Rate My Professor Ronny Scherer

Scherer's scholarly work emphasizes the interplay of measurement, assessment, and evaluation across research syntheses, complex sampling surveys, and educational equality. Key substantive foci include digital divides, equity and equality in education, and assessing complex cognitive abilities such as complex problem solving, adaptability, computational thinking, and executive functioning. His methodological expertise spans advanced meta-analytic approaches like cumulative, multivariate, multilevel, and spatial meta-analysis; meta-analytic structural equation modeling; machine learning-informed meta-analysis; multilevel structural equation modeling; and spatial analysis of data from international assessments including PISA, ICILS, TIMSS, PIRLS, PIAAC, and TALIS. Among his prolific outputs are highly cited papers such as 'The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education' (2019), 'Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?' (2021), 'Unpacking teachers’ intentions to integrate technology: A meta-analysis' (2019), and recent contributions like 'Unraveling gender disparities in teachers’ technological pedagogical and content knowledge: A large-scale meta-analytic review' (2026) and 'Teacher-Student Relationships and Student Outcomes: A Systematic Second-Order Meta-Analytic Review' (2025), amassing over 17,000 citations on Google Scholar and shaping advancements in educational psychometrics and large-scale assessment.