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CURRICULUM VITAE July 2015

Luanna H. Meyer, Ph.D. Professor Emerita, Faculty of Education Victoria University of Wellington New Zealand Email: luanna.meyer@vuw.ac.nz Home Address: 1279 Lunalilo Home Road, Honolulu, Hawai’i, USA USA phone: 808-333-4643 Website: http://luannameyer.com Professional Name: Luanna M. Voeltz through 1983; Luanna H. Meyer 1984 – present DOB March 29, 1945 (Minneapolis, Minnesota, USA) Dual Citizenship: United States and New Zealand Education B.A. 1967 University of Wisconsin-Madison (Major-History, Minor-Political Science) M.S. 1973 Indiana University-Bloomington (Major-Special Education, Minor- Secondary Social Studies Education) Ph.D. 1976 Indiana University-Bloomington (Major-Special Education, Minors- Psychology and Speech Pathology) Academic Employment & Academic Leadership Roles Professor Emerita, Faculty of Education, Victoria University of Wellington, July 2012-ongoing Emeritus Professor status awarded by the Vice-Chancellor endorsed by the Academic Board and University Council “in recognition of your distinguished and extremely valuable service to the Faculty and the University during your period as a Professor.” Also .2 FTE professorial appointment 2012-2013 for work on two externally funded research projects and supervision of 10 PhD students. Professor of Education (Research) and Director of the Jessie Hetherington Centre for Educational Research, Victoria University of Wellington, 2005-2012 (June) Inaugural position to enhance research capacity in Education with the 2005 merger of Victoria University and the Wellington College of Education. Coordinator of the PhD in Education. Inaugural Director of the Jessie Hetherington Centre for Educational Research to manage Faculty externally funded research grants and promote faculty research. Chair of Faculty Research Committee, JHC Management Group, member of College Management Team, Promotions Committee, Faculty Leave and Grants Committee, Faculty Academic Committee, and Academic Transfer Committee. At University Level, member of Promotion to Professor Committee, Research Development Committee, University Research Committee, Board of the Faculty of Graduate Research, PBRF Advisory Group, and Academic Board.

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Assistant Vice-Chancellor—Academic, Massey University, 2002-2005 Senior academic executive professorial appointment responsible for academic policy, procedures, and quality assurance across the University and member of Vice-Chancellor’s Executive Committee. Manage and provide strategic oversight for university academic affairs (qualifications reviews; academic review and approval of new degree proposals; teaching quality evaluation; assessment of student learning outcomes; e-learning strategy and support; quality assurance and academic audit; student administration including enrolments, records, grievance and disciplinary policy and practices; academic policy and regulations). Manager of Training and Development Unit, Academic Policy and Quality Units, National Student Relations, National Student Administration and Teaching Support and University Library (all campuses and colleges) with budget of $29 million and 300+ staff. Chair of University-wide Academic Committee, cross-college Academic Directors’ Forum, Albany Academic Committee, Wellington Academic Forum, University Copyright Committee, and Student Academic Advisory Group. Chair of Academic Board in the absence of the Vice-Chancellor. As Massey University’s representative on the national Committee on University Academic Programs (CUAP), selected by CUAP to chair the national University Entrance Sub-Committee. Special projects duties as AVC-A included: coordinator, VC Bursary Award Program; chair, Workloads Implementation and Monitoring Groups; VC representative, employer-employee contract negotiations; chair, First Year Experience Taskforce; chair, Review of Support Strategy for Flexible Learning & Teaching; initial coordination, Certificate of University Preparation; chair, Graduation Review; manager, Summer School evaluation; coordinator, faculty Advanced Degree Awards and Workloads Assistant Lecturer Allocations; manager of Massey University’s Cycle 3 Academic Audit. Pro Vice-Chancellor and Professor, Massey University College of Education 1997 - 2002 Recruited from the U.S. as inaugural senior academic executive professorial appointment to lead Education with merger of Massey University and the Palmerston North College of Education; member of Vice-Chancellor’s Executive Committee as one of the five PVCs heading Massey’s colleges. Managed budget of $25+ million annually and 320 academic, professional and general staff on major and satellite campuses (Auckland, Palmerston North, Wellington, New Plymouth, Napier) for 30+ programs at undergraduate, masters, and doctoral degree levels (2,700+ full-time equivalent students). Oversight of externally funded competitive research & development contracts of $10 million annually. Personally initiated the EdD (professional doctorate); Bachelor of Speech & Language Therapy; and BEd Teacher Education for Early Years (Birth to Age 8). University-wide duties: Project Manager, Summer School at Massey, developing and overseeing the first branded summer session at the University; member, Academic Policy Making [governance] Review; Coordinator, Vice-Chancellor’s Bursary Award Program in partnership with low socioeconomic-base secondary schools to increase access to University study; Vice-Chancellor’s representative in Collective Contract negotiations with the combined unions;

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Acting Vice-Chancellor for 5 weeks in 2001; committee member, Employee Assistance Fund. Professor of Education, Syracuse University, Syracuse, New York 1984 – 1997 (Associate Professor 1984-1988; Professor 1988-1997) Duties included teaching at undergraduate and graduate levels; supervision of doctoral students; Chairperson, Department of Special Education (1992-1994); Founding Director, undergraduate Inclusive Elementary and Special Education Program, SU’s only undergraduate teacher education program in elementary and/or special education (1990-1997); Principal Investigator/Director, research and development contracts and grants ($8.9 million 1984-1997); Coordinator, special education doctoral programs (1994-1996); Member, Department of Teaching & Leadership Administrative Committee (1994-1997). Associate Professor of Special Education, University of Minnesota, Minneapolis 1982 – 1984 (appointed as Assistant Professor on leave, 1981-1982) Duties included teaching at masters level; doctoral supervision; Coordinator, Severe Multi-Handicapped Program (1981-1984); Director, Behavior Analyst Community Training Program (1982-1984); Principal Investigator/Director, research and development contract ($1.5 million 1982-1984). Assistant Professor of Special Education, University of Hawaii, Honolulu 1976 – 1982 Duties included teaching and supervision at masters level; Coordinator, Programs in Severe Multiply Handicapped and Serious Emotional Disturbance/Behavioral Disorders (1976-1982); Acting Chairperson (occasional); Principal Investigator/Director, research and development contracts and grants ($1.2 million 1978-1982). Other Visiting Appointments: Honorary Professor, The Starpath Project and Te Puna Wananga, the University of Auckland, 2015-2016; Adjunct Professor (invited), Griffith Institute for Educational Research, Griffith University, Queensland, Australia, 2011-present; Visiting Scholar, School of Education, University of Colorado-Boulder (August-December 2009); Visiting Scholar, College of Education, University of Washington (Jan-May 1992); Visiting Professor, Department of Communications Disorders, University of Minnesota (June 1989); Visiting Professor, University of Otago Medical School and New Zealand Institute on Mental Retardation, University of Otago, Dunedin, New Zealand (July-Dec 1988). Other Appointments pre-doctorate: Lecturer, Department of Special Education, Indiana University Bloomington and Indiana University-Purdue University-Indianapolis campuses (summers 1975, 1976); Research Assistant, Center for Innovation in Teaching the Handicapped, Indiana University (1976); Graduate Assistant, Department of Special Education, Indiana University (1974-1976). Duties included teaching at undergraduate and masterate level, supervision of student teaching in teacher education program, and research on educational services for students with disabilities/autism.

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Grants and Organized Research Principal Investigator/Director or Co-Director/Researcher for externally funded grants and contracts totaling approximately US$13 million: Review of Key Design Features and Evidence Supporting the Effectiveness of Five Secondary

School Projects: Te Kotahitanga, He Kākano, the Secondary Literacy Project, the Secondary Numeracy Project, and the Starpath Project (Director), 2012, $18,000, commissioned by the Ministry of Education.

An Analysis of Recent Pasifika Education Research Literature to Inform Improved Outcomes for Pasifika Learners (named researcher), 2012-2013, $40,000, Ministry of Education.

Research and Evaluation of Kaupapa Māori Behaviour Programmes—effectiveness, efficacy and appropriateness of He Āwhina Mātua (Director), 2011, $40,000, Ministry of Education.

Research and Evaluation of Kaupapa Māori Behaviour Programmes—effectiveness, efficacy and appropriateness of Hui Whakatika (named researcher), 2011, $40,000, Ministry of Education.

Scoping Phase of the Evaluation of Te Kotahitanga Phase 5—Research and Professional Development Programme (Co-Director), 2010, $30,000, Ministry of Education.

Evaluation of Course Endorsement (Director), 2010-2014, $350,000, New Zealand Qualifications Authority.

Evaluation of He Kākano: Professional development for leaders in secondary schools (Co-Director), 2010-2013, $325,000, Ministry of Education.

Involving Children and Young People in Research in Educational Settings (named researcher), 2009-2010, $39,775, Ministry of Education.

Evaluation of Te Kotahitanga Phases 3-4—Research and Professional Development Programme (Director), 2008-2009, $276,975, Ministry of Education.

Research on the Asia Dimension of Initial Teacher Education (Co-Researcher), 2008, $30,000, International Division, Ministry of Education.

The Impact of NCEA on Student Motivation (Director), 2005-2006, $118,297, Ministry of Education, New Zealand. Longitudinal Research on the Relationship between Aspects of NCEA and Student Motivation and Achievement (Director), 2006-2007, $62,593, and 2007-2009, $157,000, NZ Ministry of Education.

Effective Interventions for Challenging Behaviour (Director), Literature Review, 2005-2006, $43,018, Ministry of Education, New Zealand. Development, Delivery, & Evaluation of Professional Learning for Severe Behaviour (Director), 2006-2007, $166,979, and 2008-2009, $48,000, Ministry of Education.

Valid and Practical Tertiary Assessment of Student Learning Outcomes (Director), 2006-2008, $400,000, TEC Teaching and Learning Research Initiative, national research collaboration involving Victoria University, Massey University, Te Whare Wananga o Awanuiarangi, and Manukau Institute of Technology.

An Evaluation of the Senior Subject Advisers Pilot (Co-Researcher), 2007, $105,000, Ministry of Education.

Research on International Student Exchanges: Sending our Students Overseas (Co-Researcher), 2006-2007, $79,665, Ministry of Education International Division.

Intercultural Language Learning: Implications for Effective Teaching (Co-Researcher), 2006-2007, $114,691, Ministry of Education.

An Evaluation of School/Cluster Based Professional Development (Co-Researcher), 2005-2006, $105,000, Ministry of Education, New Zealand

Teacher Retraining and Accelerated Teacher Training Programs (Co-Developer), Monash University Grant from TAFE New South Wales, Australia, AUD$1.2mil, 2006-2007.

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Researching Managing Cultural Diversity in New Zealand Secondary Schools (Co-Researcher), 2005-2006, $10,000, Education New Zealand

An Evaluation of Professional Development in Early Childhood Education (Co-researcher), 2005-2006, $62,000, Ministry of Education, New Zealand

Process Evaluation: Talent Development Initiatives Network (Co-Researcher), 2005, $24,567, Ministry of Education, New Zealand

International Inclusive Education Research Lab UNESCO Chair for Inclusive Education, 2005- (Co-Researcher), international research collaboration involving United States, South Africa, Russia, New Zealand, Argentina and the U.K.

