Markus Gebhardt

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University of Regensburg

Germany

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Prof. Markus Gebhardt is a faculty member at Universität Regensburg in Germany. His research primarily focuses on inclusive education, classroom management, and assessment strategies for students with special educational needs. Recent work includes the development of digital assessments and exploration of reading fluency, highlighting the importance of data-based decision-making in educational settings.

Recent Grants

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Das Dortmunder Profil für inklusionsorientierte Lehrer/-innenbildung (DoProfil 2). Teilprojekt Entwicklung adaptiver Lernumgebungen mit Lernverlaufsdiagnostik und deren Vermittlung für heterogene Lerngruppen

Open Date: 2019-07-01

Close Date: 2022-06-01

Grant: Close

Educational Progress of Children at Risk of Low Academic Achievement: A Psychometrically Informed Investigation of Educational Outcomes and Resilience Factors with Longitudinal Data of the National Educational Panel Study

Open Date: 2017-01-01

Close Date:

Grant: Close

Das Dortmunder Profil für inklusionsorientierte Lehrer/-innenbildung (DoProfiL). Teilprojekt Inklusive Schulentwicklung

Open Date: 2016-10-01

Close Date: 2019-06-01

Markus Gebhardt

Research Interests

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Contact this professor

About

Recent Grants

Articles (17)

Differential Performance of Computerized Adaptive Testing in Students With and Without Disabilities - A Simulation Study

InClass - an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms: Duration and Word Length as Difficulty-Generating-Item Characteristics

Classroom effects are as large as grade‐level effects on curriculum‐based measurement maze reading scores of secondary school students with and without special educational needs

Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based: Examining the Mode Effect in Reading Accuracy and Reading Fluency

Die Bearbeitungsgeschwindigkeit von Kindern mit Lernschwierigkeiten als Grundlage für die Testentwicklung von Lernverlaufsdiagnostik

Dimensions of Classroom-Based Assessments in Inclusive Education: A Teachers' Questionnaire for Instructional Decision-Making, Educational Assessments, Identification of Special Educational Needs, and Progress Monitoring

Editorial: Progress monitoring and data-based decision-making in inclusive schools

Mathematical Skills of Students With Special Educational Needs in the Area of Learning (SEN-L) in Pre-Vocational Programs in Germany

How the existence of special schools affects the placement of students with special needs in inclusive primary schools

Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students

Understanding and improving teachers' graph literacy for data-based decision-making via video intervention

Continuous norming in learning progress monitoring-An example for a test in spelling from grade 2-4

Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading

Pilotierung von Leseflüssigkeits- und Leseverständnistests zur Entwicklung von Instrumenten der Lernverlaufsdiagnostik

Assessing dimensions of inclusion from students' perspective - measurement invariance across students with learning disabilities in different educational settings

Individualized assignments, group work and discussions. How they interact with class size, low socioeconomic status, and second language learners

Collaborators (3)

Jana Jungjohann

Stephanie Lutz

Michael Schurig

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