Markus Gebhardt at Universität Regensburg - Research Interests, Publications & Academic Profile

Markus Gebhardt

Prof.

University of Regensburg

Germany

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Research Interests

Educational Technology

40%

Educational Psychology

100%

Education

70%

Inclusive Education

50%

Assessment And Measurement

50%

Teaching And Learning

50%

Student Development

30%

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Recent Grants

Grant: Close

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

Prof.

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Recent Grants

Articles16

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

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

Collaborators1

Michael Schurig

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