Dr Patricio Troncoso

Research Fellow (Urban Studies)

email: Patricio.Troncoso@glasgow.ac.uk

Biography

Dr Patricio Troncoso is a Research Fellow in Urban Studies at the School of Social and Political Sciences. Patricio is currently working in the “Understanding children’s lives and outcomes” strand of the ESRC-funded Scottish Centre for Administrative Data Research (SCADR).

Patricio is an applied statistician with a background in Sociology and Public Policy. His research focuses on a range of children’s outcomes and experiences, including educational inequalities in attainment, school behaviour and attendance, school value-added, social care and protection, mental health as well as social and emotional learning and development.

Before joining Urban Studies at the University of Glasgow in 2023, Patricio worked at I-SPHERE, Heriot-Watt University (2021-2023), as well as the University of Manchester (2016-2020) in the Manchester Institute of Education and the Department of Social Statistics, where he also gained his PhD in Social Statistics.

Research interests

Educational and social inequalities
School attainment
Child development
Child and family wellbeing and mental health
Child protection and social care
Randomised controlled trials methodology
Quantitative methods

Google Scholar

ResearchGate

Research groups

Just Cities & Societies

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2019 | 2016

Number of items: 16.

2024

Purdam, K., Troncoso, P. , Morales-Gómez, A. and Leckie, G. (2024) Local geographic variations in children’s school readiness - a multilevel analysis of the development gaps in England. Child Indicators Research, 17, pp. 145-176. (doi: 10.1007/s12187-023-10081-7)

2023

Troncoso, P. , Treanor, M. , Williamson, L. and Macintyre, C. (2023) Data Explained: Exploring context, factors and approaches to educational exclusions and absences. Technical Report. Scottish Centre for Administrative Data Research.

Soraghan, J., Raab, G. and Troncoso, P. (2023) The impact of the Covid-19 pandemic restrictions on children entering and leaving care in Scotland. International Journal of Population Data Science, 8(3), 25. (doi: 10.23889/ijpds.v8i2.2207)

Treanor, M. , Troncoso, P. and Williamson, L. (2023) School and area-level disparities in exclusions in Scottish secondary schools. International Journal of Population Data Science, 8(2), 11. (doi: 10.23889/ijpds.v8i2.2194)

Treanor, M. and Troncoso, P. (2023) The indivisibility of parental and child mental health and why poverty matters. Journal of Adolescent Health, 73(3), pp. 470-477. (doi: 10.1016/j.jadohealth.2023.04.012)

Soraghan, J., Raab, G., Troncoso, P. , Treanor, M. and Porter, R. (2023) The Impact of COVID-19 on Children’s Care Journeys in Scotland. Documentation. Scottish Centre for Administrative Data Research. (doi: 10.7488/era/3245).

Raab, G., Soraghan, J., Macintyre, C., McGhee, J. and Troncoso, P. (2023) Infants born into care in Scotland (2008-2021). Project Report. Edinburgh Research Archive. (doi: 10.7488/era/3256).

Treanor, M. and Troncoso, P. (2023) Digital exclusion in education: What the online learning technology Scholar tells us about inequality in Scottish secondary schools. Other. Nuffield Foundation.

Troncoso, P. and Treanor, M. (2023) Methods for analysing the relationship between poverty, parental work intensity, child emotional symptoms and conduct problems over time. MethodsX, 10, 101940. (doi: 10.1016/j.mex.2022.101940) (PMID:36545544) (PMCID:PMC9761838)

2022

Treanor, M. and Troncoso, P. (2022) Poverty, parental work intensity and child emotional and conduct problems. Social Science and Medicine, 312, p. 115373. (doi: 10.1016/j.socscimed.2022.115373) (PMID:36152585)

Treanor, M. and Troncoso, P. (2022) Digitally excluded: inequalities in the access and use of online learning technologies in Scottish secondary schools. International Journal of Population Data Science, 7(3), 48. (doi: 10.23889/ijpds.v7i3.1819) (PMCID:PMC9644675)

Troncoso, P. and Morales-Gómez, A. (2022) Estimating the complier average causal effect via a latent class approach using gsem. Stata Journal, 22(2), pp. 404-415. (doi: 10.1177/1536867X221106416)

Humphrey, N. et al. (2022) The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT. Public Health Research, 10(7), (doi: 10.3310/VKOF7695)

2021

Troncoso, P. and Humphrey, N. (2021) Playing the long game: a multivariate multilevel non-linear growth curve model of long-term effects in a randomized trial of the Good Behavior Game. Journal of School Psychology, 88, pp. 68-84. (doi: 10.1016/j.jsp.2021.08.002) (PMID:34625211) (PMCID:PMC8519394)

2019

Troncoso, P. (2019) A two-fold indicator of school performance and the cost of ignoring it. International Journal of Educational Research, 95, pp. 153-167. (doi: 10.1016/j.ijer.2019.02.002)

2016

Troncoso, P. , Pampaka, M. and Olsen, W. (2016) Beyond traditional school value-added models: a multilevel analysis of complex school effects in Chile. School Effectiveness and School Improvement, 27(3), pp. 293-314. (doi: 10.1080/09243453.2015.1084010)

This list was generated on Fri Apr 26 17:49:29 2024 BST.

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