| Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability K Meissel, F Meyer, ES Yao, CM Rubie-Davies Teaching and teacher education 65, 48-60, 2017 | 263 | 2017 |
| Measuring academic resilience in quantitative research: A systematic review of the literature G Rudd, K Meissel, F Meyer Educational research review 34, 100402, 2021 | 143 | 2021 |
| How leaders communicate their vulnerability: Implications for trust building F Meyer, DM Le Fevre, VMJ Robinson International Journal of Educational Management 31 (2), 221-235, 2017 | 102 | 2017 |
| Capturing the complex, situated, and active nature of teaching through inquiry-oriented standards for teaching C Sinnema, F Meyer, G Aitken Journal of Teacher Education 68 (1), 9-27, 2017 | 88 | 2017 |
| Patterns of literacy learning in German primary schools over the summer and the influence of home literacy practices F Meyer, K Meissel, S McNaughton Journal of Research in Reading 40 (3), 233-253, 2017 | 45 | 2017 |
| Initial Teacher Education Outcomes: Standards for Graduating Teachers. A paper for discussion. G Aitken, C Sinnema, F Meyer | 39 | 2013 |
| Leading school improvement through goal-setting: Evidence from New Zealand schools F Meyer, L Bendikson, DM Le Fevre Educational Management Administration & Leadership 51 (2), 365-383, 2023 | 31 | 2023 |
| The quality of leaders’ problem-solving conversations: Truth-seeking or truth-claiming? V Robinson, F Meyer, D Le Fevre, C Sinnema Leadership and Policy in Schools 20 (4), 650-671, 2021 | 30 | 2021 |
| Novice principals setting goals for school improvement in New Zealand F Meyer, C Sinnema, J Patuawa School Leadership & Management 39 (2), 198-221, 2019 | 28 | 2019 |
| Novice principals in small schools: Making sense of the challenges and contextual complexities of school leadership F Meyer, J Patuawa Leadership and Policy in Schools 21 (2), 167-184, 2022 | 24 | 2022 |
| Educational leaders’ problem-solving for educational improvement: Belief validity testing in conversations C Sinnema, F Meyer, D Le Fevre, H Chalmers, V Robinson Journal of educational change, 1-49, 2023 | 23 | 2023 |
| Educational change doesn’t come easy: lead teachers’ work as change agents F Meyer, K Slater-Brown Mathematics Education Research Journal 34 (1), 139-163, 2022 | 16 | 2022 |
| Goal pursuit practices in high schools: hitting the target? L Bendikson, M Broadwith, T Zhu, F Meyer Journal of Educational Administration 58 (6), 713-728, 2020 | 15 | 2020 |
| The summer learning effect in writing in New Zealand F Meyer, ES Yao, K Meissel Reading and Writing 33 (5), 1183-1210, 2020 | 11 | 2020 |
| Middle leaders addressing concerns with teaching performance in New Zealand secondary schools F Meyer, G Hanna Leadership and policy in schools 22 (4), 947-964, 2023 | 9 | 2023 |
| Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data G Rudd, K Meissel, F Meyer Educational Assessment, Evaluation and Accountability 35 (2), 169-200, 2023 | 9 | 2023 |
| Navigating the leadership tensions in creating collective responsibility D Le Fevre, F Meyer, L Bendikson Journal of Professional Capital and Community 6 (3), 253-266, 2021 | 9 | 2021 |
| Language matters: Developing inclusive, strengths-based practice in a cluster of resource teachers: Learning and behaviour FJ Harkness, J Walker, F Meyer Australasian Journal of Special and Inclusive Education 46 (2), 138-150, 2022 | 7 | 2022 |
| Leaders’ Problem-Solving Capabilities: Exploring the “Quick Fix” Mentality V Robinson, F Meyer, D Le Fevre, C Sinnema American Education Research Association, Chicago, Il, 2015 | 6 | 2015 |
| Initial teacher education outcomes: Graduate teacher standards G Aitken, C Sinnema, F Meyer The University of Auckland, 2013 | 6 | 2013 |
Kane MeisselFaculty of Education, University of AucklandΗ διεύθυνση ηλεκτρονικού ταχυδρομείου έχει επαληθευτεί στον τομέα auckland.ac.nz
