Frauke Meyer
Biographic Data
| ID | 3620151 |
|---|---|
| NAME | Frauke Meyer |
| GIVEN NAMES | Frauke |
| FAMILY NAME | Meyer |
| SIGNATURE | MEYER F |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-7402-8896 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using virtual reality to increase empathy and combat bias in the classroom
Teachers hold conscious and unconscious beliefs that may reflect biased or stereotypical understandings of diverse student groups. Biased beliefs can negatively shape teacher expectations and teacher–student interactions, ultimately impacting student academic outcomes. One way to combat bias is to increase empathy for those student groups. Virtual Reality (VR) is considered an “empathy machine,” enabling participants to take others’ perspectives.…
Solar energy on all suitable roof areas? Homeowners’ acceptance of government subsidies and smart energy services in Germany
The potential of virtual reality to combat teacher bias and increase empathy
Teachers’ biases surface in interactions with students and influence students’ learning and attitudes toward school. Policymakers have increasingly called for anti-bias training for teachers; however, most research has shown little sustained effects. Virtual Reality (VR) interventions to combat bias have shown promising results; however, only a few intervention studies exist. This preliminary study included nine educators from the Northwest of th…
Leading school improvement through goal-setting
Many studies claim the importance of goal-setting for school improvement but few outline specific practices. This study highlights specific goal-setting practices associated with successful school improvement efforts. It reports on a 2-year collaborative research project, which closely examined three principals’ goal-setting practices in the context of their schools. It documents principals’ and staffs’ efforts to improve equity in outcomes throu…
The persistence of bias in education
While it seems the world has made significant social and political progress in the last 50 years by, for example, in many countries decriminalising homosexuality, ensuring greater freedom regarding gender identity, acknowledging women’s rights, or removing racist policies, in the last few years, the world seemed to have turned back into a direction that jeopardises the progress made. Educational institutions are often thought of as progressive sp…
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 …
Need, equity, and accountability
We report the results of a vignette study with an online sample of the German adult population in which we analyze the interplay between need, equity, and accountability in third-party distribution decisions. We asked participants to divide firewood between two hypothetical persons who either differ in their need for heat or in their productivity in terms of their ability to chop wood. The study systematically varies the persons’ accountability f…
Patience, Cognitive Abilities, and Cognitive Effort
This study sheds light on the relationship between cognition and patience by documenting that the correlation between cognitive abilities and delay discounting is weaker for the same group of individuals if choices are incentivized. This study conjectures that higher cognitive effort, which induces higher involvement of the cognitive system, moderates the relationship between patience and cognition. For 107 participants drawn from the adult popul…
Subjectivity of teacher judgments
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…
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our purpose here is to propose a model of Teaching for Better Learning ( TBL) that responds to those critiques…
Subjectivity of teacher judgments
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…
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our purpose here is to propose a model of Teaching for Better Learning ( TBL) that responds to those critiques…
Subjectivity of teacher judgments
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…
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our purpose here is to propose a model of Teaching for Better Learning ( TBL) that responds to those critiques…
Patience, Cognitive Abilities, and Cognitive Effort
This study sheds light on the relationship between cognition and patience by documenting that the correlation between cognitive abilities and delay discounting is weaker for the same group of individuals if choices are incentivized. This study conjectures that higher cognitive effort, which induces higher involvement of the cognitive system, moderates the relationship between patience and cognition. For 107 participants drawn from the adult popul…
Need, equity, and accountability
We report the results of a vignette study with an online sample of the German adult population in which we analyze the interplay between need, equity, and accountability in third-party distribution decisions. We asked participants to divide firewood between two hypothetical persons who either differ in their need for heat or in their productivity in terms of their ability to chop wood. The study systematically varies the persons’ accountability f…
Leading school improvement through goal-setting
Many studies claim the importance of goal-setting for school improvement but few outline specific practices. This study highlights specific goal-setting practices associated with successful school improvement efforts. It reports on a 2-year collaborative research project, which closely examined three principals’ goal-setting practices in the context of their schools. It documents principals’ and staffs’ efforts to improve equity in outcomes throu…
The persistence of bias in education
While it seems the world has made significant social and political progress in the last 50 years by, for example, in many countries decriminalising homosexuality, ensuring greater freedom regarding gender identity, acknowledging women’s rights, or removing racist policies, in the last few years, the world seemed to have turned back into a direction that jeopardises the progress made. Educational institutions are often thought of as progressive sp…
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 …
Solar energy on all suitable roof areas? Homeowners’ acceptance of government subsidies and smart energy services in Germany
The potential of virtual reality to combat teacher bias and increase empathy
Teachers’ biases surface in interactions with students and influence students’ learning and attitudes toward school. Policymakers have increasingly called for anti-bias training for teachers; however, most research has shown little sustained effects. Virtual Reality (VR) interventions to combat bias have shown promising results; however, only a few intervention studies exist. This preliminary study included nine educators from the Northwest of th…
Using virtual reality to increase empathy and combat bias in the classroom
Teachers hold conscious and unconscious beliefs that may reflect biased or stereotypical understandings of diverse student groups. Biased beliefs can negatively shape teacher expectations and teacher–student interactions, ultimately impacting student academic outcomes. One way to combat bias is to increase empathy for those student groups. Virtual Reality (VR) is considered an “empathy machine,” enabling participants to take others’ perspectives.…
Psychology (8 works) · Sociology (6 works) · Social Psychology (5 works) · Pedagogy (4 works) · Computer Science (3 works) · Demography (3 works) · Mathematics education (3 works) · Political science (3 works) · Academic achievement (2 works) · Accountability (2 works)