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Linda Hargreaves


Reader (Emerita)

E-mail Address


+ 44 (0) 1223 767600


  • BSc (Hons) Psychology University of Durham
  • PGCE (Distinction) University of Durham
  • MA (Education) Psychology of Education, (Distinction); Leicester University
  • PhD (1990) Context-based assessment of study skills at primary level. Leicester University

Membership of Professional Bodies/Associations

  • British Psychological Society Chartered Psychologist (non practising)
  • British Educational Research Association
  • European Educational Research Association: Convenor Network 14
  • Cambridge Journal of Education Editorial Board
  • International Journal of Educational Psychology (Editorial Board)
  • External examining posts held:
    • University of Durham
    • University of York
    • University of Leicester
    • University of Leeds

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Dr. Linda Hargreaves studied at the Universities of Durham and Leicester. She was a primary and early years teacher, before gaining a PhD on context–based assessment at primary level, and becoming Research Associate on national projects on educational provision in rural schools, process skills in primary science, and the ORACLE 20 years on projects directed by Prof Maurice Galton. She held lectureships at the Universities of Leicester and Durham before becoming Senior Lecturer and subsequently Reader at Cambridge.

She is on the Editorial Board of the Cambridge Journal of Education, and Her research projects as PI, co-investigator or team member, have included: The Primary Interactive Teaching Project (ESRC; 1999-2001); Improving the Effectiveness of Groups in classrooms (ESRC-TLRP: SPRinG) project); The Teacher Status Project (DfES; 2002-6); The Cambridge Primary Review (Esmee Fairbairn: 2006-8); Children’s Awareness of Learning and Knowledge (ChALK) (Newton Trust 2010-12), and the Hong Kong Bilateral, Social Pedagogical Contexts in Teaching and Research in Mathematics (ESRC/RGC The SPeCTRM project) on groupwork in primary mathematics.

She is currently Scientist–in-Charge in the Children’s Personal Epistemologies: capitalising on children’s and families’ knowledge for effective learning and teaching, with EC Marie Curie Postdoctoral fellow, Dr Rocio Garcia Carrion (2013-15).

Academic Area/Links

  • European Conference on Educational Research Convenor Network 14: Educational research with Communities, Families and Schools.

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Research Topics

  • Research on primary classroom processes including:
  • Teacher-pupil and pupil- pupil interaction;
  • Collaborative group work and social pedagogy;
  • The effects of transfer and transition on pupil behaviour, achievement and attitudes to school;
  • Research on small and rural schools and their communities;
  • The development of children’s personal epistemologies.

Current Research Project(s)

  • Children’s Personal Epistemologies: capitalising on children’s and families’ funds of knowledge for effective learning and teaching. Scientist-in-charge: EC Marie Curie Postdoctoral Fellowship held by Dr Rocio Garcia-Carrion ( April 2013 – 15);
  • Social Pedagogical Contexts in Teaching and Research in Mathematics in England and Hong Kong: the HK-UK SPeCTRM project; ESRC and HK RGC Bilateral funding (2012 – 14).

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Previously taught MPhil/MEd. routes in Psychology and Education, Primary Education, Educational Research, and Research Methods; EdD research methods; Undergraduate Literacy, Communication and Language; Creativity and Thinking. Currently completing supervisory responsibilities as Advisor for four PhD students.

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Principal and Recent Publications

Hargreaves, L. (in press) ‘Primary education in small rural schools: past, present and future In. Myhill, M. & McLean, R. (Eds.) International Handbook on Life in Schools and Classrooms: Past, Present and Future Visions. New York: Springer

Symonds, J. & Hargreaves, L. (2014) Emotional and Motivational Engagement at school transition: A qualitative Stage-Environment Fit Study. Journal of Early Adolescence, OnlineFirst  DOI: 10.1177/0272431614556348 

Jokić, B. & Hargreaves, L., (2014). An easy A or a question of belief: pupil attitudes to Catholic religious education in Croatia. British Journal of Religious Education, DOI: 10.1080/01416200.2014.90545

Kvalsund, R. & Hargreaves, L. (2014) ‘Theory as the source of research footprint in rural settings. Pp. 41-57. In Simone White & Michael Corbett (Eds.) Doing Research in rural settings, London: Routledge.

Pell, A. & Hargreaves, L. (2011). Making sense of cluster analysis; revelations from Pakistani science classes. Cambridge Journal of Education, 41(3), 347-368. 

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

Kvalsund, R. & 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.2009.02.004

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

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

Hargreaves, L; Moyles, J; Merry, R; Paterson, F; Pell, T; 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
DOI: 10.1080/0267152032000107301