Academic Achievement of International Students (Director), 2004, $22,000, Export Education Research Project, Ministry of Education, New Zealand

New York Partnership for Statewide Systems Change 2000, USDOE, 1995-2000, $1.687 million (Co-Director with T. Neveldine, NYSED) [This initiative is/was statewide, involving both significant policy and practice educational change with the New York State Education Department]

New York Partnership for Statewide Systems Change, USDOE, 1990-1995, $1.250 million (Co-Director with T. Neveldine, NYSED) [This was the first 5 year contract for this statewide initiative—see above]

Consortium Research Institute on Social Relationships of Children and Youth with Diverse Abilities, USDOE, 1992-1997, $3.535 million [I was Principal Investigator/Director of this national research institute led from Syracuse University with sub-contracts led by four Co-Investigators at the University of Maryland, the University of Washington, and California State Universities at Long Beach and Sacramento, and research sites throughout California, Washington, Maryland, and New York]

The inclusive early childhood teacher education project, USDOE, 1994-1999, $530,000 (Co-PI with G. Ensher, SU)

The role of the paraprofessional in quality inclusive educational programs (doctoral student award), USDOE, 1995-1996, $11,444 (Co-PI with M. D’Aquanni, doctoral student, SU)

Special education teacher leadership training in innovative practices, USDOE, 1989-1992, $318,000

The Syracuse Stay-In-School Partnership Project, NYSED, 1988-1992, $288,300 (Co-PI with B. Harootunian, SU) [This was one of several state-funded initiatives to prevent drop-out from school in the State of New York]

Preparing special educators for integrated services: A dual certification, competency-based collaborative training program, USDOE, 1988-1991, $207,000

Child-centered in-service training and technical assistance network, USDOE, 1986-1989, $350,000

Long-term effects of contact between non-handicapped and severely handicapped peers: Outcomes of school integration efforts in Hawaii (doctoral student award), USDOE, 1986-1987, $11,005 (Co-PI with G. Kishi, doctoral student, SU)

Social validation of the community-based vocational skills of students with the most severe disabilities (doctoral student award), USDOE, 1986-1987, $4,698 (Co-PI with J. Black, doctoral student, SU)

The validation of social skills for successful performance in community environments by learners with moderate and severe/profound disabilities, USDOE, 1985-1989, $450,000

Strategies for decision-making in planning and implementing community-referenced curricula for learners with severe disabilities, USDOE, 1985-1988, $400,000 (Co-PI with A. Ford, SU)

Northeast Region: TASH Technical Assistance Project serving children and youth who are deaf-blind, USDOE, 1984-1987, $230,000

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Minnesota Consortium Institute for the education of severely handicapped children and youth, USDOE, 1982-1984, $1.454 million

Promoting the integration of severely handicapped children into school/community social systems, USDOE, 1980-1983, $551,386

The selection of treatment priorities in the educational programming of severely handicapped preschool children with multiple behavioral problems, USDOE, 1979-1982, $343,000 (Co-PI with I. Evans, UH)

Severely handicapped youth leisure time activities training, USDOE, 1978-1981, $237,800 (Co-PI with J. Apffel, UH)

Multiple vs. constant stimuli presentation in educational programming for severely handicapped students: A comparison, UH Research Grant, $3,500

Special Friends Project: Social integration of severely handicapped and regular education children, CETA Title VI Special Projects Funding, 1978-1979, $28,600

Publications (starting with most recent) Books and Journal Special Issues Meyer, L.H., & Evans, I.M. (2012). The Teacher’s Guide to Restorative Classroom Discipline.

Thousand Oaks, CA: Corwin Press. www.corwin.com/books/Book236775 Meyer, L.H., & Evans, I.M. (2012). The School Leader’s Guide to Restorative School Discipline.

Thousand Oaks, CA: Corwin Press. www.corwin.com/books/Book236774 Meyer, L.H. (2010). Guest Editor, Special Issue: Research on Tertiary Assessment Policy and

Practices, Higher Education Quarterly, 64(3), July 2010, 124 pages. doi.org/10.1111/j.1468-2273.2010.00469.x

Meyer, L.H., Davidson, S., Anderson, H., Fletcher, R., Johnston, P.M., & Rees, M. (Eds.) (2009). Tertiary Assessment and Higher Education Student Outcomes: Policy, practice, and research. Victoria University and Ako Aotearoa: National Centre for Tertiary Teaching Excellence.

Scotti, J.R., & Meyer, L.H. (Eds.) (1999). Behavioral intervention: Principles, models and practices. Baltimore: Paul H. Brookes Publishing Co.

Meyer, L.H., Park, H.S., Grenot-Scheyer, M., Schwartz, I.S., & Harry, B. (Eds.) (1998). Making friends: The influences of culture and development. Baltimore: Paul H. Brookes Publishing Co.

Park, H.S., Meyer, L.H., & Goetz, L. (Eds.) (1998). Special Series on Participatory Action Research. Journal of The Association for Persons with Severe Handicaps, 23. doi.org/10.2511/rpsd.23.3.163

Schleien, S., Meyer, L.H., Heyne, L., & Brandt, B.B. (1995). Lifelong leisure skills and lifestyles for persons with developmental disabilities (2nd ed.). Baltimore: Paul H. Brookes Publishing Co.

Meyer, L.H. (Ed.). (1994). Special Issue on the Impact of Inclusion. Journal of The Association for Persons with Severe Handicaps, 19.

Meyer, L.H., Peck, C.A., & Brown, L. (Eds.) (1991). Critical issues in the lives of people with severe disabilities. Baltimore: Paul H. Brookes Publishing Co.

Meyer, L.H. (Ed.) (1991). Mini-series on Meaningful Outcomes. Journal of Special Education, 25.

Schnorr, R., Ford, A., Davern, L., Park-Lee, S., & Meyer, L. (1989). The Syracuse Curriculum Revision Manual. Baltimore: Paul H. Brookes Publishing Co.

Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J., & Dempsey, P. (Eds.). (1989). The Syracuse Community-Referenced Curriculum Guide for Students with Moderate and Severe Disabilities. Baltimore: Paul H. Brookes Co.

Meyer, L.H., & Evans, I.M. (1989). Non-aversive intervention for behavior problems: A manual for home and community. Baltimore: Paul H. Brookes Co.

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Horner, R.H., Meyer, L.H., & Fredericks, H.D. (Eds.) (1988). Education of learners with severe handicaps: Exemplary service strategies. Baltimore: Paul H. Brookes Publishing Co.

Evans, I.M., & Meyer, L.H. (1985). An educative approach to behavior problems: A practical decision model for interventions with severely handicapped learners. Baltimore: Paul H. Brookes Publishing Co.

Wuerch, B.B., & Voeltz, L.M. (1985). Longitudinal leisure skills for severely handicapped learners: The Ho’onanea curriculum component. Baltimore: Paul H. Brookes Publishing Co.

Refereed Journal Articles: Hynds, A. S., Averill, R., Hindle, R. Meyer, L.H., Hodis, F., Penetito, W., & Faircloth, S. (2015).

In-school influences on Indigenous secondary school students’ expectations and aspirations. Submitted for publication consideration.

Hynds, A. S., Averill, R., Penetito, W., Meyer, L.H., Hindle, R., & Faircloth, S. (2015). The impact of teacher professional development to reposition pedagogy for Indigenous students in mainstream schools. International Journal of Leadership in Education, accepted for publication.

Hodis, F., Johnston, M., Meyer, L.H., McClure, J., Hodis, G.M., & Starkey, L. (2015). Maximal levels of aspiration, minimal boundary goals, and their relationships with academic achievement: The case of secondary-school students. British Educational Research Journal, in press. doi.org/10.1002/berj.3189

Averill, R., Hynds, A., Penetito, W., Meyer, L.H., Taiwhati, M., Hindle, R., & Faircloth, S. (2014). Pedagogies effective for Māori: Findings from the He Kākano research evaluation. Set: Research Information for Teachers, in press.

Averill, R., Hindle, R., Hynds, A., Meyer, L.H., Penetito, W., Taiwhati, M., Hodis, F., & Faircloth, S. (2014). “It means everything doesn’t it?” Interpretations of Maori students achieving and enjoying educational success ‘as Māori’. Set: Research Information for Teachers, No. 2, 33-40.

Walkey, F.H., McClure, J., Meyer, L.H., & Weir, K.F. (2013). Low expectations equal no expectations: Aspirations, attitudes, and achievement in secondary school. Contemporary Educational Psychology, 38 (4), 306-315. doi.org/10.1016/j.cedpsych.2013.06.004

Weir, K.F., Meyer, L.H., McClure, J., & O’Neill, D. (2012). Part-time work and non-school activities while in high school: Is there a threshold effect on achievement? New Zealand Annual Review of Education, 21 (2011-2012), 97-118.

Dharan, V.M., Meyer, L.H., & Mincher, N. (2012). At the receiving end—are policies and practices working to keep students in high schools? New Zealand Annual Review of Education, 21 (2011-2012), 119-142.

Meyer, L.H. (2012). Freedom, fairness, and justice: What now for severe disabilities? Research and Practice for Persons with Severe Disabilities, 37(3), 220-223. doi.org/10.2511/027494812804153480

Meyer, L.H. (2012). Negotiating academic values, professorial responsibilities, and expectations for accountability in today’s universities. Higher Education Quarterly, 66(2), 207-217. DOI: doi.org/10.1111/j.1468-2273.2012.00516.x

Fletcher, R.B., Meyer, L.H., Anderson, H., Johnston, P., & Rees, M.T. (2012). Faculty and student conceptions of assessment in higher education. Higher Education, 64, 119-133. doi.org/10.1007/s10734-011-9484-1

Hindle, R., Savage, C., Meyer, L.H., Sleeter, C.E., Hynds, A., & Penetito, W. (2011). Culturally responsive pedagogies in the visual and performing arts: Exemplars, missed opportunities and challenges. Curriculum Matters, 7, 26-47.

Hynds, A., Sleeter, C., Hindle, R., Savage, C., Penetito, W., & Meyer, L.H. (2011). Te Kotahitanga: A case study of a repositioning approach to teacher professional development for culturally

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responsive pedagogies. Asia-Pacific Journal of Teacher Education, 39(4), 339-351. doi.org/10.1080/1359866X.2011.614684

Hodis, F.A., Meyer, L.H., McClure, J., Weir, K.A., & Walkey, F. (2011). A longitudinal investigation of motivation and secondary school achievement using Growth Mixture Modeling. Journal of Educational Psychology, 103(2), 312-323. doi.org/10.1037/a0022547

McClure, J., Meyer, L.H., Garisch, J., Fischer, R., Weir, K.F., & Walkey, F. (2011). Students’ attributions for their best and worst marks: Do they predict achievement? Contemporary Educational Psychology, 36, 71-81. doi.org/10.1016/j.cedpsych.2010.11.001

Savage, C., Hindle, R., Meyer, L.H., Hynds, A., Penetito, W., & Sleeter, C.E. (2011). Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum. Asia-Pacific Journal of Teacher Education, 39(3), 183-198. doi.org/10.1080/1359866X.2011.588311

Taylor, M., Yates, A., Meyer, L.H., & Kinsella, P. (2011). Teacher professional leadership in support of teacher professional development. Teaching and Teacher Education, 27, 85-94. doi.org/10.1016/j.tate.2010.07.005

Meyer, L.H., Davidson, S., McKenzie, L., Rees, M., Anderson, H., Fletcher, R., & Johnston, P.M. (2010). An investigation of tertiary assessment policy and practice: Alignment and contradictions. Higher Education Quarterly, 64(3), 331-350. doi.org/10.1111/j.1468-2273.2010.00459.x

Meyer, L.H. (2010). Editorial—Research on tertiary assessment policy and practices. Higher Education Quarterly, 64(3), 226-230. doi.org/10.1111/j.1468-2273.2010.00469.x

Graham, J., Meyer, L.H., McKenzie, L., McClure, J., Weir, K.F., & Walkey, F. (2010). Māori and Pacific secondary student and parent perspectives on achievement, motivation and the NCEA. Assessment Matters, 2, 132-157.

