Book Review
DeMartino, L. Generation Mixed Goes to School: Radically Listening to Multiracial Kids. Teachers College Press (2021)
Book, Chapter
DeMartino, L. (2022). Resist becoming Karens and Kens in the classroom: Transforming from allyship to the role of accomplice for racial justice in schools. In T. A. Fowler (Ed.), Countering the mythology of inclusion and wellness in schooling. Dio Press.
DeMartino, L. (2021). Accents of positive school leadership: Applying a community framework in educational spaces. In Cherkowski, S., Kutsyuruba, B., & Walker, K. (Eds.), Positive leadership for flourishing schools. Information Age Publishing.
DeMartino, L., & Weiser, S. G. (2021). Striving for equity in pandemic times: The administrator’s role in the shift to online education in K-12 and higher education spaces. In Handbook of Research on Inequities in Online Education During Global Crises (pp. 199–223). IGI Global. https://www.igi-global.com/chapter/striving-for-equity-in-pandemic-times/278476
DeMartino, L., & Rusk, S. Students as researchers: A co-teaching narrative from a social justice-oriented U.S. Government class. Possibilities in Practice (2018)
DeMartino, L. Transformative charter school leaders: Tempered radicalism in practice. The Charter School Principal: Nuanced Descriptions. (2017)
Journal Article
DeMartino, L. Transforming Educators: A Framework for Developing Accomplices for Racial Justice in PreK-12 Schools. Mid-Western Educational Researcher 34.2 (2022): 156-167.
Linsay DeMartino, Lisa Fetman, DeAnne Tucker-White & Amanda Brown (2022) From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools, Theory Into Practice, DOI: 10.1080/00405841.2022.2036062
DeMartino, L., & Weiser, S. G. (2021). The desert flowers always bloom following the monsoon: Activism, school boards, and COVID-19. American Educational History Journal.
DeMartino, L. (2021). Adult learners, remote learning, and the COVID pandemic: Restructuring educational doctorate courses in crisis. Impacting Education: Journal on Transforming Professional Practice, 6(2), 11-15. https://doi.org/10.5195/ie.2021.160.
Weiser, S., & DeMartino, L. The administrative response to the COVID crisis: Voices from the field.. Frontiers in Education 6 (2021)
DeMartino, L. and Weiser, S. G. (2021, April). The educational administrative response to COVID-19 in the United States: A phenomenological study transitioned to photovoice [Individual Paper/Symposium]. Comparative and International Education Society, Virtual.
DeMartino, L. (2021, March). Philosophy in the City. Sponsored by the University of Colorado at Colorado Springs.
DeMartino, L. (2021, May – accepted). The inclusivity of refugee students and families: The impact of educational mentors serving as incremental change agents. [Individual Paper/Symposium]. International Congress of Qualitative Inquiry. Champaign, IL.
DeMartino, L. and Weiser, S. G. (2021, April). The educational administrative response to COVID-19 in the United States: A phenomenological study transitioned to photovoice [Individual Paper/Symposium]. Comparative and International Education Society, Virtual.
Leading with the school community: Contemporary Transformative Leadership in Action. American Educational Research Association. (2019)
The contemporary transformative leader: Multiculturalism and educational leadership. National Association for Multicultural Education. (2018)
(Re)Envisioning equitable education: Contextual challenges of educating refugees in the United States. Comparative and International Education Society. (2017)
Schools as communities: Contemporary transformative leadership in educational practice. American Educational Reserach Association. (2017)
Students as researchers: A co-teaching narrative from a social justice-oriented U.S. Government class. National Association for Multicultural Education International Conference. (2017)