Martin Brown, Ph.D.
Martin has served on numerous panels in Ireland, Europe, the Middle East and elsewhere. He is an advisor to the Teaching Council of Ireland and is an Expert Evaluator on migration studies for the European Commission. He has twice received (2018 and 2021) the all-island Standing Conference on Teacher Education North and South (SCOTENS) award for outstanding research on teacher education on the island of Ireland and has on three separate occasions received the DCU Presidents awards for Civic engagement, Research impact and innovative approaches in Teaching and Learning.
Martin publishes widely in the field of Cultural Responsivity and with colleagues Professors Gerry McNamara and Joe O’Hara has carried out various local and large-Scale European Commission funded research projects on Cultural Responsivity in countries throughout Europe. Strongly influenced by the research of the CREA Illinois community, CREA Dublin’s most recent European Commission funded projects, Inter-Cultural Community Evaluation and Planning (ICCEP), Culturally Responsive Evaluation and Leadership in Schools (CRELiS) explores ways in which Policymakers and local communities in Europe and beyond respond to and enhance the educational opportunities and subsequent life chances of ethnically diverse populations across the continuum of education.
Further details can be found at the following link
--CREA Comes To The Fore
Countries throughout the world have, for many years, attempted to put in place a plethora of mechanisms and supports in an attempt to ensure parity of equity across the continuum of education. Whilst admirable in theory, from conceptualization to implementation, it would be reasonable to question the extent to which Cultural Responsivity has genuinely become a core component part of these initiatives or indeed has been considered at all. For example, in most countries, OECD test scores highlight that the dominant majority almost always attain higher test scores in core areas such as literacy and numeracy. The question then becomes, ‘How can we as practitioner-researchers collectively dissipate the gap in achievement levels for those children who are economically disadvantaged and/or from culturally diverse backgrounds. With time at a premium, the CREA community provides such a forum to collectively solve these issues.
CREA, for me, is academic food for the soul and, above all, is a powerful force for the common good of those we are privileged to serve.
Brown, M., O'Hara, J., McNamara, G., Skerritt, C. and Shevlin, P. (2021) Global messages from the edge of Europe. The cause and effect of leadership and planning strategies during the COVID-19 pandemic. Irish Educational Studies. Doi: https://doi.org/10.1080/03323315.2021.1915837
Brown, M., McNamara, G., O’Hara, J., Shevlin, P. (2020) Polycentric Evaluation: A catalyst for sparking positive interactions in educational networks. Evaluation. 26 (1):76-97. Doi: https://doi.org/10.1177/1356389019895031
Brown M, McNamara G, O’Hara J, Hood S, Burns D, Kurum G. (2019) Evaluating the impact of distributed culturally responsive leadership in a disadvantaged rural primary school in Ireland. Educational Management Administration & Leadership. 47(3):457-474.
Herzog-Punzenberger, B., Altrichter, H., Brown, M., Burns, D., Nortvedt, G., Skedsmo, G., Wiese, E., Nayir, F., Fellner, M., McNamara, G., O'Hara, J. (2020) Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey. Educational Assessment, Evaluation and Accountability.