Doyle, S., Gendall, P., Meyer, L.H., Hoek, J., Tait, C., McKenzie, L., & Loorparg, A. (2010). An investigation of factors associated with student participation in study abroad. Journal of Studies in International Education, 14(5), 471-490. doi.org/10.1177/1028315309336032

Meyer, L.H., McClure, J., Walkey, F., Weir, K., & McKenzie, L. (2009). Secondary student motivation orientations and standards-based achievement outcomes. British Journal of Educational Psychology, 79, 273-293. doi.org/10.1348/000709908X354591

Harvey, S.T., Boer, D., Meyer, L.H., & Evans, I.M. (2009). Updating a meta-analysis of intervention research with challenging behaviour: Treatment validity and standards of practice. Journal of Intellectual & Developmental Disability, 34(1), 1-14. doi.org/10.1080/13668250802690922

Starkey, L., Yates, A., Meyer, L.H., Hall, C., Taylor, M., Stevens, S., & Toia, R. (2009). Professional development design: Embedding educational reform in New Zealand. Teaching and Teacher Education, 25, 181-189. doi.org/10.1016/j.tate.2008.08.007

Evans, I.M., Meyer, L.H., & Buckley, L. (2008). Interpreting the evidence on interventions with challenging behaviour: Theoretical, contextual, and cultural perspectives from New Zealand. Australian Journal of Rehabilitation Counseling, 14(2), 79-93. doi.org/10.1375/jrc.14.2.79

Meyer, L. H. (2007). Collegial participation in university governance: A case study of institutional change. Studies in Higher Education, 32(2), 225-235. doi.org/10.1080/03075070701267269

Paewai, S.R., Meyer, L.H., & Houston, D. (2007). Problem-solving academic workloads management: A university response. Higher Education Quarterly, 61, 375-390. doi.org/10.1111/j.1468-2273.2007.00360.x

Houston, D., Meyer, L.H., & Paewai, S.R. (2006). Academic staff workloads and job satisfaction: Expectations and values in academe. Journal of Higher Education Policy and Management, 28(1), 17-30. doi.org/10.1080/13600800500283734

Meyer, L.H., & Evans, I.M. (2005). Supporting academic staff: Meeting new expectations in higher education without compromising traditional faculty values. Higher Education Policy, 18, 243-255. doi.org/10.1057/palgrave.hep.8300086

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Voeltz [Meyer], L.M., & Evans, I.M. (2004). Educational validity: Procedures to evaluate outcomes in programs for severely handicapped learners. Research and Practice for Persons with Severe Disabilities, 29(2), 64-76. Reprinted from The Journal of The Association for the Severely Handicapped, 8(1), 1983, as “Classic TASH Article II.” doi.org/10.2511/rpsd.29.2.64

Meyer, L.H., & Evans, I.M. (2003). Motivating the professoriate: Why sticks and carrots are only for donkeys. Journal of Higher Education Management and Policy, 15(3), 151-167. doi.org/10.1787/hemp-v15-art29-en

Meyer, L.H. (2003). Wanted: Internationally Appropriate Best Practices. Research and Practice for Persons with Severe Disabilities (RPSD), 28, 33-36. doi.org/10.2511/rpsd.28.1.33

Fisher, M., & Meyer, L.H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities (RPSD), 27, 165-174. doi.org/10.2511/rpsd.27.3.165 [Reprinted in Ryndak, D.L., & Fisher, D. (Eds.), 2003. The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education (2nd ed). Baltimore: TASH. Received the TASH 2003 Thomas G. Haring Award for Excellence in Research for “Quality and Significance.”]

Minondo, S., Meyer, L.H., & Xin, J. (2001). The role and responsibilities of teaching assistants in inclusive education: What’s appropriate? Journal of The Association for Persons with Severe Handicaps, 26, 114-119. [Reprinted in Ryndak, D.L., & Fisher, D. (Eds.), 2003. The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education (2nd ed). Baltimore: TASH.] doi.org/10.2511/rpsd.26.2.114

Meyer, L.H. (2001). The impact of inclusion on children’s lives: Multiple outcomes and friendship in particular. International Journal of Disability, Development and Education, 48, 9-31. doi.org/10.1080/10349120120036288

Evans, I.M., & Meyer, L.H. (2001). Having friends and Rett Syndrome: How social relationships create meaningful contexts for limited skills. Disabilities and Rehabilitation, 23, 167-176. doi.org/10.1080/09638280150504243

Meyer, L.H. (2001). Invited Commentary: Multiculturalism and severe disabilities. Journal of The Association for Persons with Severe Handicaps, 26, 204-205. doi.org/10.2511/rpsd.26.3.204

Evans, I.M., & Meyer, L.H. (1999). Modifying adult interactional style as positive behavioural intervention for a child with Rett Syndrome. Journal of Intellectual and Developmental Disability, 24(3), 191-205. doi.org/10.1080/13668259900033981

Meyer, L.H., & Fisher, M. (1999). Participatory research on strategies to support inclusion. set Special 1999: Special Education, 5. Wellington: New Zealand Council for Educational Research and Camberwell: Australian Council for Educational Research.

Meyer, L.H., Park, H.S., Grenot-Scheyer, M., Schwartz, I.S., & Harry, B. (1998). Participatory research: New approaches to the research to practice dilemma. Journal of The Association for Persons with Severe Handicaps, 23, 165-177. doi.org/10.2511/rpsd.23.3.165

Meyer, L.H. (1997). Tinkering around the edges? Journal of The Association for Persons with Severe Handicaps, 22, 80-82.

Eichinger, J., Meyer, L.H., & D’Aquanni, M. (1996). Evolving best practices for learners with severe disabilities. Special Education Leadership Review, 3, 1-13.

Meyer, L.H. (1994). Understanding the impact of inclusion. Journal of The Association for Persons with Severe Handicaps, 19, 251-252.

Kishi, G.S., & Meyer, L.H. (1994). What children report and remember: A six year follow-up of the effects of social contact between peers with and without severe disabilities. Journal of The Association for Persons with Severe Handicaps, 19, 277-289. [Reprinted in Fisher, D., & Ryndak, D.L. (Eds.), 2001, The foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education, Baltimore: TASH.]

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Ayres, B., Meyer, L.H., Ervelles, N., & Park-Lee, S. (1994). Easy for you to say! Teacher perspectives on implementing most promising practices. Journal of The Association for Persons with Severe Handicaps, 19, 84-93.

Evans, I.M., & Meyer, L.H. (1993). Once more with feeling: On the importance of moving ahead. Journal of The Association for Persons with Severe Handicaps, 18, 249-252.

Meyer, L.H., & Evans, I.M. (1993). Science and practice in behavioral intervention: Meaningful outcomes, research validity, and usable knowledge. Journal of The Association for Persons with Severe Handicaps, 18, 224-234. [Reprinted in Bambara, L.M., Dunlap, G., & Schwartz, I.S. (Eds.), 2004, Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: Pro-Ed]

Meyer, L.H., & Berkman, K.A. (1993). What’s straw and what’s real: A reply to Linscheid and Landau. Mental Retardation, 31, 7-14.

Rynders, J.E., Schleien, S.J., Meyer, L.H., Vandercook, T.K., Mustonen, T.A., Colond, J.S., & Olson, K. (1993). Improving integration outcomes for children with and without severe disabilities through cooperative structured recreation activities: A synthesis of research. Journal of Special Education, 26, 386-407. doi.org/10.1177/002246699302600404

Williams, D.R., Meyer, L.H., & Harootunian, B. (1992). Introduction and implementation of cooperative learning in the heterogeneous classroom: Middle school teachers’ perspectives. Research in Middle Level Education, 16, 115-130.

Ayres, B., & Meyer, L.H. (1992). Helping teachers manage the inclusive classroom: Staff development and teaming star among management strategies. The School Administrator, 49(2), 40-47.

Black, J.W., & Meyer, L.H. (1992). But….Is it really work? Social validity of employment training for persons with very severe disabilities. American Journal on Mental Retardation, 96, 463-474.

Meyer, L.H. (1991). Guest Editorial: Why meaningful outcomes? Journal of Special Education, 25, 287-290. doi.org/10.1177/002246699102500302

Cole, D.A., & Meyer, L.H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. Journal of Special Education, 25, 340-351. doi.org/10.1177/002246699102500306

Scotti, J., Evans, I.M., Meyer, L.H., & Walker, P. (1991). A meta-analysis of intervention research with behavior problems in persons with developmental disabilities: Treatment validity and standards of practice. American Journal on Mental Retardation, 96, 233-256.

Janney, R.E., & Meyer, L.H. (1990). A consultation model to support integrated educational services for students with severe disabilities and challenging behaviors. Journal of The Association for Persons with Severe Handicaps, 15, 186-199.

Evans, I.M., & Meyer, L.H. (1990). Toward a science in support of meaningful outcomes: A response to Horner et al. Journal of The Association for Persons with Severe Handicaps, 15, 133-135.

Meyer, L.H., Cole, D.A., McQuarter, R., & Reichle, J. (1990). Validation of the Assessment of Social Competence (ASC) in children and young adults with developmental disabilities. Journal of The Association for Persons with Severe Handicaps, 15, 57-68.

Meyer, L.H., & Janney, R.E. (1989). User-friendly measures of meaningful outcomes: Evaluating behavioral interventions. Journal of The Association for Persons with Severe Handicaps, 14, 263-270. [Reprinted in Bambara, L.M., Dunlap, G., & Schwartz, I.S. (Eds.), 2004, Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: Pro-Ed]

Cole, D.A., & Meyer, L.H. (1989). Impact of needs and resources on family plans to seek out-of-home placement. American Journal on Mental Retardation, 93, 380-387.

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Berkman, K.A., & Meyer, L.H. (1989). Alternative strategies and multiple outcomes in the remediation of severe self-injury: Going “all out” nonaversively. Journal of The Association for Persons with Severe Handicaps, 13, 76-86.

Kishi, G., Teelucksingh, B., Zollers, N., Park-Lee, S., & Meyer, L. (1988). Daily decision-making in community residences: A social comparison of adults with and without disabilities. American Journal on Mental Retardation, 92, 430-435.

Meyer, L.H., Eichinger, J., & Park-Lee, S. (1987). A validation of program quality indicators in educational services for students with severe disabilities. Journal of The Association for Persons with Severe Handicaps, 12, 251-263.

Evans, I.M., & Meyer, L.H. (1987). Moving to educational validity: A reply to Test, Spooner, and Cooke. Journal of The Association for Persons with Severe Handicaps, 12, 103-106.

Meyer, L.H., Fox, A., Schermer, A., Ketelsen, D., Montan, N., Maley, K., & Cole, D. (1987). The effects of teacher intrusion on social play interactions between children with autism and their nonhandicapped peers. Journal of Autism and Developmental Disorders, 17, 315-332. doi.org/10.1007/BF01487063

Cole, D.A., Meyer, L.H., Vandercook, T., & McQuarter, R.J. (1986). Interactions between peers with and without severe handicaps: The dynamics of teacher intervention. American Journal of Mental Deficiency, 91, 160-169.

Meyer, L.H., Evans, I.M., Wuerch, B.B., & Brennan, J. (1985). Monitoring the collateral effects of leisure skill instruction: A case study in multiple-baseline methodology. Behaviour Research and Therapy, 23, 127-138. doi.org/10.1016/0005-7967(85)90021-X

Voeltz, L.M., Evans, I.M., Derer, K.R., & Hanashiro, R. (1983). Targeting excess behavior for change: A clinical decision model for selecting priority goals in educational contexts. Child and Family Behavior Therapy, 5(3), 17-35. doi.org/10.1300/J019v05n03_02

Voeltz, L.M., & Evans, I.M. (1983). Educational validity: Procedures to evaluate outcomes in programs for severely handicapped learners. Journal of The Association for Persons with Severe Handicaps, 8, 3-15.

Voeltz, L.M., Wuerch, B.B., & Bockhaut, C.H. (1982). A social validation of leisure activities training with severely handicapped youth. Journal of The Association for Persons with Severe Handicaps, 7, 3-13.

Voeltz, L.M., Evans, I.M., Freedland, K., & Donellon, S. (1982). Teacher decision-making in the selection of educational programming priorities for severely handicapped children. Journal of Special Education, 16, 179-198. doi.org/10.1177/002246698201600206

Voeltz, L.M. (1982). Effects of structured interactions with severely handicapped peers on children’s attitudes. American Journal of Mental Deficiency, 86, 180-190.

Voeltz, L.M., & Evans, I.M. (1982). The assessment of behavioral interrelationships in child behavior therapy. Behavioral Assessment, 4, 131-165.

Voeltz, L.M., & Wuerch, B.B. (1981). A comprehensive approach to leisure education and leisure counseling for the severely handicapped person. Therapeutic Recreation Journal, 15(4), 24-35.

Voeltz, L.M., & Apffel, J.A. (1981). A curriculum component to teach leisure activities to severely handicapped youth: Why and how. Viewpoints in Teaching and Learning, 57(1), 82-93.

Voeltz, L.M. (1980). Children’s attitudes toward handicapped peers. American Journal on Mental Deficiency, 84, 455-464.

Voeltz, L.M. (1980). Special Friends in Hawaii. Education Unlimited, 2(1), 10-11. Voeltz, L.M., Bailey, E., Nakamura, A., & Azama, M. (1979). A needs assessment of special

education inservice training priorities for teachers. Educational Perspectives, 18(4), 12-17. Voeltz, L.M., & Donellon, S.A. (1978). Some issues in the area of behavioral disorders and the

schools in Hawaii and the Pacific Basin. Behavioral Disorders, 3, 250-267. Voeltz, L.M. (1976). An evaluation of the status of competency-based teacher education for

teachers of behavior disordered children. Behavioral Disorders, 1(2), 97-104.

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Book Chapters: Meyer, L.H., Park, H.-S., Bevan-Brown, J. M., & Savage, C. (2016). Culturally responsive

special education in inclusive schools. In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 9th ed (pp. 235-256). New York: John Wiley.

