Dr Romina Madrid Miranda
- Lecturer in Educational Change and Collaborative Improvement (School of Education)
https://orcid.org/0000-0002-3624-1493Biography
I am a Lecturer in Educational Change and Collaborative Improvement in the School of Education. I have a Bachelor of Arts in Psychology from Pontifical University Catholic of Valparaiso and a PhD in Organisational Leadership, Policy, and Development from the University of Minnesota.
My primary research interests focus on how the development of alliances among educational actors, and the production and use of evidence that draw on diverse knowledge and expertise, particularly through inquiry, can transform not only policies but practices and cultures impacting on professional learning and student outcomes. I have extensive expertise in undertaking research and evaluation along with teaching and supervision in these fundamental areas of exploration. In addition, I lead international professional learning opportunities for educationalists at all levels of the system in the areas of educational policy, leadership, improvement, and collaboration.
Prior to moving to Glasgow, Romina led a three-year Research-Practice Partnership that built collaboration and inquiry between the university and school system to develop a networked learning system between ITE staff, pre-service teachers and school teachers and leaders. During the last year, she has worked as a researcher associated with the Network for Social and Educational Equity (NSEE) at at the Robert Owen Centre for Educational Change and is a founder member of the Crisis Response in Education Network within the International Congress for School Effectiveness and Improvement (ICSEI).
Publications
2022
Madrid Miranda, R. and Chapman, C. (2022) Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile. Professional Development in Education, (doi: 10.1080/19415257.2021.1902840) (Early Online Publication)
2021
Aravena, F. and Madrid, R. (2021) Los apoderados, los enemigos: perspectivas de directores escolares en Chile sobre los conflictos escolares = The families, the enemies: Chilean principals’ perspectives on school conflicts. Pensamiento Educativo, 58(1), pp. 1-16. (doi: 10.7764/PEL.58.1.2021.5)
Ehren, M.C.M., Madrid, R. , Romiti, S., Armstrong, P.W., Fisher, P. and McWhorter, D.L. (2021) Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency. Perspectives in Education, 39(1), pp. 61-76. (doi: 10.18820/2519593X/pie.v39.i1.5)
Aravena, F. and Madrid, R. (2021) Liderazgo en escuelas categorizadas como insuficientes en Chile: percepciones de directoras = Leadership in schools categorized as insufficient in Chile: perceptions of principals. Innovaciannoes Educatavis, 23(34), pp. 113-129. (doi: 10.22458/ie.v23i34.3420)
CIAE & Colegio Antilen, et al. (2021) Sistematización de Prácticas Relevantes e Innovadoras en la Vinculación entre Colegio y Universidad durante la Implementación de Prácticas de Formación Inicial Docente. Documentation. CIAE.
2020
González, Á., Fernández, M. B., Pino-Yancovic, M. and Madrid, R. (2020) Teaching in the pandemic: reconceptualizing Chilean educators' professionalism now and for the future. Journal of Professional Capital and Community, 5(3/4), pp. 265-272. (doi: 10.1108/JPCC-06-2020-0043)
Aravena, F. and Madrid, R. (2020) The shock absorbers: school principals and their conflicts in Chile. Journal of Educational Administration and History, 52(4), pp. 417-431. (doi: 10.1080/00220620.2020.1793739)
Fernández, M.B. and Madrid, R. (2020) Profesionalización desde una perspectiva democrática: nudos críticos y propuestas para formación y desarrollo docente = Teacher professionalization from a democratic perspective: critical points and proposals for teacher education and professional development. In: Covera, M.T. and Muñoz, G. (eds.) Horizontes y Propuestas para Transforma el Sistema Educativo Chileno. Ediciones Biblioteca del Congreso Nacional de Chile, Colección Senado, pp. 206-233.
Madrid Miranda, R. , Córdoba Calquín, C. and Flores Gómez, C. (2020) Principals’ leadership tensioned by market pressures in Chile. In: Arar, K., Örücü, D. and Wilkinson, J. (eds.) Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe. Routledge, pp. 45-55. ISBN 9780367352554
2019
Madrid, R. , Saracostti, M., Reininger, T. and Hernández, M. T. (2019) Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela = Accountability, obedience, and resistance: teachers and families' perspectives on school-family collaboration. Revista ElectrónicaInteruniversitaria de Formación del Profesorado, 22(3), pp. 1-13. (doi: 10.6018/reifop.389801)
2018
Ingram, D., Dupuis, D., Johnson, J. and Madrid, R. (2018) College Possible College Program Social Innovation Fund Year 4 (Final) Impact and Implementation Evaluation Report (2016-2017). Documentation. University of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement, Saint Paul, MN.
