Publications by Topic (starting with most recent)
Achievement and Motivation in Schools
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, 41 (6), 1125-1141. doi.org/10.1002/berj.3189
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.
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
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
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.
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
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
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
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.
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.
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., 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., & 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.
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.
Behavior Problems and Restorative Practices in Schools
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., & Evans, I.M. (2012). The Teacher’s Guide to Restorative Classroom Discipline. Thousand Oaks, CA: Corwin Press.
Meyer, L.H., & Evans, I.M. (2012). The School Leader’s Guide to Restorative School Discipline. Thousand Oaks, CA: Corwin Press.
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.
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
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]
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., & 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=6871Evans, 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
Scotti, J.R., & Meyer, L.H. (Eds.) (1999). Behavioral intervention: Principles, models and practices. Baltimore: Paul H. Brookes Publishing Co.
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., & 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.
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. (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.
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.
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.
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.
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.
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.
Meyer, L.H., & Evans, I.M. (1989). Non-aversive intervention for behavior problems: A manual for home and community. Baltimore: Paul H. Brookes Co.
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]
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.
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.
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, & H.D. Fredericks (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp. 315-350). Baltimore: Paul H. Brookes.
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.
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. (1982). The assessment of behavioral interrelationships in child behavior therapy. Behavioral Assessment, 4, 131-165.
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.
Culturally Responsive Schools and Inclusive Education
Meyer, L.H., Park, H.-S., & Kulkarni, S. (2020). Culturally responsive special education in inclusive schools. In J.A. Banks & C. McGee Banks (Eds.), Multicultural education: Issues and perspectives, 10th ed (pp. 240-264). New York: John Wiley.
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.
Hynds, A. S., Averill, R., Hindle, R. Meyer, L.H., Hodis, F., Penetito, W., & Faircloth, S. (2016). In-school influences on Indigenous secondary school students’ expectations and aspirations. Ethnicities, in press.
Hindle, R., Hynds, A., Averill, R., Meyer, L.H., & Faircloth, S. (2016). An ontological perspective on the development of home-school partnership relations with Indigenous communities. Australian Journal of Indigenous Education, in press.
Hynds, A. S., Averill, R., Penetito, W., Meyer, L.H., Hindle, R., & Faircloth, S. (2016). The impact of teacher professional development to reposition pedagogy for Indigenous secondary students in mainstream schools. The Teacher Educator, in press.
Hynds, A. S., Averill, R., Penetito, W., Meyer, L.H., Hindle, R., & Faircloth, S. (2015). Examining the impediments to indigenous strategy and approaches in mainstream secondary schools. International Journal of Leadership in Education: Theory and Practice, 1-23. http://dx.doi.org/10.1080/13603124.2015.1051130
Averill, R., Hynds, A., Hindle, R., & Meyer, L.H., (2015). “Every teacher has to come on board for our Maori students” He wero mo nga kaiarahi wahanga ako–the challenge for curriculum leaders. Set: Research Information for Teachers, No. 3, 3-11.
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.
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.
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.
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
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 responsive pedagogies. Asia-Pacific Journal of Teacher Education, 39(4), 339-351. doi.org/10.1080/1359866X.2011.614684
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
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., 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., 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.
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.
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.”]
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.
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). 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
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.
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., 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. (1994). Understanding the impact of inclusion. Journal of The Association for Persons with Severe Handicaps, 19, 251-252.
Meyer, L.H. (Ed.). (1994). Special Issue on the Impact of Inclusion. Journal of The Association for Persons with Severe Handicaps, 19.
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
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.]
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. (1980). Children’s attitudes toward handicapped peers. American Journal on Mental Deficiency, 84, 455-464.
Children’s Social Relationships and Friendships
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., & 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., 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
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., 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.
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.
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.
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.
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.
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. (1980). Special Friends in Hawaii. Education Unlimited, 2(1), 10-11.
Higher Education Policy and Practice
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
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
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).
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.
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
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. (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
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., 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.
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
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
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]
Special Education for Students with Severe Disabilities
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
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. (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
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.
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.
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.
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.
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
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). 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.
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.
Meyer, L.H. (1991). Guest Editorial: Why meaningful outcomes? Journal of Special Education, 25, 287-290. doi.org/10.1177/002246699102500302
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.
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.
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. (1989). Foreword. In R. Neel & F. Billingsley, Impact: A functional curriculum handbook for students with moderate to severe disabilities. Baltimore: Paul H. Brookes.
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.
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.
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.
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., & 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., 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
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.
Meyer, L.H. (1985). Foreword. In R. Gaylord-Ross & J. Holvoet, Strategies for teaching severely handicapped children and youth. Boston: Little, Brown & Co.
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., & 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., 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.
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., Bailey, E., Nakamura, A., & Azama, M. (1979). A needs assessment of special education inservice training priorities for teachers. Educational Perspectives, 18(4), 12-17.
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).