Meyer, L.H., & Evans, I.M. (2014). Defusing conflict in the classroom with restorative practices. In A. Honigsfeld & A. Cohan (Eds.), Breaking the mold of classroom management: What educators should know and do to enable student success, vol. 5 (pp. 135-142). Lanham, MD: Rowman & Littlefield Education.

Meyer, L.H., Bevan-Brown, J., Park, H.-S., & Savage, C. (2013). School inclusion and multicultural issues in special education. In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 8th ed (pp. 269-289). New York: John Wiley.

Meyer, L.H., (2011). Evaluating the effectiveness and impact of teacher professional development. In C.E. Sleeter (Ed.), Professional development for culturally responsive and relationship-based pedagogy (pp. 45-59). New York: Peter Lang Publishing.

Sleeter, C.E., Bishop, R., & Meyer, L.H. (2011). Professional development for culturally responsive and relationship-based pedagogy. In C.E. Sleeter (Ed.), Professional development for culturally responsive and relationship-based pedagogy (pp. 109-119). New York: Peter Lang Publishing.

Meyer, L.H., Sleeter, C., Zeichner, K., Park, H.S., Hoban, G., & Sorenson, P. (2011). An international survey of higher education students’ perceptions of world-mindedness and global citizenship. In W. Blanchett & B. Lindsay (Eds.), Universities and global diversity: Preparing educators for tomorrow (pp. 179-191). New York: Routledge (Sponsored by the American Association of Colleges for Teacher Education (AACTE).

Meyer, L.H., Bevan-Brown, J., Park, H.-S., & Savage, C. (2010). School inclusion and multicultural issues in special education. In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 7th ed (pp. 343-368). New York: John Wiley.

Newton, J., Milligan, A., Yates, E., & Meyer, L.H. (2010). Global-mindedness and intercultural competence: Two responses to the challenge of educating for a linguistically and culturally diverse world. In V. Green & S. Cherrington (Eds.), Delving into diversity: An international exploration of diversity issues in education (pp. 287-299). Hauppauge, NY: Nova Science Publishers.

Davidson, S., Anderson, H., Rees, M., McKenzie, L., Meyer, L.H., Johnston, P.M., & Fletcher, R.B. (2009). An investigation of assessment policy and practice in New Zealand higher education institutions. In L.H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees (Eds.), Tertiary assessment and higher education student outcomes: Policy, practice and research (pp. 65-76). Wellington, NZ: Ako Aotearoa National Centre for Tertiary Teaching Excellence.

Meyer, L.H., Bevan-Brown, J., Harry, B., & Sapon-Shevin, M. (2007). School inclusion and multicultural issues in special education (pp. 369-399). In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 6th ed. New York: John Wiley.

Meyer, L.H., & Bevan-Brown, J. (2005). Collaboration for social inclusion. In D. Fraser, R. Moltzen, & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand, 3rd ed (pp. 168-192). Melbourne/Palmerston North: Thomson Publishers and Dunmore Press.

Meyer, L.H., Bevan-Brown, J., Harry, B. & Sapon-Shevin, M (2004). School inclusion and multicultural issues in special education. In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 5th ed (pp. 350-378). New York: John Wiley & Sons.

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Meyer, L.H., Bevan-Brown, J., Harry, B., & Sapon-Shevin, M. (2001). School inclusion and multicultural issues in special education. In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 4th ed. (pp. 327-352). New York: John Wiley & Sons.

Meyer, L.H. (2001). Foreword. In M. Grenot-Scheyer, M. Fisher, & D. Staub (Eds.), At the end of the day: Lessons learned in inclusive education (pp. xv-xix). Baltimore: Paul H. Brookes.

Meyer, L.H., & Bevan-Brown, J. (2000). Supporting social relationships: Partnerships and friendships. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand, 2nd ed. (pp. 147-180). Palmerston North: Dunmore Press.

Meyer, L.H., & Park, H.S. (1999). Contemporary most promising practices for people with disabilities. In J.R. Scotti & L.H. Meyer (Eds.), Behavioral intervention: Principles, models, and practices (pp. 25-45). Baltimore: Paul H. Brookes.

Fisher, M.M., Bernazzani, J., & Meyer, L.H. (1998). Participatory action research: Supporting social relationships in the cooperative classroom. In J. Putnam (Ed.), Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom, 2nd ed. (pp.137-165). Baltimore: Paul H. Brookes.

Grenot-Scheyer, M., Harry, B., Park, H.S., Schwartz, I.S., & Meyer, L.H. (1998). Directions and recommendations for future research: Integrating the academic and social lives of America’s children and youth. In L. Meyer et al. (Eds.), Making friends: The influences of culture and development (pp. 403-411). Baltimore: Paul H. Brookes.

Meyer, L.H., Minondo, S., Fisher, M., Larson, M., Dunmore, S., Black, J., & D’Aquanni, M. (1998). Frames of friendship: Social relationships among young adolescents with diverse abilities. In L. Meyer et al. (Eds.), Making friends: The influences of culture and development (pp. 189-221). Baltimore: Paul H. Brookes.

Meyer, L.H., Park, H.S., Grenot-Scheyer, M., Harry, B., & Schwartz, I.S. (1998). Participatory research approaches for the study of the social relationships of children and youth. In L Meyer et al. (Eds.), Making friends: The influences of culture and development (pp. 3-29). Baltimore: Paul H. Brookes.

Meyer, L.H. (1998). Preface. In P. Benson & R. Openshaw (Eds.), New horizons for New Zealand social studies (pp. i-iii). Palmerston North: Massey University ERDC Press.

Meyer, L.H., Mager, G.M., Yarger-Kane, G., Sarno, M., & Hext-Contreras, G. (1997). Syracuse University’s Inclusive Elementary and Special Education Program. In L.P. Blanton, C. Griffin, J. Winn, & M. Pugach (Eds.), Teacher education in transition: Collaborative practices in general and special education (pp. 18-38). Denver: Love Publishing Co.

Meyer, L.H., Harry, B., & Sapon-Shevin, M. (1997). School inclusion and multiculturalism in special education. In J. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 3rd ed. (pp. 334-360). Boston: Allyn & Bacon.

Meyer, L.H. (1996) Social relationships. In H.R. Turnbull & A.P. Turnbull (Eds.), Improving the implementation of the Individuals with Disabilities Act: Making schools work for all of America’s children, supplement (pp. 427-443). Washington, D.C.: National Council on Disability.

Hedeen, D.L., Ayres, B.J., Meyer, L.H., & Waite, J. (1996). Quality inclusive schooling for students with severe behavioral challenges. In D. Lehr & F. Brown (Eds.), People with disabilities who challenge the system (pp. 127-171). Baltimore: Paul H. Brookes.

Meyer, L.H., Williams, D.R., Harootunian, B., & Steinberg, A. (1995). The Syracuse experience: An inclusion model to reduce at-risk status among middle school students. In I.M. Evans, T. Cicchelli, M. Cohen, & N. Shapiro (Eds.), Staying in school: Partnerships for educational change (pp. 83-110). Baltimore: Paul H. Brookes.

Meyer, L.H. (1993). Preface. In D. Fraser & L.Labbe, L’approche positive de la personne…une conception globale de l’intervention (pp. 11-12). Quebec: Editions agence D’ARC.

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Meyer, L.H., & Henry, L.A. (1993). Cooperative classroom management: Student needs and fairness in the regular classroom. In J. Putnam (Ed.), Celebrating diversity: Cooperative learning and strategies for inclusion (pp. 93-121). Baltimore: Paul H. Brookes.

Meyer, L.H., & Evans, I.M. (1993). Meaningful outcomes in behavioral intervention: Evaluating positive approaches to the remediation of challenging behaviors. In J. Reichle, & D. Wacker (Eds.), Communicative approaches to the management of challenging behavior (pp. 407-428). Baltimore: Paul H. Brookes.

Meyer, L.H. (1992). Cooperative behavior management: Incorporating “behavioral intervention” into the design of the regular education classroom. In J. Putnam (Ed.), A practical guide for achieving social integration through heterogeneous academic learning groups. Missoula: Montana Developmental Disabilities Council Project.

Meyer, L.H. (1992). Future directions for social skills training research: A critique and a challenge. In S.Z. Sacks, M. Hirsch, D. Tierney-Russell, & R. Gaylord-Ross (Eds.), The status of social skills training in special education and rehabilitation: Present and future trends. Nashville, TN: Vanderbilt University Social Skills Project.

Meyer, L.H., & Janney, R.E. (1992). School-based consultation to support students with severe behavior problems in integrated educational programs. In T. Kratochwill, S. Elliott, & M. Gettinger (Eds.), Advances in School Psychology, vol. VIII (pp. 153-193). Hillsdale, NJ: Lawrence Erlbaum.

Meyer, L.H. (1991). Advocacy, research, and typical practices: A call for the reduction of discrepancies between what is and what ought to be and how to get there. In L.H. Meyer, C.A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 629-649). Baltimore: Paul H. Brookes.

Scotti, J.R., Evans, I.M., Meyer, L.H., & DiBenedetto, A. (1991). Individual repertoires as behavioral systems: Implications for program design and evaluation. In B. Remington (Ed.), The challenge of severe mental handicap: A behavior-analytic approach (pp. 139-163). London: J. Wiley & Sons.

Meyer, L.H. (1989). Foreword. In R. Neel & F. Billingsley, Impact: A functional curriculum handbook for students with moderate to severe disabilities. Baltimore: Paul H. Brookes.

Giangreco, M.F., & Meyer, L.H. (1988). Expanding services for students with severe disabilities in regular schools and classes. In J.L. Graden, J.E. Zins, & M.J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 241-267). Washington, D.C.: National Association of School Psychologists.

Evans, I.M., Meyer, L.H., Kurkjian, J.A., & Kishi, G.S. (1988). An evaluation of behavioral interrelationships in child behavior therapy. In J.C. Witt, S.N. Elliott, & F.N. Gresham (Eds.), Handbook of behavior therapy in education (pp. 189-215). New York: Plenum.

Schleien, S.J., & Meyer, L.H. (1988). Community-based recreation programs for persons with severe developmental disabilities. In M.D. Powers (Ed.), Severe developmental disabilities: Expanded systems of interaction (pp. 93-112). Baltimore: Paul H. Brookes.

Meyer, L.H., & Putnam, J. (1988). Social integration. In V.B. Van Hasselt, P.S. Strain, & M. Hersen (Eds.), Handbook of developmental and physical disabilities (pp. 107-133). New York: Pergamon Press.

Meyer, L.H., & Eichinger, J. (1987). Program evaluation in support of program development: Needs, strategies, and future directions. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with sensory impairments (pp. 313-353). Baltimore: Paul H. Brookes.

Knoll, J., & Meyer, L.H. (1987). Integrated schooling and educational quality: Principles and effective practices. In M. Berres & P. Knoblock (Eds.), Managerial models of mainstreaming (pp. 41-59). Rockville, MD: Aspen.

Meyer, L.H., & Evans, I.M. (1986). Modification of excess behavior: An adaptive and functional approach for educational and community contexts. In R.H. Horner, L.H. Meyer, &

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H.D. Fredericks (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp. 315-350). Baltimore: Paul H. Brookes.

Meyer, L.H. (1985). Foreword. In R. Gaylord-Ross & J. Holvoet, Strategies for teaching severely handicapped children and youth. Boston: Little, Brown & Co.

Johnson, R.E., & Meyer, L.H. (1985). Program design and research to normalize peer interactions. In M. Brady & P. Gunter (Eds.), Integrating moderately and severely handicapped learners: Strategies that work (pp. 79-101). Springfield, IL: Charles Thomas Publishers.

Meyer, L.H., McQuarter, R.J., & Kishi, G.S. (1985). Assessing and teaching social interaction skills. In W. Stainback & S. Stainback (Eds.), Integration of severely handicapped students with their nonhandicapped peers: A handbook for teachers (pp. 66-86). Reston, VA: Council for Exceptional Children.

Meyer, L.H., & Kishi, G.S. (1985). School integration strategies. In K.C. Lakin & R.H. Bruininks (Eds.), Strategies for achieving community integration of developmentally disabled citizens (pp. 231-252). Baltimore: Paul H. Brookes.

Evans, I.M., & Meyer, L.H. (1984). Basic life skills. In J.E. Ysseldyke (Ed.), School psychology: State of the art (pp. 37-56). Minneapolis: National School Psychology Inservice Training Network.

