, L., Comber, C., and Wall, D. with Pell, A. (1999). Inside the primary classroom : 20 years on London: Routledge