Amanda Cooper
PhD, OCT

• PhD - Educational Administration University of Toronto 2012
• MEd - Educational Administration University of Toronto 2008
• BEd - English, Biology, Math Christchurch College of Education 2004
• BAH - English Major, Biology Minor Queen's University 2003

INVITED KEYNOTES 

• Invited Keynote: Understanding Co-Production and Policy Initiatives to Increase Evidence Use in Education. National Institute for Education, Singapore. February 2023.
•  Invited Keynote: Understanding and Enhancing Research Impact: The Role of Research-Practice-Policy Partnerships. National Institute for Education, Singapore. September 30, 2022.
• Invited Keynote: Building Research-Practice-Policy Networks for School Improvement. OECD (Organization for Economic Cooperation and Development). February 22, 2022.
• Invited Keynote: Strengthening Research-Policy Engagement Through Brokering. Sustainable Education Policy Network, Saskatoon, Saskatchewan. June 10, 2016.
• Invited Keynote Address and Workshop: Systematic Planning for Knowledge Mobilization – Moving Beyond Ad Hoc Efforts Towards Intentional Impact. Comparative International Education Society Congress, Vancouver, British Columbia. March 6, 2016.
• Invited Keynote Address: Making Change—Research, Policy, and Practice. Featured Interdisciplinary Symposium, Congress, Ottawa. May 31, 2015.
• Invited Keynote Address: Brokering as a Central Mechanism for Change: A Whole Systems Approach to KMb and KT. SickKids Hospital, Knowledge Translation and Practitioner Course, Peter Gilgan Centre for Teaching and Learning, Toronto. October 26, 2015.

POLICYMAKERS: INVITED CAPACITY BUILDING WORKSHOPS

• Invited Workshop: Research Impact and Policy. 75th Anniversary, Federation for Humanities and Social Sciences Research Council. November 17, 2015.
• Strategic Planning Session: Provincial KMb Efforts. Invited Presentation. Ontario Education Research Panel, Ministry of Education.
• Invited Presentation: Le Centre de Transfert pour la Reussite Educative du Quebec (CTREQ) Annual Meeting.
• Connecting Researchers, Intermediaries, and Users in Education – 45 Projects from Ontario, Canada. Invited Presenter & Workshop Leader. K Conference*.
• The Role of K* in Strengthening Science-Policy Integration. Invited Expert Panel Member & Workshop Leader. Canadian Science Policy Conference.
• The Relationship Between Educational Research and Policy. Invited Speaker. Danish School Council Visit, OISE.
• The Tolstoy Trap. Invited Speaker. Polivery II—Getting Big Things Done in Government, Cabinet Office of Ontario.

