Overview of Speakers

Speaker Biographies


	Dr Louise Gazeley is a Senior Lecturer in Education at the University of Sussex. Her major research interest is in the association of social with educational disadvantage and there is a particular focus on school exclusion. Her work raises concerns about the disproportionate impact of formal and informal processes of exclusion within English secondary schools on young people from the most socially and educationally vulnerable groups. In 2012 she was Principal Investigator for a study of good practice in reducing rates of school exclusion, funded by the Office of the Children's Commissioner for England as part of a two your enquiry into school exclusion. Gazeley's previous work has also considered the need to provide more emphasis on exclusion as an equity issue within Initial Teacher Education programmes and the part played by social class within the wider processes with which school exclusion is associated. Gazeley's current interest is in exploring exclusion within education systems more internationally.
	Dr Gillean McCluskey researches and teaches in the areas of school exclusion and disaffection, restorative practices and conflict resolution in schools. She has worked in mainstream schools and alternative settings with young people in trouble and at risk, and is interested in the achievements and experiences of marginalised groups in education. Gillean and colleagues in CREID recently completed a large evaluation for Welsh Government on school exclusion and education other than at school. She has also recently completed a small project focused on understanding meanings of progress for children with additional needs in special schools. These projects reflect in different ways Gillean's interest in social justice and the experiences of children and young people on the margins of schooling. A central focus of this work has been explored in her work on restorative practices in education. Her research, teaching and writing on restorative practices helped secure funding from ESRC to work with colleagues from Cambridge University and Nottingham University on an international and inter-disciplinary seminar series exploring Restorative Approaches to conflict in schools, from which an edited book, has now been published.
	Dr Terje Ogden holds the position as Research director at the Norwegian Center for Child Behavioral Development, Unirand and is also Professor at the Institute of Psychology, University of Oslo, Norway. Research interests include the development, implementation and evaluation of empirically supported interventions (ESI) targeting antisocial children and youth in families and schools. Ogden has published several articles on these topics including publications on Positive Behavior and Learning Support in Norwegian schools (N-PALS). Publications also include articles on moderators and mediators of interventions, and the large scale implementation of ESIs. Ogden has recently authored the book Adolescent Mental Health, Interventions and Prevention with K. Amlund-Hagen (Routledge, 2013). See also www.ogden.no
	Dr Laura Ferrer-Wreder is an Associate Professor at Stockholm University's Department of Psychology. Her research is wide ranging and involves longitudinal and intervention studies as well as scholarly review work in the areas of prevention science, positive youth development, child/adolescent problem behaviors, culture, and school as a key context for positive youth development. Dr. Ferrer-Wreder has a long standing commitment to institutions charged with the education and well-being of young people, particularly schools and youth service organizations, and has a history of active outreach research in the community. She is an experienced scholarly author of research publications and, for example, authored a book entitled: Successful prevention and youth development programs: Across borders published by Springer. Laura has extensive editorial experience as action editor for over 100 scholarly journal articles in her capacity as an assistant editor for the Journal of Adolescence published by Elsevier and associate editor of Child and Youth Care Forum published by Springer. She has also co-edited three journal special issues, the most recent of which appears in Research in Human Development. Dr. Ferrer-Wreder is also been active in externally funded research projects both in the United States and Sweden, the approximate total budgets of all grants is $19.8 million American dollars. She has also held leadership positions in several international scholarly societies [e.g., served as a Member at Large on EUSPR's Board of Directors (Dec. 2011-October 2014) and is presently serving on the Society for Research on Adolescence's Consensus Committee (2012-present) and the Society for the Study of Human Development's Steering Committee (2005-present)].
	Prof. George Sugai received his Ph.D. from the University of Washington in 1980, and he is Neag Endowed Chair and Professor with tenure at the University of Connecticut in Storrs in the Neag School of Education. He is currently co-director (with Drs. Robert Horner and Tim Lewis) of the national Center on Positive Behavioral Interventions and Supports which has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The Center has two foci: (a) broad dissemination to schools, families, and communities about a technology of school-wide positive behavioral support exists, and (b) demonstrations at the level of individual students, schools, districts, and states that school-wide positive behavioral support is feasible and effective. Prof. George Sugai (a) has been a public school teacher, program director, and project director of more than $40 million in federally funded grant projects; (b) has published over 135 peer-reviewed papers for practitioners and researchers; (c) teaches courses and conducts workshops for teachers, administrators, school psychologists, and counselors on effective school-wide management practices and systems; and (d) presents at major conferences and meetings. He has expertise and experiences in proactive school-wide discipline, social skills instruction, preventive classroom and behavior management, applied behavior analysis, systems behavior management, and positive behavior support, especially with respect to educating students with behavior disorders. Dr. Sugai has presented internationally (e.g., Canada, Australia, Spain, New Zealand, Jamaica, Netherlands, Denmark, Japan).

