Editor in Chief | Editorial Board | Articles and Contributors | Graduate Award
Education is a highly active field. From teacher retention strategies to early childhood development, the study of education features a range of disciplines including psychology, sociology, history, economics, philosophy, anthropology, and political science. The multidisciplinary nature of education makes it challenging to stay informed regarding applicable areas. Moreover, much of the relevant scholarship has moved online with the most recent scholarship, research, and statistics appearing in online databases. Thus, there are consistently new discoveries, new interpretations, and new theoretical concepts to take into account. With Oxford Bibliographies in Education, students and scholars now have a reliable, selective, and authoritative guide to the best literature in the field.
Editor in Chief
Luanna H. Meyer is Professor Emerita of Education at Victoria University in New Zealand. She is also Emeritus Professor at Syracuse University in the U.S. and Honorary Professor at the University of Auckland. After receiving her Ph.D. from Indiana University, she held faculty positions at the University of Hawai’i, the University of Minnesota, Syracuse University, and Massey University prior to her current position. At Syracuse University, she was one of the founders of the Inclusive Elementary and Special Education Teacher Education Program and coordinated the doctoral program in special education. She also directed numerous federally funded research and development projects, including a five-year national research institute on the social relationships of children and youth with diverse abilities in the U.S. and the ten-year New York Partnership for State-wide Systems Change. Research conducted in New Zealand has focused on the impact of standards-based assessment on secondary student motivation and achievement; culturally responsive pedagogy; preparing university students for world-mindedness; restorative school discipline; assessment policy and practice in higher education; and the role of the professoriate in modern universities.
As an educational researcher and university educator, Professor Meyer’s work emphasizes evidence-based approaches for implementation in diverse educational contexts. She collaborates with school leaders, teachers, behavior specialists, and academic colleagues to validate policy and practice toward inclusive schools where all children and youth belong and feel valued. In addition to being Editor-in-Chief of the OBO in Education, she is on the editorial board of several major international journals. She has been invited to speak in nine countries and 30 U.S. states about her work, and she has published over 250 journal articles, book chapters, and government reports. Her 14 books include Making Friends: The Influences of Culture and Development; Critical Issues in the Lives of People with Severe Disabilities; Behavioral Intervention: Principles, models, and Practices; The Syracuse Community-Referenced Curriculum Guide; Non-Aversive Intervention for Behavior Problems; and An Educative Approach to Behavior Problems. She is also first author of two books that were published by Corwin in 2012—The School Leader’s Guide to Restorative School Discipline and The Teacher’s Guide to Restorative Classroom Discipline. To date, she has supervised 30 PhD students to completion who have held positions in the United States, New Zealand, Gaza Strip, Vietnam, Tanzania, Kenya, South Korea, Australia, Qatar, and Indonesia. Her professional website can be found online.
FOUNDING EDITORS IN CHIEF
STANDING EDITORIAL BOARD
University of California, Los Angeles
California State University, Long Beach
Victoria University of Wellington
University of Colorado, Denver
UCL Institute of Education, University College London
Victoria University of Wellington
The University of Auckland
FORMER EDITORIAL BOARD
North Carolina State University
University of Ottawa
University of Colorado at Boulder
Arizona State University
Arizona State University
University of Heidelberg
University of London
FOUNDING EDITORIAL BOARD
University of Georgia
Tennessee Department of Education
University of North Carolina - Chapel Hill
Texas High School Project
ARTICLES AND CONTRIBUTORS
* = recently published
Qualitative Research Design
Changing Professional and Academic Identities
English Language Learning
Higher Education Research
Integrating Art Across the Curriculum
Integration and Desegregation
Multivariate Research Methodology
Portable Technology for Special Education
Professional Ethics in Education
Refugee and New Immigrant Learners
Technology Education in Early Childhood
GRADUATE STUDENT ARTICLE AWARD
The Oxford Bibliographies Graduate Student Article Award is an annual, invitation-only award that offers experienced doctoral candidates an opportunity to contribute to Oxford Bibliographies in Education, to draw attention to their work, and to add a peer-reviewed publication to their CVs. Invitation is by faculty nomination only. Nominations are now being accepted.
“Graduate students are by necessity deeply and critically engaged in the literature within emerging areas of research. This knowledge puts them in an ideal position to write for Oxford Bibliographies. I am particularly excited about the potential of this award as a pathway to including articles on cutting-edge topics, and I think it is an important acknowledgement of the significant contribution graduate students routinely make to the production of new scholarship.”
--Damon Zucca, Reference and Online Publisher, Oxford University Press
We want to hear from you.
Oxford Bibliographies is a partnership between the publisher and the academic community, and we invite you to participate. Please feel welcome to email Laura Heston, the development editor of Oxford Bibliographies in Education, with comments, suggestions, or questions.