Kane Meissel
Biographic Data
| ID | 248914 |
|---|---|
| NAME | Kane Meissel |
| GIVEN NAMES | Kane |
| FAMILY NAME | Meissel |
| SIGNATURE | MEISSEL K |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-1867-8218 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Ethnic identification from pre-birth to early adolescence: Longitudinal patterns and methodological considerations
Ethnicity is a dynamic construct that can be expressed differently depending on the respondent, time point, context, and measurement method, thus resulting in intra-individual ethnic mobility. However, little is known about how ethnic mobility varies by ethnic classification method, despite cross-sectional evidence showing the impact of ethnic classification decisions on research. This study examines the stability and change in ethnic identificat…
Experiences in times of Covid ‐19: Home‐life, social connections, and schooling for Aotearoa New Zealand children
The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children ( n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic‐related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects…
Clusters of difficulties experienced by children during their transition to primary school
Examining approaches to material hardship classification: Cross-sectional and longitudinal perspectives
Material hardship is a significant indicator of poverty, offering direct insights into the inability to afford necessities. When examining material hardship, often a decision lies in determining the boundaries that distinguish those who experience hardship from those who do not. This decision holds significance given the threshold for differentiating hardship from non-hardship populations guides poverty identification, informs assessments of the …
Understanding the professional identity of university-based teacher educators: A systematic review of the literature
Identifying the predictors of four modes of using digital technologies at 8 years of age: Limited, entertainment, creative and emergent
There is a growing call for research into how digital technology usage during childhood contributes to shaping contemporary digital divides. To our knowledge, the current study is the first to examine ways of maximising children’s chances of developing modes of use that involve greater engagement with more advanced and creative digital activities. Drawing on our prior research identifying four distinct modes of using digital technologies in 8-yea…
Evaluating the long-term effects of income assistance for material hardship among families with children
These findings provide insight into the associations between early childhood income supports and reductions in the likelihood of experiencing material hardship in the long-term, to emphasise the potential for such interventions to have longstanding effects. By elucidating the associations between benefit receipt and subsequent material hardship, this research gives direction for policy interventions and timely support for families
Who do they think they are? Professional identity of Chinese university-based teacher educators
University-based teacher educators (UBTEs) are critical to teacher education quality. Studies have mainly explored the professional identity of UBTEs who were previously schoolteachers, whereas less is known about those who followed academic pathways. This study examines how UBTEs perceive their identities in the Chinese context, where academic pathways are common. Semi-structured interviews were conducted with 34 purposively sampled participants…
Measuring Childhood Exposure to Neighbourhood Deprivation at the Macro- and Micro-level in Aotearoa New Zealand
Neighbourhood effects research has benefited from the application of sequence analysis which, together with cluster analysis, identifies the main temporal patterns of exposure to residential contexts experienced by different groups of people, such as children. However, given that this is a relatively new approach to measuring exposure to neighbourhood deprivation, studies that have utilised sequence analysis to model residential trajectories and …
Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
University-based teacher educators' (UBTEs) identities impact their work, engagement, and professional development. While a deeper understanding of UBTE identity is emerging, how UBTEs value and reconcile different elements of professional identity is under-researched. This study examines 34 Chinese UBTEs' salient aspects of their professional identity. Two salient identities emerged and were distributed differently: a “teacher-of-teachers” ident…
Are distinct modes of using digital technologies evident by age eight? Implications for digital divides
Effects of Ethnic Classification on Substantive Findings in Adolescent Mental Health Outcomes
Although most adolescents are healthy, epidemiological studies show that a significant number experience mental health challenges, and that Indigenous and ethnic minority youth tend to have poorer mental health outcomes. However, ethnic classification in adolescence is complex due to increasing multi-ethnic identification, and little is known about how different classification methods affect research conclusions. This study used a nationally repr…
Demographic discrepancies between administrative-prioritisation and self-prioritisation of multiple ethnic identifications
Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach
Classifying multiple ethnic identifications: Methodological effects on child, adolescent, and adult ethnic distributions
The burgeoning global multi-ethnic population, in conjunction with the importance of accurate ethnic group counts for research and policy purposes, make classification of multiple ethnic responses a complex but important issue. There are numerous possible
The Impact of Science Capital on Self-Concept in Science: A Study of University Students in New Zealand
Understanding factors that contribute to students’ self-concept in science is an important task in boosting the number of students studying science and retaining students in science fields. A questionnaire was administered to science students at the University of Auckland in New Zealand (N = 693) to test a theoretical model of science self-concept tied to the work of Pierre Bourdieu. In this model, a student’s social capital (i.e., relationships …
Achievement and beliefs outcomes of students with high and low expectation teachers
Instructional practices and classroom interactions of high and low expectation teachers in China
A systematic review of the teacher expectation literature over the past 30 years
Positive youth development profiles of cross-age peer mentors
To engage more youth in service, we require further research on the characteristics of youth who serve, particularly disadvantaged youth with limited access to formal service opportunities. This study investigated the positive youth development characteristics of New Zealand youth who decided to mentor younger peers in the Stars program for the first time (n = 109), those who returned to mentor for a subsequent year (n = 48), and similar youth no…
