Dr Kane Meissel

MSc(Psych, 1st class hons); PhD(Education)

Lecturer Educ Psychology

In: Learning, Development and Professional Practice » Faculty of Education and Social Work

Biography

Kane is a Lecturer in Educational Psychology in the School of Learning, Development and Professional Practice, in the Faculty of Education and Social Work. Kane’s research focuses on the use of advanced quantitative methodologies to identify and reduce educational disparities, as well as promote equity and social justice for traditionally marginalised learners.

Research | Current

I am currently a named investigator on two major projects: Growing Up in New Zealand, and the Consortium for Professional Learning.

Growing Up in New Zealand is a major, multi-disciplinary longitudinal study following ~7000 New Zealand children from before birth through to adulthood. The study is designed to better understand the pathways leading to differential outcomes and aims to improve the lives of all New Zealand’s children.

The Consortium for Professional Learning (CPL) works with schools to ensure that all students enjoy a quality learning experience for the whole time they are at school, and that they are able and motivated to drive their own learning, with a particular focus on those groups of students identified as priority learners within the system – Māori students, Pasifika students, students from low socio-economic communities and students with special education needs.

Teaching | Current

EDUC 323 Contemporary topics in Educational Psychology
EDUC 741 Educational Psychology

Teaching | Previous

PSYCH 109 Mind, Brain and Behaviour
PSYCH 204 Social Psychology
PSYCH 208 Producing Psychological Knowledge
PSYCH 319 Psychology and Gender
PSYCH 322 Industrial, Work and Organisational Psychology
PSYCH 326 Lifespan Development
EDUC 117 Teaching and Learning: An Educational Psychological Perspective
EDUC 342 Educational Psychology: A behavioural approach
EDUC 352 Adolescence
EDUC 747 Issues in Adolescent Development

Postgraduate supervision

I supervise in a range of areas across Educational Psychology, with a particular interest in supervising students utilising advanced quantitative methodologies to address equity-related questions within the Educational sector.

I am also interested in hearing from prospective doctoral students interested in working with the Growing Up in New Zealand data. Students are currently around 8 years old, so the focus is currently mainly on measures of early childhood outcomes and the transition to primary school. Possible topics include:

How do parents' expectations and beliefs relate to students' school readiness?
How does language exposure (e.g. bilingualism) relate to socio-emotional and cognitive development as well as school readiness?
How does quality of the Early Childhood provider, and attendance in ECE, relate to the child’s social and cognitive outcomes?
How satisfied are parents with the skills developed by ECE providers and how does this relate to perceived school readiness?

Completed

Degree	Enrolled	Completed	Name of Student	Thesis title
MEd	2014	2014	Jennifer Supeck	Measuring levels of student engagement in the New Zealand intermediate school mathematics classroom and the implications for raising student achievement.
MEd	2014	2015	Chao Zheng	A Comparative Study of Foreign Language Anxiety of Chinese First Year College Students in China and Those Learning in New Zealand
MEd	2015	2015	Sinead Wilson	Parent and teacher interactional styles and children’s relationships with peers.
MA	2015	2016	Sukriti Bhatnagar	Defining 'evidence-based' programmes in New Zealand educational and youth mentoring sectors.
MPSt	2016	2016	Idoya Munn	Teachers and Twice-exceptional Students in New Zealand: The Search for a Teacher Who “Gets It” .
PhD	2009	2016	Nane Rio	Teacher expectations and ethnicity: Student and teacher perspectives
MA	2016	2016	Zoe Klomp	The influence of NCEA testing on teacher creativity and lesson planning.

In Progress

Degree	Enrolled	Projected Completion	Name of Student	Thesis title
PhD	2013	2017	Rajshree Krishnan	Teacher expectations and student perceptions of mature-aged students in three faculties
PhD	2013	2018	Karen Major	Collecting and using information about student teachers’ prior knowledge to improve their teaching of mathematics
PhD	2014	2018	Shengnan Wang	A longitudinal study on teacher expectation: its stability and impact on student achievement
PhD	2016	2019	Esther Yao	Variability in the perceptions and manifestations of adolescent depression.
MEd	2017	2017	Jonghyun Jun	Parental decision-making about early childhood education.
PhD	2017	2020	Katy Perry	Introducing digital assessment into New Zealand secondary schools – an exploration of its use and impact.
PhD	2017	2020	Anran Zhao	What made PISA outcomes different? A comparison of socioeconomic status, curriculum and students' motivation between New Zealand and China (Shanghai).
PhD	2017	2020	Kirsten Sharman	The role of infant-directing singing in language acquisition of New Zealand children.

Distinctions/Honours

Faculty of Education and Social Work Early Career Teaching Excellence Award 2017

Responsibilities

School of Learning, Development and Professional Practice Postgraduate Committee
Postgraduate Research Approvals and Examinations Subcommittee
Affiliate of Quant-DARE
Faculty Staff-Student Consultative Committee
BEd(non-ITE) review
Career Tools Steering Committee

Selected publications and creative works (Research Outputs)

Meissel, K., Meyer, F., Yao, E. S., & Rubie-Davies, C. M. (2017). Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability. Teaching and Teacher Education, 65, 48-60. 10.1016/j.tate.2017.02.021
URL: http://hdl.handle.net/2292/33824
Other University of Auckland co-authors: Esther Yao, Frauke Meyer, Christine Rubie-Davies
Deane, K. L., Meissel, K., Moore, J., & Gillham, B. (2017). Positive youth development profiles of cross-age peer mentors. Applied Developmental Science, 1-15. 10.1080/10888691.2017.1295810
Other University of Auckland co-authors: Kelsey Deane
Meissel, K., Parr, J. M., & Timperley, H. S. (2016). Can professional development of teachers reduce disparity in student achievement?. Teaching and Teacher Education, 58, 163-173. 10.1016/j.tate.2016.05.013
URL: http://hdl.handle.net/2292/29040
Other University of Auckland co-authors: Judy Parr
Davies, M., & Meissel, K. (2016). The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools. British Educational Research Journal, 42 (2), 342-365. 10.1002/berj.3210
URL: http://hdl.handle.net/2292/30948
Other University of Auckland co-authors: Maree Davies
Meissel, K., & Rubie-Davies, C. M. (2016). Cultural invariance of goal orientation and self-efficacy in New Zealand: Relations with achievement. The British journal of educational psychology, 86 (1), 92-111. 10.1111/bjep.12103
URL: http://hdl.handle.net/2292/31877
Other University of Auckland co-authors: Christine Rubie-Davies
Peterson, E. R., & Meissel, K. (2015). The effect of Cognitive Style Analysis (CSA) test on achievement: A meta-analytic review. Learning and Individual Differences, 38, 115-122. 10.1016/j.lindif.2015.01.011
Other University of Auckland co-authors: Elizabeth Peterson
Meyer, F., Meissel, K., & McNaughton, S. (2015). Patterns of literacy learning in German primary schools over the summer and the influence of home literacy practices. Journal of Research in Reading, n/a-n/a. 10.1111/1467-9817.12061
Other University of Auckland co-authors: Stuart McNaughton, Frauke Meyer
Meissel, K. L. (2014). Quantitative analysis selection in education: Potential impacts on researchers' conclusions The University of Auckland. ResearchSpace@Auckland. Related URL.
URL: http://hdl.handle.net/2292/21668