Linsay DeMartino (she, her)

Books

Fetman, L. & DeMartino, L. (anticipated publication date, June 2024). Transformative democracy in educational leadership and policy: Social justice in practice. Transforming education through critical leadership, policy and practice (TETCL) series. Emerald.  

https://books.emeraldinsight.com/page/detail/transformative-democracy-in-educational-leadership-and-policy/?k=9781837535453  

Journals (*published with a student) 

DeMartino, L. (2023). Reflecting on the manifestations of whiteness: Developing a critically conscious, antiracist educator identity. The New Educator, Online First. DOI: 10.1080/1547688X.2023.2269249. CiteScore (Scopus): 2.2 (2022); SNIP: 0.806 (2022); SJR: 0.483 (2022); Altmetrics: 24; Acceptance rate: 15%. 

DeMartino, L. & Renn, D. (2023). Honor, build, and restructure: Preparing transformative school leaders as equitable changemakers through doctoral research methods courses. Impacting Education: Journal on Transforming Professional Practice, 8(2), 30-35. 

Weiser, G., DeMartino, L. & Stasicky, A.* (2023). Like a pig in mud: Rejecting the manicured boundaries of the patriarchy. Journal of School Leadership, 33(2), 214-236. h5-index: 24; h5-median: 38; Scite Index: 0.938; Altmetrics: 29; Acceptance rate: 10%.  

Weiser, S. G. & DeMartino, L. (2022). “We're not going back to what was before, and we don’t know what the future will look like either”: Exploring the Voices and Images of Educational Administrators in Crisis. Transformative Dialogues: Teaching and Learning Journal, 15(2), 53-77.  

Ghosh, S. & DeMartino, L. (2022). Global universities’ COVID-19 scientific knowledge production: Collaborative sense-making during a crisis. Journal of Comparative & International Higher Education,14(3), 146-160. Altmetrics: 4; Acceptance rate: 39%. 

DeMartino, L. (2022). Transforming educators: A framework for developing accomplices for racial justice in PreK-12 schools. Mid-Western Educational Researcher, 34(2), 156-167. Acceptance rate: 35%. 

DeMartino, L. Fetman, L., Tucker-White, D., & Brown, A.* (2022). From freedom dreams to realities: Adopting transformative abolitionist social emotional learning (TASEL) in schools. Theory into Practice, 61(2), 156-167. Scite index: 0.923; Altmetrics: 167; Acceptance rate: 5%.  

DeMartino, L. & Weiser, S. G. (2021). The desert flowers always bloom following the monsoon: Activism, school boards, and COVID-19. Snapshots of History, Portraits of the 21st Century Pandemic, 2021 Special Edition of the American Educational History Journal. IAP. 

Weiser, S. G. & DeMartino, L. (2021). Who leads the leaders? K-12 and higher education leadership under duress. Curriculum in Context, Spring/Summer 2021, 15-20. https://wsascd.org/wp-content/uploads/3_S.-G-Weiser-L-DeMartino.pdf. 

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. 

DeMartino, L. & Weiser, S. G. (2021). Administrative leadership in times of a global health crisis: Voices and images from the field. Frontiers in Education, 6, 117. https://doi.org/10.3389/feduc.2021.617857 

DeMartino, L. (2021) Documenting the modern pandemic: The challenges of the COVID-19 crisis on education. Planning and Changing, 50(3/4), 113-116. 

DeMartino, L. (2021). De-centering the deficit framework: Courageous refugee mentors in educational spaces. Urban Review, 53(2), 243–263. Scite Index: 0.875; Altmetrics: 60; Acceptance rate: 6-10%.