Voeltz, L.M. (1984). Program and curriculum innovations to prepare children for integration. In N. Certo, N. Haring, & R. York (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 155-183). Baltimore: Paul H. Brookes.

Voeltz, L.M., & Brennan, J.M. (1984). Analysis of interactions between nonhandicapped and severely handicapped peers using multiple measures. In J.M. Berg (Ed.), Perspectives and progress in mental retardation, vol. I: Social, psychological and education aspects (pp. 61-72). Baltimore: University Park Press.

Voeltz, L.M., Wuerch, B.B., & Wilcox, B. (1982). Leisure and recreation: Preparation for independence, integration, and self-fulfillment. In B. Wilcox & G.T. Bellamy, Design of high school programs for severely handicapped students (pp. 175-209). Baltimore: Paul H. Brookes.

Book Reviews Meyer, L. H. (2015). The Progressives, school effectiveness research, and the American high

school [Review of the book Paul Diederich and the Progressive American high school], PsycCRITIQUES-Contemporary Psychology, in press.

Meyer, L.H., & MacDonald, K.B. (2013, December). A psychologist for social change [Review of the book Principles of social change], PsycCRITIQUES-Contemporary Psychology, 58 (No. 51), Retrieved February 11, 2014, from the PsycCRITIQUES database. doi.org/10.1037/a0033833

Meyer, L.H. (2012, January 4). School psychology finding its way in diverse contexts: Where to? [Review of the book The Oxford handbook of school psychology], PsycCRITIQUES-Contemporary Psychology, 57 (No. 1), Retrieved January 9, 2012, from the PsycCRITIQUES database. doi.org/10.1037/a0026687

Meyer, L.H. (2011), Making sense of differently able minds [Review of the book Islands of genius: The bountiful mind of the autistic, acquired, and sudden savant] PsycCRITIQUES—Contemporary Psychology, 56(9), Retrieved January 9, 2012, from the PsycCRITIQUES database. doi.org/10.1037/a0022780

Meyer, L.H. (2009, March 18). Waking up from the American dream [Review of the book Stop high stakes testing: An appeal to America’s conscience], PsycCRITIQUES-Contemporary Psychology, 54 (No. 11). Retrieved January 9, 2012, from the PsycCRITIQUES database. doi.org/10.1037/a0014596

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Meyer, L.H., & Evans, I.M. (2008, March 26). Making new information accessible for trainees and practitioners: A very good start [Review of the book The handbook of intellectual disability and clinical psychology practice], PsycCRITIQUES-Contemporary Psychology. APA Review of Books, 53 (No. 13), Article 8. Retrieved April 2, 2008, from the PsycCRITIQUES database. doi.org/10.1037/a0011265

Meyer, L.H. (2007, October 24). Serendipity or synergy: Processes to support research that makes a difference [Review of the book Reconnecting Education & Foundations: Turning Good Intentions into Educational Capital], PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 50 (No. 43), Article 14. Retrieved October 25, 2007, from the PsycCRITIQUES database.

Evans, I.M., & Meyer, L.H. (2006). Knowledge transfer and doable instructional practices [Review of the book Mental Retardation and Intellectual Disabilities: Teaching Students Using Innovative and Research-Based Strategies]. PsycCRITIQUES Contemporary Psychology: APA Review of Books, 51(15), Article 11. Retrieved October 25, 2007, from the PsycCRITIQUES database. doi.org/10.1037/a0002213

Published Final Reports and Manuals Hynds, A., Meyer, L.H., Penetito, W., Averill, R., Hindle, R., Taiwhati, M., & Hodis, F. (2014).

Evaluation of He Kākano: Professional development for leaders in secondary schools 2011-2012. Final Report. Wellington, New Zealand: Ministry of Education. http://www.educationcounts.govt.nz/publications/91416/english-medium-education/144630

Chu, C., Glasgow, A., Rimoni, F., Hodis, M., & Meyer, L.H. (2013). An analysis of recent Pasifika education research literature to inform improved outcomes for Pasifika learners: Final Report. Wellington, New Zealand: Ministry of Education.

http://www.educationcounts.govt.nz/publications/pasifika_education/an-analysis-of-recent-pasifika-education-research-literature-to-inform-and-improve-outcomes-for-pasifika-learners

Meyer, L.H., Penetito, W., Hynds, A., Savage, C., Hindle, R., & Sleeter, C. (2010). Evaluation of Te Kotahitanga: 2004-2008. Wellington: New Zealand Ministry of Education. Available at

http://www.educationcounts.govt.nz/78910 Meyer, L.H., Penetito, W., Hynds, A., Savage, C., Hindle, R., & Sleeter, C. (2010). Summary

Report Evaluation of Te Kotahitanga: 2004-2008. Wellington: New Zealand Ministry of Education.

Meyer, L.H. (2009). Training manual for the Effective Intervention for Behavioural Challenges (EIBC) Professional Development and Learning Programme. Wellington, NZ: Group Special Education in the Ministry of Education and Victoria University’s Jessie Hetherington Centre for Educational Research. [designed for behavioural specialists working with students with the most severe behaviours, comprising 12 power point modules annotated for presentation, readings, and accompanying materials for implementation]

Meyer, L.H., McClure, J., Weir, K.F., Walkey, F., & McKenzie, L. (2009). Motivation and achievement at secondary school. The relationship between NCEA design and student motivation and achievement: A three-year follow-up summary report. Wellington: Ministry of Education.

Meyer, L.H., Weir, K.F., McClure, J., Walkey, F., & McKenzie, L. (2009). Longitudinal research on the NCEA and student motivation and achievement: A three-year follow-up. Final Report to the Ministry of Education. Wellington: Ministry of Education and Victoria University. Available at: http://www.educationcounts.govt.nz/publications/schooling

Meyer, L.H., Weir, K., McClure, J., Walkey, F., & McKenzie, L. (2007). Longitudinal research on the relationship between the NCEA and student motivation and achievement, Final Report. Wellington: Ministry of Education and Victoria University. Available at http://www.educationcounts.govt.nz/publications/schooling/29247

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Meyer, L.H., & Evans, I.M. (2006). Literature Review on Interventions with Challenging Behaviour in Children and Youth with Developmental Disabilities, Final Report. Wellington: Ministry of Education and Victoria University. ISBN number is 978-0-478-13587-9

www.minedu.govt.nz/index.cfm?layout=document&documentid=12014&indexid=7961&indexparentid=6871

Meyer, L., McClure, J., Walkey, F., McKenzie, L., & Weir, K. (2006). The impact of the NCEA on student motivation, Final Report. Wellington: MOE & Victoria University.

http://www.minedu.govt.nz/education Sectors/Schools/CurriculumAndNCEA/NCEA/The ImpactOfNCEAOnStudentMotivation.aspx

Starkey, L., Stevens, S., Taylor, M., Toia, R., Yates, A., Hall, C., McKenzie, L., & Meyer, L. (2006). School/cluster based secondary qualifications professional development: Review of secondary schools’ use of NCEA professional development resources, 2005-2006, Final Report. Wellington: Ministry of Education and Victoria University College of Education.

http://www.minedu.govt.nz/web/downloadable/dl6938_v1/00608-school-cluster-web.pdf. Almy, C.H., & Voeltz, L.M. (1979). Holo I mua: Stepping forward II. The role of the

paraprofessional on the SMH team. Honolulu: Hawaii State Department of Education (booklet and videotape production).

Encyclopedia Entries Savage, C., & Meyer, L.H. (2012). Least Restrictive Environment (LRE). In J.A. Banks (Ed.),

Encyclopedia of Diversity in Education, vol. 3 (pp. 1372-1374). Los Angeles: Sage. doi.org/10.4135/9781452218533.n435

Meyer, L.H., & Dharan, V.M. (2012). Special education, teacher education, and diversity. In J.A. Banks (Ed.), Encyclopedia of Diversity in Education, vol. 3 (pp. 2056-2061). Los Angeles: Sage. doi.org/10.4135/9781452218533.n646

Meyer, L.H., & Milligan, A. (2012). World-Mindedness and Global Citizenship. In J.A. Banks (Ed.), Encyclopedia of Diversity in Education, vol. 4 (pp. 2315-2319). Los Angeles: Sage. [one of the entries featured as “Perspectives in Education” that “provide significant, rich, and complex insights on diversity issues in education and envision actions that might be taken to create educational equality in schools, colleges, and universities” (vol. 1, p. i)] doi.org/10.4135/9781452218533.n728

Selected Reports and Non-Refereed Publications (see also Books above, but not updated beyond 2008) Meyer, L.H. (2008). World class educational research in New Zealand: What would it take?

Wellington: Victoria University Jessie Hetherington Centre for Educational Research. Unpublished paper available from luanna.meyer@vuw.ac.nz.

Meyer, L.H., McClure, J., Weir, K., Walkey, F., & McKenzie, L. (2008, 4 July). Endorsement encourages NCEA motivation. New Zealand Education Review, 13(25), 5.

Meyer, L.H., & McClure, J. (2006, 14 December). NCEA and student motivation. New Zealand Education Review, 11(49).

Loorparg, A., Tait, C., Yates, E., & Meyer, L. (2006). Managing cultural diversity in New Zealand secondary schools. Wellington: Education New Zealand and Victoria University College of Education.

Horsley, J., & Meyer, L.H. (2005). Talent Development Initiatives Network evaluation. Wellington: Ministry of Education and Victoria University College of Education.

Meyer, L.H., & Paewai, S. (2004, December). Nowhere to hide from literacy: Research on the academic achievement of international students. New Zealand Education Review, 9(49), 10.

Paewai, S., & Meyer, L. (2004, November). Academic achievement levels of international students. Final Report, Ministry of Education, New Zealand.

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Meyer, L.H. (2004, April). Meaningful possibilities? Or…best practices? TASH Connections, 30(3/4), 21-22.

Rumball, S., McKibbin, R., Meyer, L., Munford, R., & Malcolm, W. (2001, November). Review of Academic Policy-Formation at Massey University: Final Report. Palmerston North, New Zealand: Massey University. [This was the first major review of all aspects of academic policy and governance, including the role of the Academic Board/Senate, at any New Zealand university. The report and recommendations approved by Council resulted in major policy and structural changes. See Meyer (2007) for more information]

Meyer, L.H. (2001, March). Review of the Program for Students with Disabilities and Impairments. Melbourne, Australia: Victoria Department of Education, Employment and Training [Final report released by DEET with recommendations proposed for statewide adoption in Victoria, 2001].

Meyer, L.H., & Evans, I.M. (2000, December). Action Research Model for Best Practices in Education for Children with Autism Spectrum Disorder (ASD). Wellington, New Zealand: Ministry of Education [Approved by ASD Reference Group and by the Ministry of Education for national implementation; funded by Cabinet with first projects funded in 2002].

As of 2000, author/co-author of 100+ research reports, grants reports, newsletter articles, observation systems, manuals, and assessments including three psychometrically validated assessment/evaluation measures (still widely used in the US and internationally): The Asssessment of Social Competence (ASC)(1990); The Acceptance Scale, rev.ed. (1994); The Program Quality Indicators (PQI): A checklist for most promising practices in educational programs for students with disabilities, 3rd ed. (1994). Count not updated beyond year 2000. Honors/Awards/Recognition Honorary Professor, University of Auckland, 2015-2016. Research Excellence Award, Victoria University of Wellington, December 2011. Performance-Based Research Fund (PBRF) rating of “A” in 2003, 2006, and 2012 achieved by

only 5-8% of New Zealand academic faculty [international/national expert panel rating based on Research Outputs, Peer Esteem and Contributions to the Research Environment for the period 1997-2011]

Thomas G. Haring Award for Excellence in Research, for the “quality and significance” of the published journal article Fisher & Meyer (2002), “Development and social competence after two years for students enrolled in inclusive and self-contained educational programs,” awarded by TASH International, 2003.

