Dr Kane Meissel
MSc(Psych, 1st class hons); PhD(Education)
Kane is a Senior 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. A particular focus of Kane's research is the identification of specific factors that relate to resilience among under-served learner groups.
Research | Current
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
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
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?
Name of Student
|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.|
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.|
|MEd||2018||2019||Shaheena Sulaiman||Parent-child interactions and early language and literacy development in bilingual children growing up in New Zealand.|
|PhD||2018||2021||Idoya Munn||Identification of Twice-Exceptional Students in NZ: Finding our Way.|
Name of Student
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|
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.|
Faculty of Education and Social Work Early Career Teaching Excellence Award 2017
- School of Learning, Development and Professional Practice Postgraduate Committee
- Postgraduate Research Approvals and Examinations Subcommittee
- Affiliate of Quant-DARE
- Faculty Staff-Student Consultative 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
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
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
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
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.