Michael Grosche
Biographic Data
| ID | 3072137 |
|---|---|
| NAME | Michael Grosche |
| GIVEN NAMES | Michael |
| FAMILY NAME | Grosche |
| SIGNATURE | GROSCHE M |
| AFFILIATIONS | University of Wuppertal |
| ORCID | 0000-0001-6646-9184 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance
The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics performance and low-to-average intelligence in an ABAB-single-case research design. Prior knowledge and intelligence were assess…
Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations
Labeling students with learning problems may change teachers’ evaluations of them. Our study examined whether the “Special Learning Needs” (SLN) and “Learning Disability” (LD) labels influenced teachers’ beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers’ performance expectations and teaching intentions. A sample of 413 German general and special education teacher…
Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion
Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitig…
Die Selbsteinschätzung der sozialen Partizipation von Schüler*innen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schüler*innen und Merkmale der Lehrkräfte
Soziale Partizipation aller Schüler*innen ist ein wichtiges Ziel schulischer Inklusion. Laut Rahmenkonzept zu Heterogenität im Unterricht sind dafür einerseits individuelle Schüler*innenmerkmale und andererseits solche ihrer Lehrkräfte zentral. Allerdings zeigt sich mehrheitlich, dass Schüler*innen mit sonderpädagogischen Förderbedarfen (SPF) weniger sozial partizipieren als ihre Mitschüler*innen. Obwohl vereinzelt belegt wurde, dass dieser Unter…
Wie können Lehrkräfte grammatische Fähigkeiten im Grundschulalltag ökonomisch diagnostizieren
Grammatische Fähigkeiten sind zentral für den schulischen Erfolg und gleichzeitig noch eine herausfordernde Erwerbsaufgabe für Grundschulkinder. Um den grammatischen Sprachstand von Grundschulkindern ökonomisch zu ermitteln, eignen sich insbesondere zweistufige Diagnostiken (Stufe 1: Screening mit gesamter Klasse, Stufe 2: Einzeldiagnostik). Ziel dieser Studie ist die Entwicklung eines zeitsparenden grammatischen Diagnoseverfahrens für den Grunds…
Lern- und Verhaltensschwierigkeiten in der Schule
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
Does the ‘Learning Disability’ label lower teachers’ performance expectations
Teachers’ expectations are known to influence students’ outcomes. Specifically, better performance is observed among students for whom teachers have high expectations, and vice versa. Teachers not only form their expectations on the basis of previous achievements, but also on the (presumed) group affiliation of students. One group for whom teachers have low-performance expectations are students with learning disabilities. Studies in English-speak…
Individual, generalized, and moderated effects of the good behavior game on at-risk primary school students
The current study examined the impact of the Good Behavior Game (GBG) on the academic engagement (AE) and disruptive behavior (DB) of at-risk students’ in a German inclusive primary school sample using behavioral progress monitoring. A multiple baseline design across participants was employed to evaluate the effects of the GBG on 35 primary school students in seven classrooms from grade 1 to 3 ( M age = 8.01 years, SD age = 0.81 years). The imple…
Bestimmt das Angebot die Förderquote? – Effekte der räumlichen Nähe von Förderschulen auf den Anteil von Schülerinnen und Schülern mit Förderbedarf an Grundschulen
In dem vorliegenden Beitrag wird erstmals umfassend empirisch untersucht, ob vorhandene Angebotsstrukturen in Form von Förderschulen einen systematischen Einfluss auf die Zahl der als sonderpädagogisch förderbedürftig diagnostizierten Schülerinnen und Schüler an naheliegenden Grundschulen haben. Die Hypothese wird systemtheoretisch hergeleitet und anhand von statistischen und wissenschaftlichen Befunden verdeutlicht. Datenbasis bildet die amtlich…
Morphological decomposition supports word recognition in primary school children learning to read
Background When reading a word, skilled adult readers automatically decompose the word into its separate morphemes by processing the word's morpho‐orthography. In children, however, it still remains unclear when and how they start to automatically decompose words into morphemes. Methods To better understand how primary school children learn and integrate automatic morphological processes into their reading, we conducted a masked priming experimen…
Functional illiteracy and developmental dyslexia
A considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as…
Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals
Purpose: As bilingual students often achieve lower scores than monolinguals in single-language vocabulary assessments, a deficit-oriented view of bilingualism is widespread in educational institutions. This study examined whether this alleged difference remains when the conceptual vocabulary scores of bilingual primary students are considered, and when home language and literacy activities are taken into account. Methods: Extensive expressive voc…
What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion
Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The re…
Minimierung der Schadstoffproduktion Bei Verbrennungseinrichtungen Kleiner Leistung
What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion
Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The re…
Minimierung der Schadstoffproduktion Bei Verbrennungseinrichtungen Kleiner Leistung
What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion
Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The re…
Differentiated bilingual vocabulary assessment reveals similarities and differences compared to monolinguals
