Faculty Directory

Martin Scanlan

Associate Professor, Educational Leadership & Higher Education

Department

ELHE Educational Leadership & Higher Education

GLOBAL SPOTLIGHT
  • Editor, Journal of Professional Capital and Community : recruit and publish empirical scholarship with a growing emphasis on perspectives from diverse national contexts globally.
  • Conducting a study of Catholic Schools providing culturally and linguistically responsive education
  • Participant in NetEDU Project, an international network of scholars exploring school/community collaboration

Publications

Published

Academic Books
  • Theoharis, G., & Scanlan, M. (2020). Leadership for Increasingly Diverse Schools, second edition. New York: Routledge/ Taylor and Francis Group.
  • Scanlan, M., Hunter, C., & Howard, E. (Eds.). (2019). Culturally and linguistically responsive education: Designing networks that transform schools. Cambridge, MA: Harvard Education Press.
  • Theoharis, G., & Scanlan, M. (2015). Leadership for Increasingly Diverse Schools. New York: Routledge/ Taylor and Francis Group. Blog link: http://www.leadership4inclusivity.org/
  • Scanlan, M., & López, F. (2014). Leadership for Culturally and Linguistically Responsive Schools. New York, NY: Routledge / Taylor and Francis Group.
Academic Journal Articles
  • Ludlow, L., Placento, M., & Scanlan, M. (2020). Characterizing change within a two-way immersion network of schools promoting bilingual education: A social network analysis approach. The International Journal of Diversity in Education
  • Scanlan, M., & Park, H. (2020). The learning of stakeholders in a community school: A narrative history of Gardner Pilot Academy. Journal of Students Placed at Risk.
  • Scanlan, M., Kim, M., & Ludlow, L. (2019). Affordances and constraints of communities of practice to promote bilingual schooling. Journal of Professional Capital and Community, 4(2), 82-106.
  • Miller, P. M., Scanlan, M., & Phillippo, K. (2017). Rural cross-sector collaboration: A social frontier analysis. American Educational Research Journal.
  • Scanlan, M. (2017). Meeting students’ special needs in Catholic schools: A report from the USA. International Studies in Catholic Education, 9(1), 58-75.
  • Scanlan, M., Lowenhaupt, R., & López, F. (2017). Educational equity for refugee students: A review of literature. Paper presented at the University Council for Educational Administration, Denver, CO.
  • Scanlan, M. (2016). The changing colors of maple hills: Intersections of culture, race, language, and exceptionality in a rural farming community. Journal of Cases in Educational Leadership, 19(1), 62-69.
  • Scanlan, M. & Theoharis, G. (2016). Introduction to special issue - Intersectionality: Promoting social justice while navigating multiple dimensions of diversity. Journal of Cases in Educational Leadership, 19(1), 3-5.
  • Scanlan, M., Kim, M., Vuilleumier, C., & Burns, M. B. (2016). Poco a poco: Leadership practices supporting productive communities of practice in schools serving the new mainstream. Educational Administration Quarterly, 52(1), 3-44.
  • Scanlan, M., & Zisselberger, M. (2015). The formation of communities of practice in a network of schools serving culturally and linguistically diverse students. Journal of Education for Students Placed at Risk, 20(1-2), 58-78.
  • López, F., Scanlan, M., & Proctor, P. (2015). The use of formative assessment to improve instruction of English learners and evaluation of teachers. In R. Allington & R. Gabriel (Eds.), Evaluating literacy instruction: Principles and promising practices.
  • López, F., Scanlan, M., & Gorman, B. (2015). Language Modeling and Reading Achievement: Variations across Different Types of Language Acquisition Settings. Reading & Writing Quarterly, 31, 1-29.
  • Miller, P. M., Scanlan, M., & Wills, N. (2014). Leadership on the social frontier: Principals’ roles in comprehensive reform settings. Principal's Research Review, 9(2), 1-6.
  • Scanlan, M., & Tichy, K. (2014). How do private sector schools serve the public good by fostering inclusive service delivery models? Theory into Practice, 53(2), 149-157.
  • Scanlan, M., & Theoharis, G. (2014). This issue. Theory into Practice, 53(2), 79-81.
  • Miller, P. M., Wills, N., & Scanlan, M. (2013). Educational leadership on the social frontier: Developing promise neighborhoods in urban and tribal settings. Educational Administration Quarterly, 49(4), 543-575. http://eaq.sagepub.com/content/49/4/543