REFEREED JOURNAL ARTICLES

• Searle, M., Cooper, A., Worthington, P., Hughes, J., Poth, C., & Gokiert, R. (2024). A Systematic Review Examining Developments in Evaluation Use. American Journal of Program Evaluation.
• MacGregor, S., Cooper, A., & Holden, M. (2023). Leadership in times of crisis: Ontario teachers’ perspectives of system leaders during the COVID-19 pandemic. School Leadership & Management. https://doi.org/10.1080/13632434.2023.2232819
• Cooper, A., DeLuca, C., Holden, M., & MacGregor, S. (2022). A priority player: Rethinking classroom assessment amidst emergency remote teaching. Assessment in Education: Principles, Policy, & Practice. https://doi.org/10.1080/0969594X.2022.2069084
• MacGregor, S., Cooper, A., Searle, M., & Kukkonen, T. (2022). Co-production and arts-informed inquiry as creative power for knowledge mobilization. Evidence and Policy. https://doi.org/10.1332/174426421X16478737939339
• MacGregor, S., & Cooper, A. (2022). A framework to combine mixed methods integration and developmental evaluation to study complex systems. Canadian Journal of Program Evaluation, 36(3). https://doi.org/10.3138/cjpe.71488
• Cooper, A., MacGregor, S., & Timmons, K. (2021). Exploring how Ontario teachers adapted to learn-at-home initiatives during COVID-19: Blending technological and pedagogical expertise in a time of growing inequities. Journal of Teaching and Learning, 15(2), 81-101. https://doi.org/10.22329/jtl.v15i2.6726
• Cooper, A., MacGregor, S., & Shewchuk, S. (2021). A Research Model to Study Research-practice-partnerships in Education. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-11-2019-0031
• Timmons, K., Cooper, A., Bozek, E., & Braund, H. (2021). The impacts of COVID-19 on early childhood education: Capturing the unique challenges associated with remote teaching and learning in K-2. Early Childhood Education Journal. https://doi.org/10.1007/s10643-021-01207-z
• Cooper, A., Shewchuk, S., & MacGregor, S. (2020). A developmental evaluation of research-practice partnerships and their impacts. International Journal of Education Policy and Leadership, 16(9). https://doi.org/10.22230/ijepl.2020v16n9a967
• MacGregor, S., & Cooper, A. (2020). Blending research, journalism, and community expertise: A case study of co-production in research communication. Science Communication, 42(3), 340–368. http://dx.doi.org/10.1177/1075547020927032
• MacGregor, S., Cooper, A., Coombs, A., & DeLuca, C. (2020). A scoping review of co-production between researchers and journalists in research communication. Heliyon, 6(9), 1-10. https://doi.org/10.1016/j.heliyon.2020.e04836
• Shewchuk, S. & Cooper, A. (2018). Exploring equity in Ontario: A provincial scan of 785 equity policies across 72 school boards. Canadian Journal of Education, 41(4), 917-953. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3248
• Shewchuk, S. & Cooper, A. (2018). Research impact, the ‘new academic capital’: An environmental scan of research impact indicators and resources for the humanities and social sciences across 32 countries. Journal of Social Science, 14, 55-64. https://doi.org/10.3844/jssp.2018.55.64
• Cooper, A., Rodway, J., & Read, R. (2018). Knowledge mobilization practices of educational researchers across Canada. Canadian Journal for Higher Education, 48(1), 1-21. https://doi.org/10.47678/cjhe.v48i1.187983
• Cooper, A. (2017). How are Educational Researchers Interacting with End-users to Increase Impact. Engaged Scholar Journal, 3(2), 99-122. https://doi.org/10.15402/esj.v3i2.335
• Kukkonen, T., & Cooper, A. (2017). An arts-based knowledge translation planning framework for researchers. Evidence and Policy, 15(2), 293-311. https://doi.org/10.1332/174426417X15006249072134
• Cooper, A., Klinger, D., & McAdie, P. (2017). What do teachers need? An exploration of evidence-informed practice for classroom assessment in Ontario. Educational Researcher, 59(2), 190-208. https://doi.org/10.1080/00131881.2017.1310392
• Cooper, A. (2016). A tool to assess and compare knowledge mobilization efforts of faculties of education, intermediary organizations, ministries of education and school districts. Brock Education Letter, 25(1), 1-18. https://doi.org/10.26522/brocked.v25i1.441
• Cooper, A. (2015). A knowledge mobilization tool to support evidence-based leadership. Antistasis, 5(1), 19-23. https://journals.lib.unb.ca/index.php/antistasis/article/view/22856
• Cooper, A. (2014). The Use of Online Strategies and Social Media for Research Dissemination in Education. Education Policy Analysis Archives, 22(70), 1-27. http://dx.doi.org/10.14507/epaa.v22n88.2014
• Cooper, A. (2014). Knowledge mobilisation in education across Canada: A cross-case analysis of 44 research brokering organizations. Evidence and Policy, 10(1), 29-59. http://dx.doi.org/10.1332/174426413X662806
• Cooper, A. (2013). Research mediation in education: A typology of research brokering organizations that exist across Canada. Alberta Journal of Education, 59(2), 181-207. https://doi.org/10.11575/ajer.v59i2.55613
• Cooper, A., & Levin, B. (2013). Research use by leaders in Canadian school districts. International Journal of Education Policy and Leadership, 8(7), 1-15. https://doi.org/10.22230/ijepl.2013v8n7a449
• Levin, B., Cooper, A., Arjomand, S., & Thompson, K. (2011). Can simple interventions increase research use among educational leaders in secondary schools? Canadian Journal of Educational Administration and Policy, 126, 1-29. https://files.eric.ed.gov/fulltext/EJ955449.pdf
• Cooper, A., & Levin, B. (2010). Some Canadian contributions to understanding knowledge mobilization. Evidence and Policy, 6(3), 351-369. http://dx.doi.org/10.1332/174426410X524839
• Cooper, A., Levin, B., & Campbell, C. (2009). The growing (but still limited) importance of evidence in education policy and practice. Journal of Educational Change, 10 (2-3), 159-171. https://doi.org/10.1007/s10833-009-9107-0