Teacher gender, and expectation of reading achievement in New Zealand elementary school students: Essentially a barrier
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability
Teacher judgments of student achievement are increasingly used for high-stakes decision-making, making it imperative that judgments be as fair and reliable as possible. Using a large national database from New Zealand, we explored the relation between psychometrically designed standardized achievement results and teacher judgments in reading (N = 4771 students) and writing (N = 11,765 students) using hierarchical linear modelling. Our findings in…
Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk
This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers ( N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, …
Can professional development of teachers reduce disparity in student achievement
The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools
This study was carried out in three secondary schools of varying socioeconomic levels within the usual framework of tasks completed by students while studying towards a national assessment. The study examined the change in the nature of the interactions between students in group conversations, in the context of a film unit and a geography unit using Quality Talk. Quality Talk is an interventional approach promoting text comprehension via a critic…
Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability
Teacher judgments of student achievement are increasingly used for high-stakes decision-making, making it imperative that judgments be as fair and reliable as possible. Using a large national database from New Zealand, we explored the relation between psychometrically designed standardized achievement results and teacher judgments in reading (N = 4771 students) and writing (N = 11,765 students) using hierarchical linear modelling. Our findings in…
Can professional development of teachers reduce disparity in student achievement
Achievement and beliefs outcomes of students with high and low expectation teachers
Teacher gender, and expectation of reading achievement in New Zealand elementary school students: Essentially a barrier
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Demographic discrepancies between administrative-prioritisation and self-prioritisation of multiple ethnic identifications
Classifying multiple ethnic identifications: Methodological effects on child, adolescent, and adult ethnic distributions
The burgeoning global multi-ethnic population, in conjunction with the importance of accurate ethnic group counts for research and policy purposes, make classification of multiple ethnic responses a complex but important issue. There are numerous possible
Effects of Ethnic Classification on Substantive Findings in Adolescent Mental Health Outcomes
Although most adolescents are healthy, epidemiological studies show that a significant number experience mental health challenges, and that Indigenous and ethnic minority youth tend to have poorer mental health outcomes. However, ethnic classification in adolescence is complex due to increasing multi-ethnic identification, and little is known about how different classification methods affect research conclusions. This study used a nationally repr…
Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach
Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk
This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers ( N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, …
The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools
This study was carried out in three secondary schools of varying socioeconomic levels within the usual framework of tasks completed by students while studying towards a national assessment. The study examined the change in the nature of the interactions between students in group conversations, in the context of a film unit and a geography unit using Quality Talk. Quality Talk is an interventional approach promoting text comprehension via a critic…
Experiences in times of Covid ‐19: Home‐life, social connections, and schooling for Aotearoa New Zealand children
The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children ( n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic‐related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects…
Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
University-based teacher educators' (UBTEs) identities impact their work, engagement, and professional development. While a deeper understanding of UBTE identity is emerging, how UBTEs value and reconcile different elements of professional identity is under-researched. This study examines 34 Chinese UBTEs' salient aspects of their professional identity. Two salient identities emerged and were distributed differently: a “teacher-of-teachers” ident…
Can professional development of teachers reduce disparity in student achievement
The use of Quality Talk to increase critical analytical speaking and writing of students in three secondary schools
This study was carried out in three secondary schools of varying socioeconomic levels within the usual framework of tasks completed by students while studying towards a national assessment. The study examined the change in the nature of the interactions between students in group conversations, in the context of a film unit and a geography unit using Quality Talk. Quality Talk is an interventional approach promoting text comprehension via a critic…
Cultural invariance of goal orientation and self‐efficacy in N ew Z ealand: Relations with achievement
BACKGROUND: There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes. A…
Teacher gender, and expectation of reading achievement in New Zealand elementary school students: Essentially a barrier
Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was condu…
Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability
Teacher judgments of student achievement are increasingly used for high-stakes decision-making, making it imperative that judgments be as fair and reliable as possible. Using a large national database from New Zealand, we explored the relation between psychometrically designed standardized achievement results and teacher judgments in reading (N = 4771 students) and writing (N = 11,765 students) using hierarchical linear modelling. Our findings in…
Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk
This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers ( N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, …
A systematic review of the teacher expectation literature over the past 30 years
Positive youth development profiles of cross-age peer mentors
To engage more youth in service, we require further research on the characteristics of youth who serve, particularly disadvantaged youth with limited access to formal service opportunities. This study investigated the positive youth development characteristics of New Zealand youth who decided to mentor younger peers in the Stars program for the first time (n = 109), those who returned to mentor for a subsequent year (n = 48), and similar youth no…
