Dr. Linsay DeMartino
Assistant Professor
Educational Admin& Foundations
Office
Degarmo Hall - DEG 326
Office Hours
By appointment.
Office Phone
Email
- About
- Education
- Awards & Honors
- Research
Biography
Dr. Linsay DeMartino is a scholar-practitioner. Her PreK-12 teaching, leadership, and research experience is grounded in transformative practices and justice-based schooling.
Current Courses
599.007Dissertation Research
436.001Leadership For Diverse Learning Needs
436.002Leadership For Diverse Learning Needs
512.001Advanced Topics: Research Methodology
599.007Dissertation Research
500.027Independent Study
598.001Professional Practice
Teaching Interests & Areas
Leadership for diverse learners, culturally responsive leadership, and collaborative community engagement
Research Interests & Areas
Critical education, transformative practices, collaborative community engagement, and just schooling
Ph D Educational Leadership
The University of Arizona
Tucson, AZ
Other Educational Leadership
Northern Arizona University
Flagstaff, AZ
BA History and Classics
The University of Arizona
Tucson, AZ
Research Productivity Award
Educational Administration and Foundations at Illinois State University
2022
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)
Presentations
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)
Grants & Contracts
Building Sense of Belonging, Community, and Leadership Capacity of LGBTQIA2S+ Youth in the Midwest. Illinois State University. Illinois State University. (2022)
Portrait of a Pandemic. NASPA Region IV-East. Private. (2021)
2021-05-17T12:17:13.67-07:00
2021