Department:School of Education & Social Care
Areas of Expertise: Social Work and Social Policy
Linda is a postdoctoral researcher in the Veterans and Families Institute (VFI). Her substantive role is working on the analysis of Project Nova, an intervention model for veterans who find themselves involved with the criminal justice system. Her work involves the collection of qualitative and quantitative data to produce research reports and papers for publication. Early findings have been presented at two international conferences.
Linda is an alumni of Anglia Ruskin University, having completed all of her undergraduate and postgraduate study in the Department of Education. Her doctoral study, awarded in July 2014, investigated maternal influences in higher education, interviewing mother and daughter pairings.
Before taking up her role in the VFI, she was Course Leader for Education and Childhood Studies in the Dept of Education, exploring the relationship between the home and school on educational outcomes, based on social class.
Linda has completed a contract as a Research Assistant at the University of Cambridge on the ‘BUILD’ project, a study into early careers teachers’ development of inclusive pedagogy. The team continues to prepare papers for publication.
Linda's research interests reflect the various areas of academia in which she has been involved. Her work in the VFI involves investigating support and intervention strategies for veterans in the criminal justice system. Her previous research spans different education sectors and she has published three journal articles from her PhD. Papers from her research with the University of Cambridge are in preparation. She has also published early childhood research in both peer-reviewed journals and book chapters.
Linda supervises two full-time PhD students in the Dept of Education alongside Professor Tim Waller.
Linda regularly leads workshops for the Doctorate in Education programme and also for RDCS doctoral training, exploring different approaches to adopting a qualitative methodology.
She has taught on the BA Education and Childhood Studies and Masters pathways. She has delivered lectures for to up to 120 students, as well as leading smaller, seminar group work involving class interaction, dissemination of lecture material and face-to-face tutorials.
During her tenure as Course Leader she had responsibility for over 220 students, which necessitated regular engagement with staff and student representatives to provide solutions to improve the content, teaching, learning and assessment phases of taught modules.
Member of the Society for Evidence Based Policing
Book reviewer for Bloomsbury Press Education Dept
Book reviewer for Palgrave Publishers Ltd
Reviewer for Social Science Quarterly Journal
Editorial advisory board of the Journal for Critical Education Policy Studies
Reviewer for ‘Educate’ – The Journal of Doctoral Research in Education
Member of British Educational Research Association (BERA) Membership and Engagement Committee, reviewer for BERA Awards Committee and BERA conference abstracts and a member of the BERA Post Graduate Forum Steering Group
Member of interdisciplinary academic researchers’ group, Women’s Workshop for Qualitative Research
Fellow of Higher Education Academy (FHEA)
Member of the British Sociological Research Association (BSA)
Cooper, L., 2015 (forthcoming – available online). The maternal gift: mothers’ investment in their daughters’ higher education. The Journal of Further and Higher Education.
Rogers, C., and Cooper, L., 2015 (in press). Mothering and education: feminist sociologists in research methods. Sociological Research Online, 20, 2, 5-18.
Cooper, L., 2013. Women and higher education: narratives of middle class, mother-daughter dyads. Gender and Education, 25, 5, 624-639.
Kanyal, M., and Cooper, L., 2010. Young children’s perceptions of their school experience: a comparative study between England and India. Procedia Social and Behavioural Sciences, 2, 2, p3605-3613.
(Under review) Cooper, L., Andrew, S., and Fossey, M. Educating nurses to care for military veterans in civilian hospitals: an integrative literature review. Nurses Education Today.
(In preparation) Cooper, L., Fossey, M., and Caddick, N. The transition of veterans into civilian life: cultural competence and masculine subjectivities.
(In preparation) Wright, H., Cooper, L., and Luff, P. Women’s ways of working: circumventing the masculine structures operating within the University. Special Issue: Women’s Studies International Forum.
(In preparation) Black-Hawkins, K., Kershner, R., and Cooper, L. Children’s perspectives on inclusive classroom learning: an essential contribution to the development of inclusive pedagogy.
(In preparation) Black-Hawkins, K., Kershner, R. and Cooper, L. Helping early careers teachers to develop inclusive pedagogy: the importance of dialogue.
(In preparation) Kershner, R., Black-Hawkins, K., and Cooper, L. Working towards inclusive pedagogy: a dialogic approach.
Cooper, L., 2014. Interviews: using interviews to help children talk about their school experience. In: Kanyal, M., (Ed). Children’s rights 0-8: promoting participation in education and care. Abingdon: Routledge.
Cooper, L., and Gibbs, J., 2014. Challenges to participatory approaches in early years practice. In: Kanyal, M., (Ed). Children’s rights 0-8: promoting participation in education and care. Abingdon: Routledge.
Cooper, L., and Kanyal, M., 2014. Using questionnaires with children. In: Kanyal, M., (Ed). Children’s rights 0-8: promoting participation in education and care. Abingdon: Routledge.
Kanyal, M., and Cooper, L., 2012. Young children’s perceptions of their classroom environment: perspectives from England and India. In Papatheodorou, T., and Moyles, J. Cross-cultural perspectives on early childhood. London: Sage.
Cooper, L., 2015. Project Nova: veterans in the criminal justice system. International Military Veterans Conference. University of Lancashire. 2 October 2015.
Cooper, L., 2015. Project Nova: supporting veterans in police custody (poster presentation). International Conference on Evidence Based Policing. University of Cambridge. 6-8 July 2015.
Kershner, R., Black-Hawkins, K., and Cooper, L., 2014. Working towards inclusive pedagogy: a dialogic approach. British Psychological Society Annual Conference, Milton Keynes, 7-9 November 2014.
Black-Hawkins, K., Cooper, L., and Kershner, R., 2014. The BUILD project – understanding diversity and belonging in primary classrooms. British Educational Research Conference, Institute of Education, 23-25 September 2014.
Cooper, L., 2014. Maternal involvement in daughters’ access to higher education. British Educational Research Conference, Institute of Education, 23-25 September 2014.
Black-Hawkins, K., Kershner, R., and Cooper, L., 2014. Understanding children’s classroom experiences of diversity and belonging in English primary schools: BUILDing inclusive pedagogy through dialogue. ECER International Conference, Porto, Portugal, 2-4 September 2014.
Cooper, L., 2014. Extended mothering: maternal involvement in women’s access to higher education. British Sociological Association Conference, University of Leeds, 23-25 April 2014.