Department of Educational and Policy Leadership
Office: 116F Schroeder Complex
Phone: (414) 288-4434 (office), (608) 358-3650 (mobile)
martin.scanlan@marquette.edu
Martin Scanlan, Ph.D.
Assistant Professor
Degrees Held
- Ph.D. University of Wisconsin, Madison Department of Educational Leadership and Policy Analysis
- Master of Education, Trinity College, Washington, D.C.
- Bachelor of Arts & Sciences (Philosophy, Religion, Sociology), Catholic University of America, Washington, D.C.
Research Interests
Social justice educational leadership focused in:
- Inclusive service delivery models for traditionally marginalized students
- Bilingual education
- Catholic schools
Courses Taught
- Critical Issues into Contemporary Issues
- Differentiated Instruction for Exceptional Learners
- Supervision of Instruction
- Teacher as Leader
- Theory and Practice of Educational Leadership
- The Principalship
Conference Handouts
- Columbus
- NCEA Special Needs Conference Presentation, 2011
- Powerpoint - Educational Law
- Handout 2
- Powerpoint - NCEA Special Needs Conference, 2010
- Powerpoint -
NCEA 2010 presentation:
Improving
Educational Opportunities
for Latino Students in Catholic Elementary Schools - Powerpoint - UWM Presentation 3/10/11
Recent Publications
2011
Scanlan, M. (2011). Essay review: Organizing schools for improvement: Lessons from Chicago. UCEA Review, 52(1), 28 - 31.
2010
Scanlan, M. (2010). Slogging and stumbling towardsocial justice in a private elementary school: The complicated case of St. Malachy. Education and Urban Society, 42(5), 572-598.
Scanlan, M., &Zehrbach, G. (2010). Improving bilingual service delivery in Catholic schools through two-way immersion Catholic Education: A Journal of Inquiry and Practice, 14(1), 67-93.
2009
Scanlan, M. (2009). Leadership dynamics promoting systemic reform for inclusive service delivery. Journal of School Leadership, 19(6), 622 – 660.
Scanlan, M. (2009). All are welcome: Inclusive service delivery in Catholic schools. South Bend, IN: Alliance for Catholic Education Press at the University of Notre Dame.
Scanlan, M. (2009b). Moral, legal, and functional dimensions of inclusive service delivery in Catholic schools. Catholic Education: A Journal of Inquiry and Practice, 12(4), 536-552.
Whipp, J., & Scanlan, M. (2009). Catholic institutions of higher education / school partnerships for social justice: A call for scholarship. Catholic Education: A Journal of Inquiry and Practice, 13(2), 205-223.
Scanlan, M., & Palmer, D. (2009). Race, Power, and (In)equity Within Two-Way Immersion Settings. Urban Review, 41(5), 391 - 415.
Scanlan, M. (2009). Reducing educational barriers in Catholic schools for Latino students. NCEA Notes (September).
2008
Scanlan, M. (2008). Caregiver engagement in religious urban elementary schools. Marriage & Family Review, 43(2), 308-337.
Scanlan, M. (2008). Grammar of Catholic schooling and radically "catholic" schools. Catholic Education: A Journal of Inquiry and Practice, 12(1), 25-54.
2007
Scanlan, M. (2007). School leadership for social justice: A critique of Starratt’s tripartite model. Values and Ethics in Educational Administration, 5(3), 1-8.
Scanlan, M. (2007). An Asset-based Approach to Linguistic Diversity. Focus on Teacher Education, 7(3), 3-7.
Scanlan, M., Frattura, E., & Capper, C. (2007). English language learners and ICS. In E. Frattura & C. Capper (Eds.), Leadership for social justice in practice: Integrated comprehensive services for all learners. Newbury Park, CA: Corwin Press.
2006
Scanlan, M. (2006). Envisioning the future of Catholic early childhood education. Momentum. 37(3). 26-29.
Scanlan, M. (2006). Problematizing the pursuit of social justice education. UCEA Review, XLV(3), 6-8
2005
Scanlan, M. (2005). "Epistemologies of inclusivity: The possibilities and limits of including traditionally marginalized students in select Catholic elementary schools." Unpublished Dissertation, University of Wisconsin, Madison, WI.