Invited biennial Schonell Memorial Lecture on “Research on Children’s Friendships,” Schonell Research Centre, University of Queensland, Brisbane, Australia, March 2000

Commendation for “Leadership in improving the lives of children and youth with diverse needs,” awarded by Secretary of Education, US Department of Education, September 1997 (Plaque and letter of commendation)

Commendation for “Co-Directing the New York Partnership for Statewide Systems Change” awarded by the New York State Department of Education, May 1997 (Plaque)

Invited DeForest Strunk Endowed Chair/Speaker in Special Education, University of San Diego, CA, April 1992

Invited Roy McKenzie Foundation Visiting Professor in Mental Retardation, National Institute on Mental Retardation, Chair based at the University of Otago Medical School, New Zealand, 1988

Special Certificates of Appreciation, Syracuse City School District, February 1987 (Curriculum) and June 1991 (Multicultural Diversity Strategic Planning)

Invited Visiting Scholar, Matthew J. Guglielmo Endowed Chair in Mental Retardation, California State University, Los Angeles, January 1986

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Citation for Scientific Merit (with B.B. Wuerch) for study presented at the Association for Behavior Analysis Annual Conference, May 1980.

Boards, Governance Roles, Research & Leadership Groups Invited Member, Technical Review Committee on Behavior, National Center for Students with

Disabilities who Require Intensive Interventions, American Institutes for Research, funded by the U.S. Department of Education, to establish evaluative standards, validate effectiveness, and provide technical assistance to the states and regions (USA), October 2011 ongoing.

Invited Participant, United Nations Alliance of Civilisations High-Level Symposium, Auckland, New Zealand, hosted by the Prime Minister of New Zealand and co-sponsored by the governments of New Zealand and Norway, 23-24 May 2007.

Member of the Board, New Zealand Council for Educational Research [New Zealand’s national educational research institute established by statute], 2005-2009.

Member of the Advisory Board, Transforming Learning Communities Research Centre, University of Tasmania, Australia, 2006.

Lead Researcher for New Zealand, The Urban Schools Lab: A collaborative, international research lab dedicated to Education for All. Comprises university partners in the U.S. (Arizona State University, Howard University), the U.K. (University of Manchester), Russia (St. Petersburg University), South Africa (Universities of Pretoria and Stellenbosch); and New Zealand (Victoria University, Massey University), 2004-2007.

Chair, NZVCC/CUAP Sub-Committee on University Entrance, New Zealand, 2003-2007 Member, Academic Improvement Board, Universal College of Learning, New Zealand, 2004. Secretary-Treasurer and Member of the Executive Group, Teacher Education Forum of Aotearoa

New Zealand (TEFANZ) [national election], 1999-2001 and re-elected 2001-2003; Conference Convenor/Organiser for the 2nd Biennial TEFANZ Conference, on “The profession of teaching—research for practice,” August 2002.

New Zealand Vice-Chancellor’s Committee (NZVCC) representative on the Secondary Principals and Leaders Forum, 2003-present; Leaders Forum Qualifications Group, 2004-2006; University Entrance Work Group, 2005, all joint NZQA-MOE reference groups

National Spokesperson [one of 3] and TEFANZ representative, Secondary Education Coalition, 2001-2002.

Member, Board of Directors, American Association on Mental Retardation [national election], 1992-1994.

President, Education Division, American Association on Mental Retardation [national election], 1991-1992.

Chairperson of the Executive Committee of the Executive Board of The Association for Persons with Severe Handicaps [elected by the Board], 1983-1986 and Secretary of the Executive Committee, 1982-1983

Member of the Executive Board of The Association for Persons with Severe Handicaps [national election], 1982-1988

Executive Committee At-Large Membership Representative and Representative of Higher Education, Special Education Advisory Council (SEAC) [appointed], State of Minnesota, 1983-1984

Governor, Hawaii Federation, Council for Exceptional Children [elected from state membership], 1981-1984 (served through 1982)

Committees/boards: AAMR [Fellow status], TASH, OSEP/USDOE, State of Hawaii, Council for Exceptional Children, Council for Children with Behavioral Disorders, Hawaii Society for Autistic Children. Quality Assurance and Reviews

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Chair, Review of the History Program, Victoria University, September-November 2011. Member, Interim Register of Tertiary Education Quality and Standards Agency (TEQSA) Experts,

2012; Auditor, AUQA Register of Auditors, Australian Universities Quality Agency, 2005-2011 (replaced by TEQSA in 2011). Member, Audit Panel, AUQA Cycle 2 Academic Audit of Australian Catholic University, 2008.

Registered Auditor, Academic Quality Agency for New Zealand Universities, 2006-present. Member, Cycle 3 Academic Audit Panel, New Zealand Academic Audit Unit, University of Otago Academic Audit, 2006; Chair, Audit Panel, Canterbury University Cycle 4 Academic Audit, 2010.

Invited External Reviewer (with Dr Cherie Chu), Report on the Evaluation of the Pasifika School Community Parent Liaison Project, report submitted to the Ministry of Education, April 2010.

Critical Friend, Review of the National Assessment Strategy, Ministry of Education, Phase 2, 2008. Expert Consultant, Evaluation of the “Tips for Autism” Professional Learning and Development

Programme, Massey University College of Education (MOE research contract), 2007-2010. External Reviewer, Final Evaluation Report on an Early Intervention Programme, invited by the

NZ Ministry of Education, December 2007. Proposal Reviewer, Annual Meeting of the American Educational Research Association, 2007 for

2008 conference; 2008 for 2009 conference. Proposal Reviewer, Biennial Meeting of the Society for Research in Child Development, 2008 for

2009 Conference. Coordination (as AVC-Academic), Massey University’s Cycle 3 Academic Audit, 2004. Invited Facilitator, University of Queensland Schonell Centre for Special Education Research

(Brisbane, Australia), strategic planning, January 2002. Editorial Roles Editor-in-Chief, Oxford Bibliographies Online (OBO)-Education, New York: Oxford University

Press, 2011-2015. Member of Editorial Board, Higher Education Quarterly, 2007-present; Guest Action Editor for

special issue on tertiary assessment, June 2010. Member, Editorial Board, Assessment & Evaluation in Higher Education, 2011-present. Member, Editorial Board, PsycCRITIQUES-Contemporary Psychology: APA Review of Books,

2013-present. Editor, Journal of The Association for Persons with Severe Disabilities, 1984-1986 (3 yr term);

Member of Editorial Board, 1982-2014 (now Research and Practice for Persons with Severe Disabilities); Guest Associate Editor for Mini-Series on Research Methodologies (1998) and Special Issue on Meaningful Outcomes of Inclusion (1994).

Member, Editorial Advisory Committee, Professional practice of psychology in Aotearoa New Zealand (Evans, Rucklidge, & O’Driscoll, Eds., 2007), published by the New Zealand Psychological Society.

Associate Editor, American Journal on Mental Retardation, 1986-1993; Consulting Editor, 1982–1984.

Member of Editorial Board, Exceptional Children, 1995-2003 Member of Editorial Board, The Journal of Special Education, 1987-2000; Guest Associate Editor,

Mini-Series on Meaningful Outcomes, 1991. Member of Editorial Board, Behavioral Assessment, 1988-1989; occasional Guest Reviewer

through 1987 Member of Board of Editors, Analysis and Intervention in Developmental Disabilities, 1986-1987 Associate Editor, Educational Perspectives, 1979-1981; Editor of Special Issue on Special

Education in Transition, 1979 Consulting Editor, Behavioral Disorders, 1976-1981

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Occasional Guest Reviewer for: International Journal of Leadership in Education (2015); New Zealand Journal of Educational Studies (2015); Applied Psychology: An International Review (2010); Journal of Positive Behavioral Interventions (2009); American Educational Research Journal (2009), Applied Research in Mental Retardation, Behavior Therapy, Behavior Analyst, Journal of Applied Behavior Analysis, Kairaranga (2006), Assessment & Evaluation in Higher Education (2007-2009), Journal of Consulting and Clinical Psychology (2007-2008), Intellectual and Developmental Disabilities (2008-2009); Assessment Matters (2009); British Journal of Educational Psychology (2009; 2015); Journal of Educational Change (2008-2009).

Occasional Manuscript Reviewer for: Routledge/Taylor & Francis (Higher Education), New Zealand Psychological Society, Guilford Press, Council for Exceptional Children, Charles E. Merrill Publishers, Little, Brown & Co., Prentice-Hall, Paul H. Brookes Publishing Co., AAMR Research-to-Practice Series, University of Minnesota Press, John Wiley Publishing Co., New York City Board of Education Curriculum Frameworks

Member of Publications Committees for: AAMR, TASH Consultation, Peer Review, Examinations, & Evaluation External Examiner, PhD in Education, Canterbury University, 2015. Research Publication Consultation, The Starpath Project for Tertiary Participation and Success,

University of Auckland, Auckland, New Zealand, February-March 2015; July 2015. Panel Member, Native Hawaiian Education Program Grants Review, U.S. Department of

Education, May 2014. Independent External Evaluator, The Starpath Project for Tertiary Participation and Success,

Partnership for Excellence between the University of Auckland and the New Zealand Government, University of Auckland, September-October 2013.

Reviewer, Qatar National Research Fund (QNRF), 2013, 2014, 2015. Reviewer, Research Grant Application, Hong Kong Institute of Education, 2014. Member, Social Sciences Panel (SOC), Marsden Fund, Royal Society of New Zealand, 2012-2014

(3-year term). Member, U.S. Fulbright Scholar & Postgraduate Student Selection Committees, Fulbright New

Zealand, 2007-2012. Member of the Social, Economic and Environmental Policy Panel, Centre of Excellence Fund

(CORE), 2006 Evaluation Round coordinated by TEC and the Royal Society of New Zealand, March 2007.

Member, Performance-Based Research Fund (PBRF) National Panel on Education, New Zealand, 2006 and 2012 panels.

Member, New Zealand Qualifications Authority (NZQA) Panel of Experts to assess tertiary education institution’s application for University status, January-March 2005.

Invited Subject Matter Expert for the Auditor-General’s Performance Audit Report: Special Education NSW Department of Education and Training, The Audit Office of New South Wales, Australia, 2006.

Member, Scholarship Reference Group, appointed by the Associate Minister for Education, February-March 2005

Member, University Entrance Review Group, joint NZQA/NZVCC, 2005 External Reviewer, Victoria Department of Education Program for Students with Disabilities,

Melbourne, Victoria, Australia [invited by the Director of Schools], 2000-2001 Evaluator, Tasmanian Department of Education Special Education Policy on Inclusion, Tasmania,

Australia [invited by the Director], 1998-1999 External Evaluator, Inclusive Teacher Education Program, Black Hills State University, South

Dakota [invited by the Dean], 1994-1999

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Independent Evaluator (special education services), New York City District 2 Manhattan, New York City Board of Education, 1994

Member, External Review Committee, Department of Rehabilitation Psychology and Special Education, School of Education, University of Wisconsin-Madison [invited by the Dean], 1992

Independent Evaluator, Maui School District, Wailuki, Maui, Hawaii [State Education Department appointment], 1992

Member, Board of Visitors, Lehigh University School of Education, Pennsylvania [invited], 1989-1992

External Expert Consultant (treatment for self-injurious behavior), Northville School District, Detroit, Michigan [court appointed], 1989-1991

Independent Evaluator, Northern Virginia Training Center, Alexandria, Virginia [state appointed], 1987 and 1990

Member, Advisory Panel of Experts, Office for Children, State of Massachusetts [state agency appointment], 1986

Member, Program Review Team, Handicapped Minority Research Institute, Los Angeles, CA [appointed by OSEP, USDOE], April 1985

Member, Site Visit Review Teams, Mental Retardation Institute, Westchester County UAF at Valhalla, New York [appointed by ADD, US Department of Health & Human Services], March and November 1985

Member, Professional Advisory Group, Severely/Profoundly Impaired (SPI) Urban Model Project, School District of Philadelphia [court appointed expert], 1982-1984

Member, Waimano State Hospital Review Panel for Compliance with Consent Decree, State of Hawaii/Hawaii Association for Retarded Citizens, 1980

External Reviewer for Promotion and Tenure Decisions at over 30 universities in the US, Canada and New Zealand

Service on Grants Reviewer Panels for the following agencies/competitions: Health Research Council, New Zealand, 2000 Office of Special Education, US Department of Education, various panels from 1980

through 1995 National Institute of Disability and Rehabilitation Research, USDOE, 1991 National Institutes of Health, U.S. Department of Health and Human Services, 1989 University Affiliated Programs (UAF/UAPs), Administration on Developmental

Disabilities, U.S. Department of Health and Human Services (chair of sub-group review teams for 3 years), 1983-1988

Expert Witness/Legal Proceedings Expert Witness, New York City District 2 Manhattan (inclusion program), due process hearing,

New York City Board of Education, 1994. Expert Witness, Ohio Legal Rights Service (programs for students with severe disabilities), Seneca

County Services, Columbus, Ohio, 1992 Expert Witness, Trumbull County Board of Education (termination hearings/abuse issue),

Columbus, Ohio, 1990 Expert Witness, Northville School District Court Case (self-injurious behavior treatment), Detroit,

Michigan, 1989-1991 Expert Witness, District 916/Moundsview District 620 (LRE placement issue), Minneapolis,

Minnesota, 1987 Expert Witness, Mid-Hudson Legal Services (LRE placement issue), Poughkeepsie, New York,

1987 Expert Witness (LRE placement issue), Ithaca, New York, 1985-1986

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Expert Witness, Menomonie School District (educability), Menomonie, Wisconsin, 1982-1983 Media Interviews/Appearances Television interview: Programs for children with Autism Spectrum Disorder, Holmes Show,

TVOne [New Zealand], 13 April 2000 Radio interviews: Secondary School Teaching as a Career Choice, Radio New Zealand Morning

Report [National Radio] and by Canterbury On-Air, June 2001; Massey University’s Vice-Chancellor Bursary Awards for Students from Low Decile Schools, Mana News, April 2000, Midday News, November 2000, and Checkpoint, November 2000, all on Radio New Zealand [National Radio]; Hawkes Bay Newstalk, October 2000; Children’s friendships, social support and discipline, Radio New Zealand, August 1996; Social integration and mainstreaming, Radio New Zealand, December 1988.

