Martin Scanlan, Ph.D.

Department of Educational Policy and Leadership

Office: 116F Schroeder Complex
Phone: (414) 288-4434 (office), (608) 358-3650 (mobile)

** Dr. Scanlan is on leave during Fall 2013 **


Martin Scanlan, Ph.D.

Associate Professor

Curriculum Vitae

Degrees Held

Research Interests

Social justice educational leadership focused in:

Courses Taught

Recent Presentations:

Recent Publications


Scanlan, M., & Miller, P. M. (2013). In fits and starts: Learning to create a neighborhood educational opportunity zone. Teachers College Record, 115(5).


Miller, P. M., Gibson, J. D., Balslev, G. M., & Scanlan, M. (2012). Looking beyond Harlem: International insights for area-based initiatives. Middle School Journal.

Scanlan, M. (2012). Inadvertent exemplars: Life history portraits of two socially just principals. Journal of School Leadership.

Scanlan, M., & Lopez, F. (2012). ¡Vamos! How school leaders promote equity and excellence for bilingual students. Educational Administration Quarterly.


Scanlan, M. (2011). Essay review: Organizing schools for improvement: Lessons from Chicago. UCEA Review, 52(1), 28 - 31.

Scanlan, M. (2011). How principals cultivate a culture of critical spirituality. International Journal for Leadership in Education, 14(3), 293-315.

Scanlan, M. (2011). Organizational learning in schools pursuing social justice: Fostering educational entrepreneurship and boundary spanning. Scholar-PractitionerQuarterly, 5(4), 328-346.

Scanlan, M. (2011). The role of an epistemology of inclusivity on the pursuit of social justice: A case study. International Journal of Qualitative Studies in Education, 1 - 20.


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.


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).


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" schoolsPDF format. Catholic Education: A Journal of Inquiry and Practice, 12(1), 25-54.


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.


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


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.


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