Instructional practices and classroom interactions of high and low expectation teachers in China
The Impact of Science Capital on Self-Concept in Science: A Study of University Students in New Zealand
Understanding factors that contribute to students’ self-concept in science is an important task in boosting the number of students studying science and retaining students in science fields. A questionnaire was administered to science students at the University of Auckland in New Zealand (N = 693) to test a theoretical model of science self-concept tied to the work of Pierre Bourdieu. In this model, a student’s social capital (i.e., relationships …
Achievement and beliefs outcomes of students with high and low expectation teachers
Teacher expectation effects in Chinese junior high schools: Exploring links between teacher expectations and student achievement using a hierarchical linear modelling approach
Classifying multiple ethnic identifications: Methodological effects on child, adolescent, and adult ethnic distributions
The burgeoning global multi-ethnic population, in conjunction with the importance of accurate ethnic group counts for research and policy purposes, make classification of multiple ethnic responses a complex but important issue. There are numerous possible
Are distinct modes of using digital technologies evident by age eight? Implications for digital divides
Effects of Ethnic Classification on Substantive Findings in Adolescent Mental Health Outcomes
Although most adolescents are healthy, epidemiological studies show that a significant number experience mental health challenges, and that Indigenous and ethnic minority youth tend to have poorer mental health outcomes. However, ethnic classification in adolescence is complex due to increasing multi-ethnic identification, and little is known about how different classification methods affect research conclusions. This study used a nationally repr…
Demographic discrepancies between administrative-prioritisation and self-prioritisation of multiple ethnic identifications
Who do they think they are? Professional identity of Chinese university-based teacher educators
University-based teacher educators (UBTEs) are critical to teacher education quality. Studies have mainly explored the professional identity of UBTEs who were previously schoolteachers, whereas less is known about those who followed academic pathways. This study examines how UBTEs perceive their identities in the Chinese context, where academic pathways are common. Semi-structured interviews were conducted with 34 purposively sampled participants…
Measuring Childhood Exposure to Neighbourhood Deprivation at the Macro- and Micro-level in Aotearoa New Zealand
Neighbourhood effects research has benefited from the application of sequence analysis which, together with cluster analysis, identifies the main temporal patterns of exposure to residential contexts experienced by different groups of people, such as children. However, given that this is a relatively new approach to measuring exposure to neighbourhood deprivation, studies that have utilised sequence analysis to model residential trajectories and …
Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators
University-based teacher educators' (UBTEs) identities impact their work, engagement, and professional development. While a deeper understanding of UBTE identity is emerging, how UBTEs value and reconcile different elements of professional identity is under-researched. This study examines 34 Chinese UBTEs' salient aspects of their professional identity. Two salient identities emerged and were distributed differently: a “teacher-of-teachers” ident…
Examining approaches to material hardship classification: Cross-sectional and longitudinal perspectives
Material hardship is a significant indicator of poverty, offering direct insights into the inability to afford necessities. When examining material hardship, often a decision lies in determining the boundaries that distinguish those who experience hardship from those who do not. This decision holds significance given the threshold for differentiating hardship from non-hardship populations guides poverty identification, informs assessments of the …
Understanding the professional identity of university-based teacher educators: A systematic review of the literature
Identifying the predictors of four modes of using digital technologies at 8 years of age: Limited, entertainment, creative and emergent
There is a growing call for research into how digital technology usage during childhood contributes to shaping contemporary digital divides. To our knowledge, the current study is the first to examine ways of maximising children’s chances of developing modes of use that involve greater engagement with more advanced and creative digital activities. Drawing on our prior research identifying four distinct modes of using digital technologies in 8-yea…
Evaluating the long-term effects of income assistance for material hardship among families with children
These findings provide insight into the associations between early childhood income supports and reductions in the likelihood of experiencing material hardship in the long-term, to emphasise the potential for such interventions to have longstanding effects. By elucidating the associations between benefit receipt and subsequent material hardship, this research gives direction for policy interventions and timely support for families
Ethnic identification from pre-birth to early adolescence: Longitudinal patterns and methodological considerations
Ethnicity is a dynamic construct that can be expressed differently depending on the respondent, time point, context, and measurement method, thus resulting in intra-individual ethnic mobility. However, little is known about how ethnic mobility varies by ethnic classification method, despite cross-sectional evidence showing the impact of ethnic classification decisions on research. This study examines the stability and change in ethnic identificat…
Experiences in times of Covid ‐19: Home‐life, social connections, and schooling for Aotearoa New Zealand children
The impact of the COVID‐19 pandemic and associated lockdown measures on child and family functioning requires ongoing investigation to understand its far‐reaching effects. This study investigated the experiences of 10‐year‐old children ( n = 2421) from the Growing Up in New Zealand longitudinal cohort during some of the strictest pandemic‐related lockdown measures of 2020, with the aim of examining the effects of these measures on several aspects…
Psychology (22 works) · Mathematics education (11 works) · Sociology (10 works) · Pedagogy (9 works) · Political science (8 works) · Early Childhood Education and Development (7 works) · Computer Science (6 works) · Developmental psychology (6 works) · Teacher Education and Leadership Studies (6 works) · Academic achievement (5 works)