Marilynn Quick

Marilynn Quick

Associate Professor of Educational Leadership

Curriculum Vitae

Phone:765-285-3287

Room:TC 928C


About Marilynn Quick

Dr. Marilynn Quick has more than 40 years of experience as an educator in the state, with 30 years in the P-12 schools as a teacher and administrator. She has served from Kindergarten through the superintendency. Dr. Quick joined the faculty at Ball State in 2002. Her research focuses on school improvement processes, teacher evaluation, and leadership.

Professional Experience

Dr. Quick is an Associate Professor who primarily teaches EDAD 689 in the principal preparation program and several courses in the EdS/EdD program. She also works with doctoral students as a dissertation chair.

Education

Indiana University 1998
Doctor of Educational Degree in Educational Leadership

Recent Research and Publications

Sprunger, N., Harvey, M.W., & Quick, M. (2017). Special education transition predictors for post school success: Findings from the field. Preventing School Failure. Manuscript 20-16-060 accepted – pending publication.

Harvey, M. W., Boyland, L. G., & Quick, M. M. (5-16-16). An investigation of teacher evaluation practice in Indiana: PL 90 implementation and issues for administrators. International Journal of Educational Reform. Manuscript accepted with revisions.


Andrews, K.A., Boyland, L.G., & Quick, M. M. (2016). Principal evaluation in Indiana: Practitioners’ perceptions of a new statewide model. Educational Leadership Review, 17(2).

Quick, M., Jones, R., Spengler, E., & Rugsaken, D. (2015).Transforming elevator riders into stair climbers: Impact of a “take-the-stairs” campaign. Academy of Educational Leadership Journal (AELJ), 19(3), 235-247.

Latz, A. O., Bolin, J. H., Quick, M., Jones, R., & Chapman, A. (2015). Empowering future educators through environmental sustainability. International Journal of Sustainability in Higher Education, 16(3), 296-309.

Boyland, L., Harvey, M., Quick, M., and Choi, Y. (2014) Teacher evaluation in Indiana: Principals’ use and perception of field-based practices. International Journal of Educational Reform (IJER), 23(4). 270-293.