Ingram, D., Madrid, R. , Peterson, K. and Diamond, K. (2018) White Bear Lake Area Schools’ International Baccalaureate Program: Stage 2 Evaluation Report. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
2017
Dupuis, D.N. and Madrid, R. (2017) Evaluation of the Dual Language Immersion Project (DLI3P): Year 1. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Ingram, D., Madrid, R. and Dupuis, D. (2017) Multiple Pathways to Alternative Teacher Licensure: Formative Evaluation Report on the Minneapolis Residency Program. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Ingram, D., Madrid, R. and Johnson, J. (2017) College Possible College Program Social Innovation Fund Year Three Preliminary Impact Evaluation Report (2015-2016). Documentation. niversity of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement, Saint Paul, MN.
Madrid, R. and Desjardins, C. (2017) An Evaluation of Z Puppets Rosenschnoz’ Workshops and Performances of Cellula. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Madrid, R. and Felber-Smith, A. (2017) Charter school leaders as policy actors. In: Gawlik, M.A. and Bickmore, D.L. (eds.) Unexplored Conditions of Charter School Principals: An Examination of the Issues and Challenges for Leaders. Rowman & Littlefield, pp. 23-40.
Madrid, R. and Ingram, D. (2017) Neighborhood Bridges 2016-2017 Evaluation Report. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Peterson, K. and Madrid, R. (2017) Evaluation of School Climate in Becker Public School District. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
2014
Montecinos, C., Madrid, R. , Fernández, M. B. and 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), pp. 241-261. (doi: 10.1007/s11092-014-9190-5)
2013
Demerath, P., Felber‐Smith, A., Ingram, D., Madrid, R. and Seashore Louis, K. (2013) Turnaround River City Year 3 Summary Report. Documentation. River City. (Unpublished)
2012
Lopez, V., Madrid, R. and Sisto, V. (2012) "Red Light" in Chile: parents participating as consumers of education under global neoliberal policies. In: Cuadra-Montiel, H. (ed.) Globalization - Education and Management Agendas. IntechOpen. ISBN 9789535107026 (doi: 10.5772/50305)
López, V., Ahumada, L., Galdames, S. and Madrid, R. (2012) School principals at their lonely work: recording workday practices through ESM logs. Computers and Education, 58(1), pp. 413-422. (doi: 10.1016/j.compedu.2011.07.014)
2011
Sanhueza, C.M., Cofré, M.B.F. and Miranda, R.M. (2011) Desarrollo de expertise adaptativa en docentes: una aproximacion desde el aprendizaje colaborativo entre pares = Development of adaptive expertise in teachers: an approach from collaborative peer learning. In: Catalan, J. (ed.) Psicología Educacional: Proponiendo rumbos, problemáticas y soluciones. Universidad de La Serena, pp. 217-243.
Articles
Madrid Miranda, R. and Chapman, C. (2022) Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile. Professional Development in Education, (doi: 10.1080/19415257.2021.1902840) (Early Online Publication)
Aravena, F. and Madrid, R. (2021) Los apoderados, los enemigos: perspectivas de directores escolares en Chile sobre los conflictos escolares = The families, the enemies: Chilean principals’ perspectives on school conflicts. Pensamiento Educativo, 58(1), pp. 1-16. (doi: 10.7764/PEL.58.1.2021.5)
Ehren, M.C.M., Madrid, R. , Romiti, S., Armstrong, P.W., Fisher, P. and McWhorter, D.L. (2021) Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency. Perspectives in Education, 39(1), pp. 61-76. (doi: 10.18820/2519593X/pie.v39.i1.5)
Aravena, F. and Madrid, R. (2021) Liderazgo en escuelas categorizadas como insuficientes en Chile: percepciones de directoras = Leadership in schools categorized as insufficient in Chile: perceptions of principals. Innovaciannoes Educatavis, 23(34), pp. 113-129. (doi: 10.22458/ie.v23i34.3420)
González, Á., Fernández, M. B., Pino-Yancovic, M. and Madrid, R. (2020) Teaching in the pandemic: reconceptualizing Chilean educators' professionalism now and for the future. Journal of Professional Capital and Community, 5(3/4), pp. 265-272. (doi: 10.1108/JPCC-06-2020-0043)
Aravena, F. and Madrid, R. (2020) The shock absorbers: school principals and their conflicts in Chile. Journal of Educational Administration and History, 52(4), pp. 417-431. (doi: 10.1080/00220620.2020.1793739)
Madrid, R. , Saracostti, M., Reininger, T. and Hernández, M. T. (2019) Responsabilización, obediencia y resistencia: perspectivas de docentes y padres sobre la colaboración familia-escuela = Accountability, obedience, and resistance: teachers and families' perspectives on school-family collaboration. Revista ElectrónicaInteruniversitaria de Formación del Profesorado, 22(3), pp. 1-13. (doi: 10.6018/reifop.389801)
Montecinos, C., Madrid, R. , Fernández, M. B. and 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), pp. 241-261. (doi: 10.1007/s11092-014-9190-5)
López, V., Ahumada, L., Galdames, S. and Madrid, R. (2012) School principals at their lonely work: recording workday practices through ESM logs. Computers and Education, 58(1), pp. 413-422. (doi: 10.1016/j.compedu.2011.07.014)
Book Sections
Fernández, M.B. and Madrid, R. (2020) Profesionalización desde una perspectiva democrática: nudos críticos y propuestas para formación y desarrollo docente = Teacher professionalization from a democratic perspective: critical points and proposals for teacher education and professional development. In: Covera, M.T. and Muñoz, G. (eds.) Horizontes y Propuestas para Transforma el Sistema Educativo Chileno. Ediciones Biblioteca del Congreso Nacional de Chile, Colección Senado, pp. 206-233.
