Hannah Renée Chestnutt

McGill University, Department of Integrated Studies in Education (DISE), Faculty Lecturer

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Dr. Hannah Chestnutt is a program director of teacher education and a faculty lecturer in the Department of Integrated Studies in Education in the Faculty of Education at McGill University. Hannah completed her PhD in Education at the University of Glasgow after teaching high school and elementary school in Scotland, New Jersey, and Canada. Dr. Chestnutt teaches courses in classroom assessment, mathematics pedagogy and practice, and the graduate professional practice project. Her research uses social network analysis to examine collaboration, brokering, and knowledge co-production in educational contexts. Past research projects have also investigated inequities in education. Her PhD focused on inequities in schools in disadvantaged areas of Scotland.

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Papers by Hannah Renée Chestnutt

Winkler, K.J., Bennett, E. and Chestnutt, H.R. (2021), Mapping social structures for sustainability transformation at McGill University, Canada, International Journal of Sustainability in Higher Education,

Gonsalves, A. and Chestnutt, H.R. (2020) Counterspaces that support identity work in physics. Physics in Canada.

Research on the Impact of the School Improvement Partnership Programme: Using Collaboration and Enquiry toTackle Educational Inequity. Phase 1 Report to Education Scotland

The interim report on the evaluation of the impact of the School Improvement Partnership Programm... more The interim report on the evaluation of the impact of the School Improvement Partnership Programme (SIPP) by the Robert Owen Centre at the University of Glasgow is now available. Education Scotland is working with local authorities and university researchers to broker and facilitate partnerships within and across schools and local authorities. The SIPP adopts a solution-focused approach underpinned by systematic enquiry and the use of evidence to tackle Scotland’s attainment issues with a focus on collaboration and innovation to tackle educational inequality. The interim report has two key messages. Firstly, during this early phase SIPP has stimulated the imagination and creativity within a number of local authorities and their schools. This is often leading to the development of diverse and complex partnerships designed to tackle inequality in education. Secondly, there is emerging evidence to suggest that some of the partnerships are becoming embedded and putting in place interventions that reflect principles of effective collaborative enquiry and practice.

Tensions and choices: the value of the relationship between social network analysis researcher and researched

School Effectiveness and School Improvement, 2020

ABSTRACT The choice of a social network analysis approach for the exploration of relationships in... more ABSTRACT The choice of a social network analysis approach for the exploration of relationships in educational settings provides the opportunity for a unique perspective about informal networks of relationships. Rather than considering only the attributes of individuals or organizations, social network analysis affords the opportunity to also examine the social structure and social relations in which resources are embedded. Networks of relationships between educational professionals, researchers, policymakers, or philanthropic foundations now cross numerous boundaries such that global decisions and forces have implications at local levels, including inside classrooms. Understanding the flow of ideas and resources among individuals and between organizations may illuminate the conditions required to support innovative, sustainable, and equitable education networks. A consideration of ethical and methodological choices leads to propositions for the development of an understanding of the limitations, responsibilities and possibilities of choosing social network analysis.

Gonsalves, A. and Chestnutt, H. (2020). Networks of support: Investigating a counterspace that provides identity resources for minoritized students in post-secondary physics. The Physics Teacher, 58, 318-321.

The Physics Teacher, 2020

Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, (2016), 1(3), pp. 178-197. (doi:10.1108/JPCC-03-2016-0007) by C. Chapman, H. Chestnutt, N. Friel, S. Hall and K. Lowden.