Television interview and panel: New York Learns--Inclusive schooling, New York State Education Department/Office of Education Television & Public Broadcasting, New York Public Television & Cable, June 1993

Television interview: SIBIS and other aversives with persons with disabilities, CBS Morning News, Dr. Bob Arnott’s Feature, April 1988

Press Conference on SIBIS and the National Coalition of Professional and Disability Rights Association, Washington, D.C. [Coordinated and Presented], April 1988

Television interview and panel: Integrating physically disabled persons into school/community settings, Dialogue, Hawaii Public Television, July 1981

Presentations (National and International Conferences; Invited Keynotes) Selected Recent Presentations Hynds, A.S., Averill, R., Meyer, L.H., Hindle, R., Penetito, W., & Faircloth, S. (2014, April).

Investigating culturally responsive leadership within New Zealand secondary schools. Paper presented at the Annual Meeting of the American Educational Research Association, Philadelphia, PA.

Hynds, A.S., Meyer, L.H., Hodis, F.A., Hindle, R., Averill, R., & Penetito, W.T. (2013, April). Indigenous students report on aspirations, expectations, and experiences in mainstream high schools. Symposium paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Hodis, F.A., Meyer, L.H., McClure, J., Johnston, M., Hodis, G.M., & Starkey, L. (2013, April). Outcome goals and their relations with achievement: The case of New Zealand secondary-school students. Symposium paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Meyer, L.H., (2012, April). University student perceptions and experiences of world-mindedness and global citizenship. Invited keynote address, Internationalization of Education Conference, National Chi Nan University, Puli, Taiwan, April 28.

Park, H.-S., Meyer, L.H., & Hodis, F. (2012, April). An international study of university students’ global mindedness. Paper presented at the Engaging Hearts and Minds Conference: An Agenda for Global Citizenship Education, Toronto, Canada, 16 April.

Meyer, L.H. (2011, July). Modifying assessment for diversity. Invited keynote address at Symposium on Assessment: Current trends in research and practice. Brisbane, Australia, Griffith University, 1 July.

Meyer, L.H. (2011, June). Professors who nurture the professoriate: Enhancing research capabilities to meet today’s challenges and expectations. Invited keynote address at the 6th Annual Glasgow Caledonian University Research Celebration and Poster Colloquium, Glasgow, Scotland, 14 June.

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Meyer, L.H. (2011, June). The professorial balancing act: Traditional academic values and expectations for accountability. Invited keynote address at the Conference on Researcher Development—the Scottish experience. Glasgow, Scotland, 10 June.

Meyer, L.H. (2011, April). Negotiating academic values, professorial responsibilities, and expectations for accountability in today’s university. Invited keynote address at the Fourth International CETL Conference, University of Oxford, Oxford, U.K., 4-6 April.

Meyer, L.H. (2010, November). Mixed-method evaluation of Te Kotahitanga: Teacher professional development for culturally responsive pedagogy. Symposium paper presented at the National Association for Multicultural Education (NAME), Las Vegas, USA.

Hynds, A., Sleeter, C.E., Hindle, R., Savage, C., Penetito, & Meyer, L.H. (2010, May). Teacher understandings of culturally responsive pedagogies. Symposium paper presented at the Annual Meeting of the American Educational Research Association, Denver, USA.

Savage, C., Hindle, R., Meyer, L.H., Hynds, A., Penetito, W., & Sleeter, C.E. (2010, May). What students experience: Evidence of culturally responsive teaching across the curriculum. Symposium paper presented at the Annual Meeting of the American Educational Research Association, Denver, USA.

McClure, J., Garisch, J., Meyer, L.H., Weir, K.F., Walkey, F., & McKenzie, L. (2010, May). Students’ attributions for their best and worst grades: Do they predict achievement? Poster presented at the Annual Meeting of the American Educational Research Association, Denver, USA.

Meyer, L.H., Sleeter, C., Park, H.S., Hoban, G., & Sorenson, P. (2009, April). An international effort to develop a survey to assess prospective teachers’ world mindedness and global citizenship. Symposium paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California, USA.

Taylor, M., Kinsella, P., Yates, A., & Meyer, L.H. (2009, April). ‘Above the morass of the classroom’: a New Zealand professional development initiative for experienced teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, California, USA.

Meyer, L.H., Weir, K., McClure, J., Walkey, F., & McKenzie, L. (2009, April). What factors enhance adolescent motivation and achievement? Longitudinal research across high school. Paper presented at the Society for Research in Child Development (SRCD) 2009 Biennial Meeting, Denver, Colorado, USA.

Meyer. L.H., McClure, J., Weir, K., Walkey, F., & McKenzie, F. (2009, April). Does participation in non-academic activities enhance or impede secondary student motivation and academic achievement? Poster presented at the Society for Research in Child Development (SRCD) 2009 Biennial Meeting, Denver, Colorado, USA.

Additional 90+ peer-reviewed national/international conference presentations: OECD’s Institutional Management in Higher Education (IMHE) Biennial Conference—Paris,

France, 2000, 2002, 2004 American Educational Research Association (AERA)—Philadelphia, 2014; San Francisco,

2013 (2); Denver, 2010 (3); San Diego, 2009 (2); New York City, 2008 (3); Chicago, 2007; New York City, 1996 (2), Atlanta, 1993; Chicago, 1991 (2); New Orleans, 1984; and Boston, 1980

National Association for Multicultural Education (NAME)—Las Vegas, 2010 (2). The Association for Supervision and Curriculum Development (ASCD)—New Orleans, 1996 The Association for Persons with Severe Handicaps (TASH)—Milwaukee, 2005; Chicago,

2003 (2); New York City, 1996 (3); Atlanta, 1994 (3); Chicago, 1993 (2); San Francisco, 1992; Washington, D.C. (1991); Chicago, 1987; San Francisco, 1986; Boston, 1985; Chicago, 1984;

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San Francisco, 1983 (2); Denver, 1982; New York, 1981 (3); Los Angeles, 1980 (2); Chicago, 1979(2)

American Association on Mental Retardation (AAMR)—Washington, D.C., 1993 (2); New Orleans, 1992; Chicago, 1991 (2); Atlanta, 1990 (3); Los Angeles, 1987; San Francisco, 1980 (2); Denver, 1978

Council for Exceptional Children International Convention (CEC)—Salt Lake City, 1997 (2); Washington, D.C. 1984; Houston, 1982; New York, 1981; Minneapolis Topical Conference, 1980; Philadelphia, 1980; Dallas, 1979; Los Angeles, 1975

American Speech and Hearing Association (ASHA)—Chicago, 1977 International Association for the Scientific Study of Mental Deficiency (IASSMD)— Toronto, Canada, 1982; Jerusalem, Israel, 1979 Association for Behavior Analysis (ABA)—Chicago, 1993; Nashville, 1987; Milwaukee,

1986 (3); Nashville, 1984; Dearborn, 1980 Society for Research in Child Development (SRCD)—Denver, 2009 (2); Boston, 1981 Association for the Advancement of Behavior Therapy (AABT)—Washington, D.C., 1990; Boston, 1987; New York, 1986 (2); Los Angeles, 1982; Toronto, 1981 American Psychological Association Annual Convention (APA)—Los Angeles, 1985; Washington, D.C., 1982 Association of Teacher Educators (ATE)—New Orleans, 1991 Invited keynote and other addresses presented at the Working Conference on Deinstitutionalization and Handicapped Children and Youth, Minneapolis, 1982; National Down Syndrome Conference, Chicago, 1982; Pacific Rim and US Conference on Mental Retardation, Honolulu, 1986; Severe and Multiple Handicaps Alternative Futures Conferences, Edmonton, Canada, 1987 and 1990; National Community Integration Forum, Madison, 1987; National Conference of the Autistic Association of New Zealand, Palmerston North, New Zealand, 1988; National Conference of the New Zealand Society for the Intellectually Handicapped, Palmerston North, New Zealand, 1988; National Teleconference on Issues in Caring for People with Down Syndrome, Dunedin, New Zealand, 1988; National Conference on Community Integration for People with Intellectual Handicaps, Dunedin, New Zealand, 1988 and 1989; AAMR/ASSID Joint Conference on Intellectual Disability, Canberra, Australia, 1988; Conference on Community Integration, Minneapolis, 1989; New Zealand Association of Intermediate and Middle Schools Annual Conference, Auckland, 2001; Teacher Education Forum of Aotearoa New Zealand (TEFANZ), Christchurch, 2000; RTLB Seminar on Learning and Behaviour, Auckland, 1999; 6th Annual Inclusive Schools and Communities for Children and Youth Conference, Tarrytown, New York, 1998; National Conference on Work, Family and the State, Palmerston North, NZ, 1997; and Consortium of State Organizations for Texas Teacher Education Conference on Partnerships for Inclusion for Deans of Colleges of Education, Corpus Christi, Texas, 1997; Secondary Principals and Leaders Forum, 2004; New Zealand Ministry of Education, Wellington, 2006: invited NZQA research seminar, 2009, 2010; invited Te Kotahitanga evaluation presentation, University of Waikato, 2010. Invited Regional Presentations and Workshops—USA California: San Diego, 1992 and 1982; San Francisco, 1982 and 1980; Fallen Leaf, 1981 Colorado: Denver, 1989 (2); University of Colorado-Boulder, 2009, 2010 District of Columbia: Washington, 2003 (USDOE), 1995 (2), 1994 (2), and 1993 Florida: Gainesville, 1993; Tampa, 1991 Hawaii: Honolulu, 2014, 2010, 1994 (2), 1992, 1982 (3), 1981 (2), 1980 (2), 1979 (2), 1978

(4), 1977 (5), 1976, 2014; Kona, Hawaii, 1981 Illinois: Chicago, 1986 and 1984

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Indiana: Bloomington, 1979 and 1976 Iowa: Des Moines, 1988 Kentucky: Lexington, 1989; Louisville, 1983 Louisiana: Baton Rouge, 1984 Maine: Farmington, 1985 (2) Massachusetts: Boston, 1989; Worcester, 1986 Michigan: Novi, 1991 Minnesota: Minneapolis, 1993, 1984, 1983 (5); St. Paul, 1984, 1983 (4); St. Cloud, 1984, 1983,

1982 (4); Cokato, 1984; Duluth, 1983; Marshall, 1983; Wilmer, 1983; Tracy, 1983; Rochester, 1983; Mankato, 1983, 1984 (2)

Nebraska: Omaha, 1980 New Hampshire: Keene, 1993; Durham, 1989; Concord, 1991 New York: Albany, 1997, 1995, 1993, 1992 (2); Auburn, 1986, 1984; Batavia, 1994;

Binghamton 1984 (2); Buffalo, 1994 (2); Canandaiuga, 1987; Cortland, 1994, 1985; East Syracuse, 1985; Ithaca, 1985; Kiamesha Lake, 1986; Lake George, 1994; Liberty, 1985; Liverpool, 1993; Mahopec Falls, 1987; New York City (Manhattan, Queens, Brooklyn) 1997; 1994, 1993, 1992, 1991, 1990; Norwich, 1985; Oneonta, 1986; Pine Bush, 1994, 1993 (2); Potsdam, 1994; Poughkeepsie, 1994, 1988; Rochester, 1994, 1987; Ronkonkoma, 1994; Roundout Valley, 1993; Saratoga Springs, 1994; Schnectady, 1990; Syracuse, 1989 (2), 1987 (2), 1986, 1985 (7), 1984; Valhalla, 1986; Yonkers, 1994

