NCLII-2’s Advisory Board meets bi-annually and provides ongoing guidance and feedback on the progress of the project to meet goals. Additionally, Advisory Board members have committed to providing opportunities and mentorship for NCLII-2 scholars to both enhance their understanding of disability and provide them with experiences beyond the university setting. This dynamic team of members ensures that NCLII-2 maintains a focus on preparing leaders who understand how to translate research to practice and are able to work collaboratively with a diverse group of partners.
Her primary research interests focus on the development of aggressive behavior and school-based prevention. She collaborates on research projects examining bullying and school climate; the development of aggressive and problem behaviors; effects of exposure to violence, peer victimization, and environmental stress on children; children with emotional and behavioral disorders and autism; and the design, evaluation, and implementation of evidence-based prevention programs in schools. She has led a number of federally funded randomized trials of school-based prevention programs, including Positive Behavioral Interventions and Supports (PBIS), Multi-tiered Systems of Support for Behavior (MTSS-B), and social-emotional learning curricula. She also has expertise in implementation science and coaching models. Dr. Bradshaw works with the Maryland State Department of Education and several school districts to support the development and implementation of programs and policies to prevent bullying and school violence, and to foster safe and supportive learning environments. She collaborates on federally-funded research grants supported by the NIMH, NIMHD, NICHD, NIDA, CDC, NIJ, U.S. Department of Education, and the Institute of Education Sciences. She has partnered with several national and international organizations, such as the Collaborative for Academic, Social, and Emotional Learning (CASEL), the National Academies of Science, the United Nations, and the World Bank.
Dr. Bradshaw has published over 250 peer-reviewed articles and chapters in edited volumes. She was previously the Associate Editor for the Journal of Research on Adolescence and is currently the editor of the journal Prevention Science. She is a coeditor of the Handbook of School Mental Health (2014), the editor of Handbook on Bullying: A Life Course Perspective(2017), and coauthor of Preventing Bullying in Schools: A Social and Emotional Learning Approach to Early Intervention (2020). She is currently working on two other books – one focused on culturally-responsive behavior management practices, and the other on school mental health.
CATHERINE BRADSHAWProfessor/Senior Associate Dean, Curry School at University of Virginia
Dr. Purcell has had a variety of experiences throughout her 43 years in public education including experience as a general education teacher at both high school and middle school level, teacher of students with emotional and behavioral disorders, coordinator at a regional educational service center, and assistant superintendent for pupil services for 18 years in a local district with 27,000 students. She earned her Ed.D. in Administration from the University of Georgia in 1992.
LUANN PURCELLExecutive Director, Council of Administrators of Special Education
DEBBIE MCADAMSExecutive Director of Exceptional Education, Metro Nashville Public Schools
Ms. Jennings has more than 15 years experience working with schools, parents, and communities in school improvement and other initiatives benefiting children and families. Ms. Jennings chaired Governor’s Family Involvement Committee in New Jersey and participates on the NJ Task Force on Child Abuse and Neglect, NJ Teacher Quality Enhancement Consortium Advisory Board, the National Center on Special Education Monitoring & Accountability Advisory Board, the NJ Association of Partners in Education Board, the NJ State Improvement Grant Management Team, the Child Behavioral Health/Children’s System of Care Implementation Advisory Committee, the Board of the NJ Parents’ Caucus, and the Improving Minority Achievement Network Initiative. She is the founder of Concerned African-American Parents and has served as a School Board member. Jennings directs SPAN’s START (Statewide Technical Assistance Resources Team), funded by the NJ Department of Education in part through NJ’s State Improvement which provides technical assistance and support to parents in local communities to develop and/or strengthen parent support groups.
In addition to organizing people and projects, her professional background also includes economic development, real estate finance and construction. A graduate of Northwestern University, Ms. Jennings is completing further graduate study as the Kellogg Foundation NonProfit Management Opportunity Fellow of the Seton Hall University Center for Public Service Masters in Public Administration program.
DEBRA JENNINGSExecutive Co-director, Statewide Parent Advocacy Network
Dr. Eber is a former board member of the Illinois Federation of Families (IFF), and she is a current board member of the national Federation of Families for Children’s Mental Health (FFCCMH). She provides training and consultation to school districts and mental health agencies across the United States, Canada, and Australia and has numerous publications on school-based wraparound and positive behavior interventions and supports.
LUCILLE EBERTechnical Assistant Director, PBIS National TA Center
Education and Previous Experience:
- Special Education High School Liaison/Compliance Specialist, Rutherford County Schools
- Statewide Work-Based Learning Trainer for Tennessee State Department of Education
- Special Education Teacher, grades 7-12, Rutherford County Schools
- B.S. Education, University of Tennessee-Knoxville, endorsed in the area of special education
- M.Ed., Peabody College, Vanderbilt University, emphasis in secondary severe disabilities and transition
TAMMY DAYProgram Director, Next Steps at Vanderbilt
The contents of this website were developed under grants from the U.S. Department of Education, #H325H140001 and #H325190003. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Celia Rosenquist.