Dr Louise Gazeley is a Senior Lecturer in Education at the University of Sussex. Her major research interest is in the association of social with educational disadvantage and there is a particular focus on school exclusion. Her work raises concerns about the disproportionate impact of formal and informal processes of exclusion within English secondary schools on young people from the most socially and educationally vulnerable groups. In 2012 she was Principal Investigator for a study of good practice in reducing rates of school exclusion, funded by the Office of the Children's Commissioner for England as part of a two your enquiry into school exclusion. Gazeley's previous work has also considered the need to provide more emphasis on exclusion as an equity issue within Initial Teacher Education programmes and the part played by social class within the wider processes with which school exclusion is associated. Gazeley's current interest is in exploring exclusion within education systems more internationally.

Dr Gillean McCluskey researches and teaches in the areas of school exclusion and disaffection, restorative practices and conflict resolution in schools. She has worked in mainstream schools and alternative settings with young people in trouble and at risk, and is interested in the achievements and experiences of marginalised groups in education.

Gillean and colleagues in CREID recently completed a large evaluation for Welsh Government on school exclusion and education other than at school. She has also recently completed a small project focused on understanding meanings of progress for children with additional needs in special schools. These projects reflect in different ways Gillean's interest in social justice and the experiences of children and young people on the margins of schooling. A central focus of this work has been explored in her work on restorative practices in education. Her research, teaching and writing on restorative practices helped secure funding from ESRC to work with colleagues from Cambridge University and Nottingham University on an international and inter-disciplinary seminar series exploring Restorative Approaches to conflict in schools, from which an edited book, has now been published.

Dr Terje Ogden holds the position as Research director at the Norwegian Center for Child Behavioral Development, Unirand and is also Professor at the Institute of Psychology, University of Oslo, Norway. Research interests include the development, implementation and evaluation of empirically supported interventions (ESI) targeting antisocial children and youth in families and schools. Ogden has published several articles on these topics including publications on Positive Behavior and Learning Support in Norwegian schools (N-PALS). Publications also include articles on moderators and mediators of interventions, and the large scale implementation of ESIs. Ogden has recently authored the book Adolescent Mental Health, Interventions and Prevention with K. Amlund-Hagen (Routledge, 2013). See also www.ogden.no

Dr Laura Ferrer-Wreder is an Associate Professor at Stockholm University's Department of Psychology. Her research is wide ranging and involves longitudinal and intervention studies as well as scholarly review work in the areas of prevention science, positive youth development, child/adolescent problem behaviors, culture, and school as a key context for positive youth development.

Dr. Ferrer-Wreder has a long standing commitment to institutions charged with the education and well-being of young people, particularly schools and youth service organizations, and has a history of active outreach research in the community. She is an experienced scholarly author of research publications and, for example, authored a book entitled: Successful prevention and youth development programs: Across borders published by Springer.

Laura has extensive editorial experience as action editor for over 100 scholarly journal articles in her capacity as an assistant editor for the Journal of Adolescence published by Elsevier and associate editor of Child and Youth Care Forum published by Springer. She has also co-edited three journal special issues, the most recent of which appears in Research in Human Development. Dr. Ferrer-Wreder is also been active in externally funded research projects both in the United States and Sweden, the approximate total budgets of all grants is $19.8 million American dollars. She has also held leadership positions in several international scholarly societies [e.g., served as a Member at Large on EUSPR's Board of Directors (Dec. 2011-October 2014) and is presently serving on the Society for Research on Adolescence's Consensus Committee (2012-present) and the Society for the Study of Human Development's Steering Committee (2005-present)].

Prof. George Sugai received his Ph.D. from the University of Washington in 1980, and he is Neag Endowed Chair and Professor with tenure at the University of Connecticut in Storrs in the Neag School of Education. He is currently co-director (with Drs. Robert Horner and Tim Lewis) of the national Center on Positive Behavioral Interventions and Supports which has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The Center has two foci: (a) broad dissemination to schools, families, and communities about a technology of school-wide positive behavioral support exists, and (b) demonstrations at the level of individual students, schools, districts, and states that school-wide positive behavioral support is feasible and effective.

Prof. George Sugai (a) has been a public school teacher, program director, and project director of more than $40 million in federally funded grant projects; (b) has published over 135 peer-reviewed papers for practitioners and researchers; (c) teaches courses and conducts workshops for teachers, administrators, school psychologists, and counselors on effective school-wide management practices and systems; and (d) presents at major conferences and meetings. He has expertise and experiences in proactive school-wide discipline, social skills instruction, preventive classroom and behavior management, applied behavior analysis, systems behavior management, and positive behavior support, especially with respect to educating students with behavior disorders. Dr. Sugai has presented internationally (e.g., Canada, Australia, Spain, New Zealand, Jamaica, Netherlands, Denmark, Japan).

Speaker Biographies

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