Madrid Miranda, R. , Córdoba Calquín, C. and Flores Gómez, C. (2020) Principals’ leadership tensioned by market pressures in Chile. In: Arar, K., Örücü, D. and Wilkinson, J. (eds.) Neoliberalism and Education Systems in Conflict: Exploring Challenges Across the Globe. Routledge, pp. 45-55. ISBN 9780367352554
Madrid, R. and Felber-Smith, A. (2017) Charter school leaders as policy actors. In: Gawlik, M.A. and Bickmore, D.L. (eds.) Unexplored Conditions of Charter School Principals: An Examination of the Issues and Challenges for Leaders. Rowman & Littlefield, pp. 23-40.
Lopez, V., Madrid, R. and Sisto, V. (2012) "Red Light" in Chile: parents participating as consumers of education under global neoliberal policies. In: Cuadra-Montiel, H. (ed.) Globalization - Education and Management Agendas. IntechOpen. ISBN 9789535107026 (doi: 10.5772/50305)
Sanhueza, C.M., Cofré, M.B.F. and Miranda, R.M. (2011) Desarrollo de expertise adaptativa en docentes: una aproximacion desde el aprendizaje colaborativo entre pares = Development of adaptive expertise in teachers: an approach from collaborative peer learning. In: Catalan, J. (ed.) Psicología Educacional: Proponiendo rumbos, problemáticas y soluciones. Universidad de La Serena, pp. 217-243.
Research Reports or Papers
CIAE & Colegio Antilen, et al. (2021) Sistematización de Prácticas Relevantes e Innovadoras en la Vinculación entre Colegio y Universidad durante la Implementación de Prácticas de Formación Inicial Docente. Documentation. CIAE.
Ingram, D., Dupuis, D., Johnson, J. and Madrid, R. (2018) College Possible College Program Social Innovation Fund Year 4 (Final) Impact and Implementation Evaluation Report (2016-2017). Documentation. University of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement, Saint Paul, MN.
Ingram, D., Madrid, R. , Peterson, K. and Diamond, K. (2018) White Bear Lake Area Schools’ International Baccalaureate Program: Stage 2 Evaluation Report. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Dupuis, D.N. and Madrid, R. (2017) Evaluation of the Dual Language Immersion Project (DLI3P): Year 1. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Ingram, D., Madrid, R. and Dupuis, D. (2017) Multiple Pathways to Alternative Teacher Licensure: Formative Evaluation Report on the Minneapolis Residency Program. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Ingram, D., Madrid, R. and Johnson, J. (2017) College Possible College Program Social Innovation Fund Year Three Preliminary Impact Evaluation Report (2015-2016). Documentation. niversity of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement, Saint Paul, MN.
Madrid, R. and Desjardins, C. (2017) An Evaluation of Z Puppets Rosenschnoz’ Workshops and Performances of Cellula. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Madrid, R. and Ingram, D. (2017) Neighborhood Bridges 2016-2017 Evaluation Report. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Peterson, K. and Madrid, R. (2017) Evaluation of School Climate in Becker Public School District. Documentation. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
Demerath, P., Felber‐Smith, A., Ingram, D., Madrid, R. and Seashore Louis, K. (2013) Turnaround River City Year 3 Summary Report. Documentation. River City. (Unpublished)
Teaching
I am a co-developer for a new elective called Educational Change for Collaborative Improvement that will first run in the Spring of 2023 as an elective for the Education, Public Policy & Equity MSc programme.
