seit 06/2023 - Wissenschaftlicher Mitarbeiter in der Arbeitsgruppe Digitale Bildung am Department Erziehungswissenschaft der Universität Potsdam

08/2018 - 05/2023 – Research Fellow und Ph.D. Student in Arbeitsgruppe Science of Learning and Metacognition am Department Educational Psychology der The University of Texas at Austin

05/2023 - Promotion in Educational Psychology, Human Development, Culture, and Learning Sciences (Ph.D.), The University of Texas at Austin, USA

12/2021 - Studium Educational Psychology, Quantitative Methods (M.Ed.), The University of Texas at Austin, USA

06/2018 – Studium Cognitive Science (A.B.), Dartmouth College, USA

- Applications of Cognitive Science to Education

- Formal Modeling and Simulation Methods

- Treatment Effect Heterogeneity

Kang, S. H. K., Eglington, L. G., Schuetze, B. A., Lu, X., Huaco J., & Hinterstoisser, T. M. (2023). Using cognitive science and technology to enhance financial education: The effect of spaced retrieval practice. Journal of Financial Counseling and Planning, 34(1) https://doi.org/10.1891/JFCP-2021-0032

Schuetze, B. A. & Yan, V. X. (2023). Psychology faculty overestimate Cohen’s d effect sizes by half a standard deviation. Collabra: Psychology, 9(1), 74020. https://doi.org/10.1525/collabra.74020

Muenks, K., Miller, J. E., Schuetze, B. A., & Whittaker, T. A. (2023). Is cost separate from or part of subjective task value? An empirical examination of expectancy-value versus expectancy-value-cost perspectives. Contemporary Educational Psychology, 72, 102149. https://doi.org/10.1016/j.cedpsych.2023.102149

Zengilowski, A. N., Nash, B. L., Schuetze, B. A., & Schallert, D. L. (2022). Bringing refutation texts back to their literacy roots: What do critical literacy and culturally responsive pedagogy have to teach us about students' conceptual change? Literacy Research: Theory, Method, and Practice, 71(1), 341-358. https://doi.org/10.1177/23813377221109544

Schuetze, B. A. & Yan, V. X. (2022). Optimal learning under time constraints: Empirical and simulated tradeoffs between depth and breadth of study. Cognitive Science, 46(4), e13136. https://doi.org/10.1111/cogs.13136

Yan, V. X., & Schuetze, B. A. (2022). Not just stimuli structure: Sequencing effects in category learning vary by task demands. Journal of Applied Research in Memory and Cognition, 11(2), 218-228. https://doi.org/10.1016/j.jarmac.2021.09.004

Schuetze, B. A. (2022). The research-practice divide is not only an issue of communication, but of values: The case of growth mindset. Texas Education Review, 10(1), 92-104. http://dx.doi.org/10.26153/tsw/21506

Zengilowski, A. N., Schuetze, B. A., Nash, B. L., & Schallert, D. L. (2021). A critical review of the refutation text literature: Methodological confounds, theoretical problems, and possible solutions. Educational Psychologist, 56(3), 175-195. https://doi.org/10.1080/00461520.2020.1861948

Schuetze, B. A., Eglington, L. G., & Kang, S. H. K. (2019). Retrieval practice benefits memory precision. Memory, 27(8), 1091-1098. https://doi.org/10.1080/09658211.2019.1623260

Schuetze, B. A., & Yan, V. X. (2023, April). Self-regulated learning and treatment effect heterogeneity in educational interventions: A formal model and simulation study. Poster to be presented at the 2023 AERA Annual Meeting, Chicago IL.

Schuetze, B. A., & Yan, V. X. (2022, November). Hidden-agenda based regulation: Extending models of study-time allocation to more educationally realistic stimuli. Talk presented at the 63^rd Annual Meeting of the Psychonomic Society, Boston MA.

Schuetze, B. A., & Yan, V. X. (2022, November). Self-regulated learning and treatment effect heterogeneity in educational interventions: A formal model and simulation study. Poster presented at the Meeting of the Mathematical Psychology Society at Psychonomics, Boston MA.

Zengilowski, A. N., Nash, B. L., Schuetze, B. A., & Schallert, D. L. (2021, December). Theoretical musings on refutation text research: Navigating the tensions between addressing students' misconceptions and culturally responsive pedagogy. Paper presented at the Literacy Research Association's 71^st Virtual Annual Conference.