Ohio: Akron, 1986; Cincinnati, 1983; Columbus, 1990; Dayton, 1990; Toledo, 1989 Oklahoma: Oklahoma City, 1991 Oregon: Portland, 1990 and 1992; Beaverton, 1990; Rippling River, 1987 Pennsylvania: Grantville, 1988; Harrisburg, 1989 (2), 1990; Indiana, 1994; Philadelphia, 1983

and 1984; Bethlehem, 1989; Pittsburgh, 1990 South Carolina: Columbia, 1995 and 1987 (5) South Dakota: Spearfish, 1995 Tennessee: Nashville, 1991 Texas: Corpus Christi, 1997 (2); Austin, 1992; Houston, 1991 and 1989; San Antonio, 1993 Vermont: Burlington, 1984 Virginia: Fairfax, 1988; Reston, 1988 Washington: Ellensburg, 1987; Seattle, 1992; University of Washington, 2010. West Virginia: Huntington, 1990 (2) and 1985; Morgantown, 1994 (2) Wisconsin: Mt. Telemark, 1984 Invited Presentations and Workshops—International (Outside USA) Australia: Melbourne, 2005; Brisbane (2), 2000, 2011; Hobart and Launceston, Tasmania,

1996, 2007 (3); Canberra, 1988; Sydney, 1988 Canada: Kananaskis, Alberta, 1995 (4); Edmonton, Alberta, 1994; Toronto, Ontario, 1994;

Trois Rivieres, Quebec, 1991 (2); Montreal, Quebec, 1990; Scarborough, Ontario, 1985; Woodstock, New Brunswick, 1988 (2)

England, UK: Oxford, 2011. New Zealand: National training for psychologists working in the early childhood and school

sectors on Effective Interventions for Behavioural Challenges, held in Auckland, Christchurch, Rotorua, Wellington, March – August 2007; Auckland, 1999 (2), 1995 (5), 1988 (6); Christchurch, 1988 (2); Dunedin, 1988 (9); Gisborne, 1988; Gore, 1988; Hamilton, 1997, 1988 (4); Invercargill, 1988; Levin, 1988 (4); Masterton, 1988; Napier, 1988; Oamaru, 1988 (2); Palmerston North, 1997, 1988 (9); Wellington, 1988, 2007, 2008, 2011 (9)

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Poland: Krakow, 1994 (invited lectures and workshops for university faculty, students and educational practitioners, including 4 all-day sessions)

Scotland, UK: Glasgow, 2011 (2). Spain: Barcelona, 1996 (invited two-day workshop for Special Education Research Group) Taiwan: Taipei, 2012 (invited address, Taipei Municipal University of Education, April 26);

Puli, 2012 (invited conference keynote, National Chi Nan University, April 28). Teaching and Ph.D. Supervision Doctoral Program Supervision: Coordinator, PhD program in Education, Victoria

University of Wellington, 2005-2012 (80+ students annually). Doctoral Student Supervision Eichinger, Joanne (May 1988). The effects of cooperative versus individualistic goal structured

activities upon social interaction behavior between nondisabled students and students with severe disabilities. Syracuse University: Ph.D. dissertation [Now Professor at the University of Rhode Island]

Kishi, Gloria S. (May 1988). Long-term effects of different amounts of social contact between peers with and without severe disabilities: Outcomes of school integration efforts in Hawaii. Syracuse University: Ph.D. dissertation [Now Education Specialist and Director, Pihana Na Mamo: The Native Hawaiian Special Education Project, Hawaii State Department of Education, Honolulu, Hawaii]

Giangreco, Michael F. (May 1989). Making related service decisions for students with severe handicaps in public schools: Roles, criteria and authority. Syracuse University: Ph.D. dissertation [Now Professor at the University of Vermont]

Park-Lee, Seunghee (May 1991). An analysis of State Education agencies’ policies and guidelines regarding the use of aversive procedures with students with disabilities. Syracuse University: Ph.D. dissertation [Now Professor at Ewha Women’s University, Seoul, Korea]

Ayres, Barbara J. (August 1993). Equity, excellence, and diversity in the “regular” classroom. Syracuse University: Ph.D. dissertation [now 1st grade teacher, Estes Park, CO]

Hedeen, Deborah L. (May 1994). The interwoven relationship of teaching, learning, and supporting in inclusive classrooms. Syracuse University: Ph.D. dissertation [Now Professor and Dean of Education, Idaho State University, Pocatello, Idaho]

Henry, Leah A. (May 1994). At-risk: Students’ perceptions of the middle level schooling experience. Syracuse University: Ph.D. dissertation [Now Assistant Professor at Montclair State University, New Jersey]

Berkman, Karen A. (May 1995). The biography of Mr. Jordan: Transitions in the social construction of disability and challenging behavior. Syracuse University: Ph.D. dissertation [Now Executive Director, Center for Autism and Related Disabilities, University of South Florida, Tampa, Florida]

Black, James W. (May 1996). Ghost, guest, and classmate: Student membership and teacher decision-making in the design of curricular and instructional adaptations for students with severe disabilities in inclusive classrooms. Syracuse University: Ph.D. dissertation [Now Associate Professor at Nazareth College, Rochester, New York]

D’Aquanni, Michaela (May 1997). The role of paraprofessionals in quality inclusive classrooms. Syracuse University: Ph.D. dissertation [Now Associate Professor at Kennesaw State University, Georgia]

Minondo, Stacey C. (May 1999). The effects of in-service training on paraprofessionals working with students with significant disabilities in inclusive classrooms. Syracuse University: Ph.D.

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dissertation [Now Director of Placement and Office of Impartial Hearings, Citywide School District 75, New York City]

Kayler, Mary A. (May 1999). Middle school students’ perceptions of cooperative learning. Syracuse University: Ph.D. dissertation [Now Associate Professor of Education, George Mason University, Virginia]

Lind, Peter R (March 2005). The perceptions of teacher education in relation to the teaching practicum. Massey University: PhD thesis [Now Director, South Australia Teachers Council].

Ward, Angela (May 2008). The social experiences of students with disabilities in inclusive secondary schools in New Zealand. PhD thesis, Massey University [Senior Lecturer in the College of Education, Massey University], 1st supervisor until leaving Massey, then 2nd.

Graham, James (December 2009). Toitū te whakapapa, toitū te tuakiri, toitū te mana—An examination of the contribution of Te Aute College to Māori advancement. PhD thesis, Massey University [Senior Lecturer in Te Kura Māori, Victoria University, 2011+], 2nd supervisor.

Horsley, Jenny (May 2010). Critical connections: High-ability students’ perceptions of NZQA scholarship. A mixed methods study. PhD thesis, Victoria University of Wellington [Senior Lecturer, VUW], 1st supervisor

Tait, Carolyn (August 2010). How do Chinese university students in New Zealand perceive the impact of selected assessment practices on their motivation to learn, study habits, academic engagement, and achievement outcomes? PhD at Victoria University [Senior Lecturer, VUW], 1st supervisor

Dharan, Vijaya (October 2010). Beginning teachers, schools and diversity. PhD at Victoria University [Senior Lecturer in Educational Psychology, Massey University, New Zealand], co-supervisor

Cherrington, Sue (December 2011). Early childhood teachers’ reflection and pedagogical practices. PhD at Victoria University [Senior Lecturer and Associate Dean, Education, VUW], 2nd supervisor

Gleeson, Margaret (May 2011). How do teachers in New Zealand schools approach teaching in their curriculum area in order to support the learning of Year 12 English language learners? PhD at Victoria University [Senior Lecturer, Victoria University], 1st supervisor.

Omoke, Charles (December 2011), Quality of education offered to children with special educational needs (SEN) in the era of free primary education (FPE) in rural Kenya: Perspectives of teachers and parents, 1st supervisor [currently Lecturer, Jaramogi Oginga Odinga University, Kenya].

Anderson, Dayle (March 2012). Teacher knowledges, classroom realities: Implementing socio-cultural science in New Zealand year 7 and 8 classrooms. PhD at Victoria University, 2nd supervisor [Senior Lecturer, VUW], 2nd supervisor

Taiwhati, Marama (converted to MEd, 2014), Cultural giftedness: Māori learners in mainstream schools. PhD at Victoria University [Consultant], 1st supervisor.

Aziz, Astuti (March 2014), Investigating Indonesian junior high school teachers’ conceptions of assessment: A mixed methods study, 1st supervisor.

McKenzie, Tabitha (April 2014), iMāori: The new face of teacher professional development for Māori medium education, [Lecturer, VUW], 2nd supervisor.

Alzaanin, Eman (May 2014), Exploring the interplay between EFL writing teachers’ beliefs about L2 writing instructional approaches and their practices in Palestinian universities, 2nd supervisor.

Huong, Pham Thi (June 2014), Quality culture in Vietnamese universities: A multiple case study of quality assurance and quality culture of business English undergraduate programmes at three universities in Vietnam, 2nd supervisor.

Kalolo, John (December 2014), Improving quality and relevance of science education in secondary schools in Tanzania: Issues and promising practices, 2nd supervisor.

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Sanders, Peter (April, 2015), Motivation interventions via study programmes to address low achievement-related outcomes focusing on Pasifika students. PhD at Victoria University [Deputy Principal, St Mary’s College, Wellington], 1st supervisor.

Yates, Anne (expected to complete 2016), An investigation of the relationships between teachers’ beliefs and practices about assessment and students’ achievement in NCEA, 2nd supervisor.

Courses Taught & Course Development (undergraduate, graduate and postgraduate levels) (Note: dates are specified for most recent teaching only) Principles of Teaching and Learning Management of Children with Severe Behavior Disorders Introduction to Behavior Modification Approaches to Teaching Exceptional Children Introduction to Mental Retardation Psychoeducation of Children with Disabilities Psychoeducation of the Emotionally Handicapped Child Teaching Autistic and Other Students with Severe Disabilities Education of Students with Emotional Disturbance/Behavioral Disorders Educative Approach to Behavior Problems Curriculum Strategies Student Teaching in Special Education Teaching and Learning for Inclusive Schooling Systematic Observation and Assessment of Children with Disabilities Clinical Teaching Advanced Behavior Modification Early Education for Children with Disabilities Communication Intervention for Children with Multiple Disabilities Seminar on Emotional Disturbance and Behavior Disorders Seminar on Severe Multiple Disabilities Assessment and Decision-Making in Special Education Theories and Methods of Instructional Intervention Motor Intervention for Students with Severe Motor Disabilities Topics in Communication Disorders: Integration into the Regular Classroom Pro-seminar on Integration Methods for Teaching Leisure and Social Skills to Learners with Moderate and Severe

Disabilities Intervention Research Nature and Needs of Persons with Mental Retardation Collaborative Teaching and Educational Consultation Meeting the Needs of Middle School Students Functional Curriculum and Practicum in Inclusive Education for Students with Intensive

Special Needs Advanced Studies in Professional Education (core compulsory course for doctoral students

specialising in Curriculum & Instruction; Educational Leadership; Maori Education; Special Education; and Counselling & Guidance)—2000, 2001 and 2002

Inclusive Education for Diverse Learners, guest lectures in undergraduate course, 2005-2006. Classroom Contexts, Monash University graduate courses delivered to New South Wales

professional educators, Sydney, Australia, 2006 and 2007 [as part of a teacher professional development program funded by the NSW education agency].

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Effective Intervention for Behavioural Challenges, national severe behaviour initiative Professional Learning & Development Programme, Group Special Education, Ministry of Education, New Zealand, in collaboration with Victoria University, 2007-2008.

Effective Intervention for Severe Behaviour, EDUC 508, Victoria University, 2009. Various guest lectures in undergraduate and Graduate Diploma coursework: 2010, 2011, 2012;

school visiting [supervision of selected practicum placements], 2010. Contracted to develop a modularized course (8 modules) to be delivered online to Hawai’i

teachers beginning 2014, Restorative Classroom Practices for Behavior, July-September 2013. This course was launched statewide as part of a suite of five courses for teachers at a special conference sponsored by the State of Hawai’i Department of Education and the University of Hawai’i, Honolulu, January 2014.