Hannah Chestnutt
Assistant Professor

Dr. Hannah Chestnutt

She/her/hers

Biography

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.

Positions

Full-time Faculty
Faculty of Education and Professional Studies - Schulich School of Education
Graduate Program Faculty
Graduate Studies - Master of Education
Graduate Program Faculty
Graduate Studies - PhD in Education (Educational Sustainability)

Education

PhD, Education, University of Glasgow
2018
MEd, Education, University of Glasgow
2012
BEd, Education, Queen's University
1996
BSc, Physics and Mathematics, Trent University
1995

Teaching Areas

Undergraduate Programs

  • Consecutive Education

Graduate Studies

  • Master of Education
  • PhD in Education (Educational Sustainability)

Graduate Supervision

Accepting Students for Supervision

Research

Research Interests

  • Collaborative action research to support teaching

Open to Media Inquiries

Publications

Chestnutt, H.R., Hollweck, T., Baradaran, N., Jiménez, M. (2024). Mapping distributed leadership using Social Network Analysis: Accompaniment in Québec. School Leadership & Management.

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) Networks of support: Investigating a counterspace that provides identity resources for minoritized students in post-secondary physics. The Physics Teacher, 58, 324.

Chestnutt, H.R. (2020) Tensions and choices: The value of the relationship between SNA researcher and researched. School Effectiveness and School Improvement.

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.

Chapman, C., Chestnutt, H., Friel, Hall, S., Lowden, K. (2018). Teachers leading educational reform through collaborative enquiry in Scotland. In A.Harris, M.Jones, Huffman(Eds) Teachers leading educational reform:The power of professional learning communities,3-22. London Routledge

Chapman, C., Chestnutt, H., Friel, Hall,S., Lowden, K. (2017). Taking the lead:Teachers leading educational reform through collaborative enquiry in Scotland. In Teachers Leading Educational Reform ,11-31. Routledge.