ARTICLES IN PROFESSIONAL JOURNALS, NON-REFEREED (N=2)

• Cooper, A., & Levin, B. (2010). Using research in secondary schools: Education leaders respond. Education Canada, 50(4), 58-62.
• Levin, B., & Cooper, A. (2010). How do people learn about research? Education Canada, 50(4), 26.

BOOK CHAPTERS (N=10), STUDENTS ARE UNDERLINED

• Cooper, A., Searle, M., MacGregor, S., & Kukkonen, T. (2023). Encouraging ‘the audacity of imagination’ in research-practice-partnerships: Arts-informed approaches to research and coproduction as a learning mechanism for school improvement. In OECD (Ed.), Strengthening the impact of education research in policy and practice – Culture and learning for thoughtful engagement with research. OECD.
• Holden, M., DeLuca, C., MacGregor, S., & Cooper, A. (2023). Adapting classroom assessment practices to the online environment: Lessons learned from secondary school teachers in the early days of COVID-19. In P. Seitz, & S. L. Hill (Eds.), Student assessment for the online learning platform: A Canadian perspective.
• MacGregor, S., & Cooper, A. (2022). Multi-stakeholder networks and evidence-informed practice in education: A case from Ontario, Canada. In C. Brown & J. R. Malin (Eds.), The Emerald international handbook of evidence-informed practice in education (pp. 3–96). Emerald Publishing.
• Timmons, K., Cooper, A., Braund, H., & Bozek, E. (2022). Remote teaching and learning in early primary contexts: A qualitative study of teachers and parents during the COVID-19 lockdown (Chapter 21). In J. Pattnaik & M. R. Jalongo (Eds.), The impact of COVID-19 on early childhood education and care: International perspectives, challenges, and responses. Springer Nature.
• MacGregor, S., & Cooper, A. (2020). Research-practice partnerships: An innovative approach to school improvement. In A. Urick, D. DeMatthews, & T. G. Ford (Eds.), Maximizing the policy relevance of research for school improvement (pp. 315–335). Information Age Publishing.
• Cooper, A., Rodway, J., MacGregor, S., Sewchuk, S., & Searle, M. (2019). Knowledge brokering: “Not a place for novices or new conscripts.” In J. R. Malin & C. Brown (Eds.), The role of knowledge brokers in education: Connecting the dots between research and practice (pp. 90–107). Routledge.
• Cooper, A. (2013). Research Brokering Organizations in Education across Canada: A response to evidence-based policy making and practice initiatives. In S. Young (Ed.), Evidence-based policy making in Canada (pp. 67-92). Oxford University Press.
• Read, R., Cooper, A., Edelstein, H., Sohn, J., & Levin, B. (2013). Knowledge mobilization and utilization. In B. Levin, J. Qi, H. Edelstein, & J. Sohn (Eds.), The impact of research in education: An international perspective. Policy Press.
• Cooper, A., & Portelli, J. (2012). Teaching controversial issues: An educational imperative. In B. McMahon & J. P. Portelli (Eds.), Student engagement in urban schools: Beyond neoliberal discourses. Information Age Publishing.
• Levin, B., & Cooper, A. (2012). Theory, research, and practice in mobilizing research knowledge in education. In T. Fenwick & L. Farrell (Eds.), Knowledge mobilization and educational research: Politics, languages, and responsibilities. Routledge.