Dr. Hannah Chestnutt
Title:
Faculty Lecturer
Academic title(s):
Program Director, Bachelor of Education Programs
Group:
Program Director
Department:
Department of Integrated Studies in Education (DISE)
Biography:
Hannah Chestnutt joined the Department of Integrated Studies in Education as Faculty Lecturer in August 2019. Prior to coming to McGill she graduated from the University of Glasgow with a PhD in Education in 2018. Before completing her PhD she was a secondary teacher in Scotland, a middle school teacher in New Jersey, and both an elementary and a secondary teacher in Canada.
Degree(s):
- PhD, Education, University of Glasgow, Scotland
- MEd, Education, University of Glasgow, Scotland
- BEd, Concurrent Education, Queen's University, Canada
- BSc, Physics and Mathematics, Trent University, CanadaDegree, Institution
Awards, honours, and fellowships:
- Educational PhD Research Scholarship, College of Social Sciences, University of Glasgow (2014-16)
- Principal’s Early Career Mobility Fund, University of Glasgow (2016)
- William Boyd Award, University of Glasgow, Most distinguished Master of Education graduate (2012)
Selected publications:
- 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, https://doi.org/10.1108/IJSHE-04-2021-0164
- Gonsalves, A. and Chestnutt, H.R. (2020) Counterspaces that support identity work in physics. Physics in Canada.
- Gonsalves, A. and Chestnutt, H.R. (2020) Networks of support: Investigating a counterspace that provides identity resources for minoritized students in post-secondary physics. The Physics Teacher, 58, 324. doi.org/10.1119/1.5145526
- Chestnutt, H.R. (2020) Tensions and choices: The value of the relationship between SNA researcher and researched. School Effectiveness and School Improvement. doi.org/10.1080/09243453.2020.1759655
- Chapman, C., Chestnutt, H.R., Friel, N., Hall, S. and Lowden, K. (2018) Teachers leading educational reform through collaborative enquiry in Scotland. In A. Harris, M. Jones, J. Huffman, (Eds.) Teachers leading educational reform: The power of professional learning communities (3-22). London: Routledge.
- Chestnutt, H.R. and Chapman, C. (2017) Lessons the US Can Learn from England’s Experience with Specialist Schools. In: Fox, R. and Buchanan, N. (eds) Handbook of School Choice: A Handbook for Researchers, Practitioners, Policy-Makers and Journalists. Chichester: Wiley Blackwell.
- Chapman, C., Chestnutt, H.R., Friel, N., Hall, S., and Lowden, K. (2016) Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1(3), pp. 178-197. doi/10.1108/JPCC-03-2016-0007
- Chapman, C., Lowden, K., Chestnutt, H.R., Hall, S., McKinney, S. and Friel, N. (2016) The School Improvement Partnership Programme: Sustaining Collaboration and Enquiry to Tackle Educational Inequity. Report to Education Scotland. Education Scotland, Livingston.
- Chestnutt, H.R. (2020, June). Using Social Network Analysis in educational research in Scotland and Canada. Paper presentation for the Canadian Society for the Study of Education Annual Conference, London, ON, Canada. https://csse-scee.ca/wp-content/uploads/2020/03/CSSE-Program-Draft-Mar-1... (Conference cancelled)
- Harvey, B., Chestnutt, H.R., Essa, Shaemaa (2020, June). Collaboration in higher education: Transdisciplinary networks for sustainability researchers. Paper presentation for the Canadian Society for the Study of Education Annual Conference, London, ON, Canada. https://csse-scee.ca/wp-content/uploads/2020/03/CSSE-Program-Draft-Mar-1... (Conference cancelled)
