Dr. Hannah Chestnutt
Assistant Professor / Faculty of Education and Professional Studies - Schulich School of Education
About
Dr. Hannah R. Chestnutt is an Assistant Professor of Curriculum and Assessment at Nipissing University. She was previously the Director of McGill University’s Bachelor of Education programs where she was a faculty member from 2019-2025. Her PhD studies were completed at the University of Glasgow where she held a full PhD research scholarship for her doctoral research with the Robert Owen Centre for Educational Change.
Hannah brings to her teaching and research her years of experience as a secondary school mathematics and physics teacher, an outdoor educator, and an elementary school teacher in Ontario, New Jersey and Scotland.
She currently sits on the editorial board of the Journal of School Effectiveness and School Improvement.
Hannah brings to her teaching and research her years of experience as a secondary school mathematics and physics teacher, an outdoor educator, and an elementary school teacher in Ontario, New Jersey and Scotland.
She currently sits on the editorial board of the Journal of School Effectiveness and School Improvement.
Education
BSc, Trent University, Canada
BEd, Queen’s University, Canada
MEd, University of Glasgow, Scotland
PhD, University of Glasgow, Scotland
Research
Research Interests:
Collaborative inquiry, teacher networks, social network analysis, mathematics education, classroom assessment, educational equity
Publications
Selected publications:
- Chestnutt, H.R., Hollweck, T., Baradaran, N., Jiménez, M. (2024). Mapping distributed leadership using Social Network Analysis: Accompaniment in Québec. School Leadership & Management. DOI: 10.1080/13632434.2023.2198551
- 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. (2021) 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., & Lowden, K. (2017). Taking the lead: Teachers leading educational reform through collaborative enquiry in Scotland. In Teachers Leading Educational Reform (pp. 11-31). Routledge.
- 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.
- 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