Education

Editor in Chief

Luanna H. Meyer is Professor of Education (Research) and Director of the Jessie Hetherington Center for Educational Research at Victoria University in New Zealand. She is also Emeritus Professor at Syracuse University in the U.S. and Adjunct Professor, Griffith University in Australia. 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 she 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. In New Zealand, her research has focused on the impact of standards-based assessment on secondary student motivation and achievement; multicultural education; positive approaches to children’s challenging behaviour; 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. She is on the editorial board of several major international journals and is a member of the Technical Review Committee on Behavior for the National Center for Students with Disabilities who Require Intensive Interventions led by the American Institutes for Research. She has been invited to speak in eight countries and 30 U.S. states about her work, and she has published over 120 journal articles and book chapters. Her 12 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 are in press with Corwin for publication in 2012—The School Leader’s Guide to Restorative School Discipline and The Teacher’s Guide to Restorative Classroom Discipline.

“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