  •  Lopez, F., Scanlan, M., & Gundrum, B. (2013). Preparing teachers of English language learners: Empirical evidence and policy implications. Educational Policy Analysis Archives, 21(20), 1- 35.
  • Scanlan, M. (2013). A learning architecture: How school leaders can design for learning social justice. Educational Administration Quarterly, 49(2), 348-391.
  • Scanlan, M., & Miller, P. M. (2013). In fits and starts: Learning to create a neighborhood educational opportunity zone. Teachers College Record, 115(5).
Academic Monographs / Chapters / White Papers
  • Lowenhaupt, R., & Scanlan, M. (2020). Lessons from the primary and secondary school context: Building capacity to support migrant and refugee students. In Refugees and higher education: Transnational perspectives on access, equity, and internationalization. (pp. 275–294). Brill Sense USA.
  • Scanlan, M., & Theoharis, G. (2020). Introduction. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse schools, second edition. New York: Routledge.
  • Scanlan, M., & Johnson, L. (2020). Inclusive leadership on the social frontiers: Family and community engagement. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse schools, second edition. New York: Routledge.
  • Scanlan, M., Hunter, C., & Howard, E. R. (2019a). Embracing the new mainstream through culturally and linguistically responsive schooling. In Culturally and linguistically responsive education: Designing networks that transform schools (pp. 3–10). Harvard Education Press.
  • Scanlan, M., Hunter, C., & Howard, E. R. (2019b). Looking forward: Transformation across contexts. In Culturally and linguistically responsive education: Designing networks that transform schools (pp. 177–186). Harvard Education Press.
  • Scanlan, M., Hunter, C., Howard, E. R., & Melley, K. B. (2019). A theory of action. In Culturally and linguistically responsive education: Designing networks that transform schools (pp. 11–32). Harvard Education Press.
  • Scanlan, M., Melley, K. B., Matías, P.-C., & Ludlow, L. (2019). Transforming communities of practice through networks. In Culturally and linguistically responsive education: Designing networks that transform schools (pp. 157–176). Harvard Education Press.
  • Scanlan, M., López, F., & Jones, T. (2018). Cultural and Linguistic Diversity in School Reform. In W. Pink (Ed.), Oxford Encyclopedia of School Reform. Oxford: Oxford University Press.
  • Scanlan, M., & Johnson, L. (2015). Inclusive leadership on the social frontiers: Family and community engagement. In G. Theoharis & M. Scanlan (Eds.), Leadership for increasingly diverse schools (pp. 162–185). New York: Routledge.
  • Scanlan, M. (2015). Operation Dream: The formation of an out-of-school time program for youth. In M. P. Evans & D. Hiatt-Michael (Eds.), The power of community engagement for educational change. Charlotte, NC: Information Age Publishing.
  • Scanlan, M. (2015). In G. Theoharis & S. Dotger (Eds.), On the high wire: Education professors walk between work and parenting. Charlotte, NC: Information Age Publishing.
  • Scanlan, M. (2014). Inclusion of students with disabilities in Catholic schools. In P. Bauch & T. Hunt (Eds.), Catholic schools in the public interest: Past, present, future (pp. 193 - 220). Charlotte, NC: Information Age Publishers.
  • Scanlan, M., & Lopez, F. (2013). Leadership promoting equity and excellence for bilingual students. In L. C. Tillman & J. J. Scheurich (Eds.), Handbook of Research on Educational Leadership for Diversity and Equity. New York: Routledge/Taylor and Francis.
  • Scanlan, M., & Hughes, W. (2013). White Paper: Best practices in urban school leadership. MIlwaukee Area Deans of Education.
  • Scanlan, M. (2013). The Breakfast Club: How to structure your school to better serve all students. In P. Robey (Ed.), Secondary Catholic School Leadership. Washington, D.C.: National Catholic Educational Association.
  • Scanlan, M., & Lopez, F. (2013). Leadership promoting equity and excellence for bilingual students. In L. C. Tillman & J. J. Scheurich (Eds.), Handbook of Research on Educational Leadership for Diversity and Equity New York: Routledge/Taylor and Francis.

Media

Editor Service

  • Editor in Chief, Journal of Professional Capital and Community, 2019 - present
  • Assistant Editor, American Educational Research Journal, 2015 - present
  • Associate Editor, Journal of Catholic Education, 2014 - present
  • Consulting Editor, Journal of Education Research, 2012 - present
  • Associate Editor, Journal of Professional Capital and Community, 2017 - present