The NSEE team consists of senior researchers with years of experience in education, both nationally and internationally.
Meet the team
Professor Chris Chapman is Chair of Educational Policy and Practice at the University of Glasgow and Director of Policy Scotland.
He is also co-director of ESRC/Scottish Government funded What Works Scotland Centre and Founding Director of the Robert Owen Centre for Educational Change.
Chris is the key architect and PI of Children’s Neighbourhoods Scotland and the Network for Social and Educational Equity based at the University of Glasgow. His research focuses on issues related to educational and social change particularly in high poverty settings.
Chris is seconded part-time to Scottish Government as senior academic advisor in the Learning Directorate where most of his work focuses on supporting the Scottish Attainment Challenge.
Chris is also a member of the First Minister’s International council of Education Advisors and President-elect of the International Congress for School Effectiveness and Improvement
Kevin Lowden is a senior researcher in the Robert Owen Centre for Educational Change (ROC) and a leading researcher in the NSEE programme.
Kevin has more than 30 years’ experience leading and conducting major national and international education research and evaluation projects for Government, charitable organisations and research councils.
Key themes in his research include: collaborative working and enquiry to drive educational and social change, assessing the impact of innovative education programmes and professional learning and development.
Stuart Hall is a senior researcher in the Robert Owen Centre for Educational Change at the University of Glasgow. He is a leading researcher in the NSEE programme.
Over the last 25 years he has been involved in more than 60 policy-related research or evaluation projects. These include projects for Scottish Government, the Training and Development Agency for schools (TDA), and Education Scotland.
He was a member of the Glasgow University research team evaluating and supporting the Schools of Ambition, Glasgow Partnership Schools and recently the Schools Improvement Partnership Programme (SIPP).
Irene Bell is currently working with the West Partnership Regional Improvement Collaborative (RIC) on research and impact.
She has over 30 years’ experience as a practitioner, leader and researcher in education and local economic development in Scotland and abroad. She has worked in all three of Glasgow`s universities and lived and worked in South-east Asia, on a variety of education and knowledge exchange projects.
She was also a board director of the Economic Development Association for Scotland (EDAS) for 12 years and chair of its Policy and International Group, and in this capacity a member of the Scottish Parliament`s Cross Party Group on Skills.
Key research interests: individual and collective capacity building and innovative education programmes.
Jo Neary is a research associate in the Robert Owen Centre for Educational Change at the University of Glasgow.
Her PhD investigated young people’s experiences of housing demolition in two deprived neighbourhoods in Glasgow, and explored the role of schools, youth groups, family, and community in developing resilience to navigate stressful events.
Her research interests explore the intersection between social policy, neighbourhoods, health and wellbeing, and education.
Deja Lusk’s research focuses on understanding the disparity of women in STEM fields in Scotland, specifically analysing the history of Scottish policy around the promotion of women in STEM.
She has investigated the psychological and sociological factors that contribute to women’s enthusiasm for STEM at school and beyond with an aim of identifying policy practices to address the concerns.
Emma Baird has more than 25 years’ experience in the communications industry, including roles in journalism, contract publishing, press & PR management and freelance content marketing expertise.
She specialises in providing engaging content and identifying where and how to share relevant organisational communications and material. She has a passion for plain English and de-jargonising reports and papers.
Romina Madrid works with the Network for Social and Educational Equity as an international research associate.
Romina has extensive research experience and skills from educational institutions in both the US and Chile, and has worked on areas of school improvement and leadership. She is passionate about socio-cultural dimensions—namely, social class, gender and race, and how they impact on educational inequality.
Currently, she works at the Catholic University of Valparaíso. She designed and conducted a three-year project that aims to strength teacher preparation, school-university relationships, and teacher professional development.
Romina works with the NSEE team on joint writing and research endeavours and exchanges.
Madrid, R., Córdoba, C., & Flores, C. (In press). Principals’ Leadership Tensioned By Market Pressures In Chile. In Arar, K., Orucu, D., & Wilkinson, J. (Eds.), Neoliberalism and Education Systems in Conflicts: Exploring Challenges Across the Globe. Routledge.
Fernández, M. B., & Madrid, R. (2020). Profesionalización desde una Perspectiva Democrática: Nudos Críticos y Propuestas para la Formación y el Desarrollo Profesional Docente. En Corvera, M.T., & Muñoz, G., Horizontes y Propuestas para Transformar el Sistema Educativo Chileno (pp.206 – 233). Ediciones Biblioteca del Congreso Nacional de Chile, Colección Senado.
Madrid, R., Saracostti, M., Reininger, T., & Hernández, M. T. (2019). Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 1-13.
Madrid, R. & Felber-Smith, A. (2017). Charter School Leaders as Policy Actors. In Gawlik, M. A., & Bickmore, D. L. (Eds.), Unexplored Conditions of Charter School Principals: An Examination of the Issues and Challenges for Leaders(pp.23 – 40). Rowman & Littlefield.
Madrid Miranda, R. M. (2016). Choosing By Habitus: Multi-Case Study of Families & Schools in the Context of School Choice (Doctoral dissertation, University of Minnesota).
Montecinos, C., Madrid, R., Fernández, M. B., & Ahumada, L. (2014). A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile. Educational Assessment, Evaluation, and Accountability, 26(3), 241-261.
López, V., Madrid, R., & Sisto, V. (2012). ” Red Light” in Chile: Parents Participating as Consumers of Education Under Global Neoliberal Policies. In Globalization-Education and Management Agendas. IntechOpen.
Ahumada, L., López, V., Galdames, S., & Madrid, R. (2012). School principals at their lonely work: Recording workday practices through ESM logs. Computers & Education, 58, 413–422.
Helen Brown is an associate member of the Network for Social and Educational Equity.
She is a primary school head teacher in West Dunbartonshire and is currently seconded as a lead officer in the West Partnership Regional Improvement Collaboration.
Her interests lie in promoting and supporting collaborative working and enquiry to improve outcomes for young people. This has involved participating in the School Improvement Partnerships 2013-16 led by the Robert Owen Centre, further developing collaborative action research approaches in West Dunbartonshire and now, as the lead officer of Collaborative Learning Networks, promoting collaborative opportunities across the West Partnership.
The West Partnership Collaborative Learning Network offers a professional learning programme, in partnership with the Network for Social and Educational Equity, that develops skills in evidence-based collaborative enquiry through facilitated support and enquiry groups.
The network provides practitioners with the opportunity to collaborate with colleagues across the partnership.
Website: The West Partnership