Romina Madrid Miranda
Romina is a social psychologist that has focused on processes of school improvement and change in school organizations particularly those located in contexts of high poverty and diversity in the U.S and internationally. Romina earned a Ph.D. in Organizational Policy, Leadership and Development with a concentration in Education Policy and Leadership from the University of Minnesota in 2016. Her doctoral research is an ethnography of relationships between schools and families in the context of market-based policies and school choice in Chile. Findings of her dissertation illustrate that families and schools enacted social class through their habitus, Bourdieu’s concept of socialized norms or tendencies (and values) that guide behavior and thinking. Romina’s study explores the ways in which social class moderates school choice by affecting not only families but also schools. Because schools have preferences in the type of families they seek and wish to retain, they reinforce the habitus of the families.
Romina also has a solid academic and professional background in applied research. She has designed and led a variety of large scale, longitudinal, and mix-methods research centered on K - 12 education such as: school leadership, teacher engagement in external policies, teacher leadership and identity. She has taught courses in gender, leadership, and education administration; intercultural competence; and qualitative methods for education research.
Currently, Romina is a post-doctorate associate at CAREI. She is conducting program evaluation in formal and informal educational settings exploring issues of school leadership, teacher preparation, and arts-integrated instruction and its impact on student learning.
Romina is interested in understanding the process of school improvement and change as they are modulated by socio-cultural dimensions, and where social class, gender, and race play a central role. She is also concerned about the ways in which external initiatives and partnerships, through program evaluation and assessment, can leverage process of school improvement and strengthen student learning, particularly in contexts of high poverty, and racial and social diversity. Additionally, she is involved in the contribution of schools in social reproduction and the role of school leaders in those processes, as well as, the potentialities and challenges for increasing diversity in schools.
Madrid, R. (2016). Choosing By Habitus: Multi-Case Study of Families & Schools in the Context of School Choice. Dissertation Paper.
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. INTECH Open Access Publisher.
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
Montecinos, C., Madrid, R., & Fernández, M.B. (2010). Development of adaptive expertise in teacher training: a collaborative learning approach among equals. In Catalán, J. (Ed.) (2011). Educational Psychology: Proposing directions, problems and contributions. La Serena: Editorial Universidad de La Serena.
Madrid, R. (2016, April). The “Social Class of School Discipline”: The Social Construction of Disciplined and Non-disciplined students and the Reproduction of Inequality in Chile. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) - Washington, DC.
Johnson, J. & Madrid, R. (2015, January). Do Standardized Instructional Leadership Efforts Undermine the Cultural Focus of a Charter School? Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Cincinnati, Ohio.
Madrid, R., Felber-Smith, A. (2013, November). Enacting Teacher Leadership in Two Schools: An Exploration of State Policy Implementation. Paper presented at the University Council for Educational Administration (UCEA), Indianapolis, IN.
Madrid, R. (2013, November). School choice and school-family relationships in the spotlight: Discussing assumptions and exploring new pathways. Paper presented at the Graduate Student Summit: Educational Policy and the Community, University Council for Educational Administration (UCEA), Indianapolis, IN.
Seashore, K., Madrid, R., &, Felber-Smith, A. (2013, April). School-Community-Family Relationships: Deepening the Conversation through the Lens of Integrative Leadership. Paper presented at the Leadership Research Forum, University of Minnesota, Minneapolis, MN.
Madrid, R. (2013, January). On Becoming a Consumer Of Schools: Individual Parent Involvement Through School Choice In Chile. Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Santiago, Chile.
Madrid, R., Felber-Smith, A. (2013, January). Making Sense of School-Community Partnerships: Voices from School and Other Community Leaders. Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Santiago, Chile.
Madrid, R. (January, 2013). Political Culture and Educational Policy in Chile. Paper presented at the International Congress for School Effectiveness and Improvement (ICSEI), Santiago, Chile.
Madrid, R., Montecinos, C., Fernandez, M.B., Ahumada, L. (2012, April). Local contexts and the possibilities for teachers’ participation in the institutional self-evaluation component of a quality assurance system. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) - Vancouver, British Columbia, Canada.