Purpose: As bilingual students often achieve lower scores than monolinguals in single-language vocabulary assessments, a deficit-oriented view of bilingualism is widespread in educational institutions. This study examined whether this alleged difference remains when the conceptual vocabulary scores of bilingual primary students are considered, and when home language and literacy activities are taken into account. Methods: Extensive expressive voc…
Bestimmt das Angebot die Förderquote? – Effekte der räumlichen Nähe von Förderschulen auf den Anteil von Schülerinnen und Schülern mit Förderbedarf an Grundschulen
In dem vorliegenden Beitrag wird erstmals umfassend empirisch untersucht, ob vorhandene Angebotsstrukturen in Form von Förderschulen einen systematischen Einfluss auf die Zahl der als sonderpädagogisch förderbedürftig diagnostizierten Schülerinnen und Schüler an naheliegenden Grundschulen haben. Die Hypothese wird systemtheoretisch hergeleitet und anhand von statistischen und wissenschaftlichen Befunden verdeutlicht. Datenbasis bildet die amtlich…
Morphological decomposition supports word recognition in primary school children learning to read
Background When reading a word, skilled adult readers automatically decompose the word into its separate morphemes by processing the word's morpho‐orthography. In children, however, it still remains unclear when and how they start to automatically decompose words into morphemes. Methods To better understand how primary school children learn and integrate automatic morphological processes into their reading, we conducted a masked priming experimen…
Functional illiteracy and developmental dyslexia
A considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as…
Individual, generalized, and moderated effects of the good behavior game on at-risk primary school students
The current study examined the impact of the Good Behavior Game (GBG) on the academic engagement (AE) and disruptive behavior (DB) of at-risk students’ in a German inclusive primary school sample using behavioral progress monitoring. A multiple baseline design across participants was employed to evaluate the effects of the GBG on 35 primary school students in seven classrooms from grade 1 to 3 ( M age = 8.01 years, SD age = 0.81 years). The imple…
Lern- und Verhaltensschwierigkeiten in der Schule
SchülerInnen mit Lernschwierigkeiten zeigen häufig auch Probleme im Verhalten - und umgekehrt. Für SchülerIinnen und Lehrkräfte sind solche gleichzeitig auftretende Phänomene eine große Herausforderung, die mit Fragen zur gezielten Unterstützung dieser Zielgruppe einhergeht. Das Buch fokussiert das Phänomen gleichzeitig auftretender Lern- und Verhaltensschwierigkeiten in der Schule mit dem Ziel, Grundlagen- und Handlungswissen zu dem Thema zu ver…
Does the ‘Learning Disability’ label lower teachers’ performance expectations
Teachers’ expectations are known to influence students’ outcomes. Specifically, better performance is observed among students for whom teachers have high expectations, and vice versa. Teachers not only form their expectations on the basis of previous achievements, but also on the (presumed) group affiliation of students. One group for whom teachers have low-performance expectations are students with learning disabilities. Studies in English-speak…
Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion
Teachers' expectations influence students' outcomes. Studies demonstrate that teachers lower their performance expectations of students with learning problems when these students are labelled with a 'Learning Disability' (LD) diagnosis. Our study aims to investigate whether these effects can be replicated in N = 429 special and regular education teachers. We also investigate whether positive implicit and explicit attitudes towards inclusion mitig…
Die Selbsteinschätzung der sozialen Partizipation von Schüler*innen in der Sekundarstufe I – Welche Rolle spielen sonderpädagogische Förderbedarfe der Schüler*innen und Merkmale der Lehrkräfte
Soziale Partizipation aller Schüler*innen ist ein wichtiges Ziel schulischer Inklusion. Laut Rahmenkonzept zu Heterogenität im Unterricht sind dafür einerseits individuelle Schüler*innenmerkmale und andererseits solche ihrer Lehrkräfte zentral. Allerdings zeigt sich mehrheitlich, dass Schüler*innen mit sonderpädagogischen Förderbedarfen (SPF) weniger sozial partizipieren als ihre Mitschüler*innen. Obwohl vereinzelt belegt wurde, dass dieser Unter…
Wie können Lehrkräfte grammatische Fähigkeiten im Grundschulalltag ökonomisch diagnostizieren
Grammatische Fähigkeiten sind zentral für den schulischen Erfolg und gleichzeitig noch eine herausfordernde Erwerbsaufgabe für Grundschulkinder. Um den grammatischen Sprachstand von Grundschulkindern ökonomisch zu ermitteln, eignen sich insbesondere zweistufige Diagnostiken (Stufe 1: Screening mit gesamter Klasse, Stufe 2: Einzeldiagnostik). Ziel dieser Studie ist die Entwicklung eines zeitsparenden grammatischen Diagnoseverfahrens für den Grunds…
The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance
The moderation of intervention effects by intelligence and prior knowledge deserves further investigation, because they inform how to design and implement interventions. This study analyzed the moderation of the effectiveness of a computer-based mathematics intervention in 10 primary school students with low mathematics performance and low-to-average intelligence in an ABAB-single-case research design. Prior knowledge and intelligence were assess…
Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations
Labeling students with learning problems may change teachers’ evaluations of them. Our study examined whether the “Special Learning Needs” (SLN) and “Learning Disability” (LD) labels influenced teachers’ beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers’ performance expectations and teaching intentions. A sample of 413 German general and special education teacher…
Psychology (8 works) · Developmental psychology (5 works) · Social Psychology (5 works) · Behavioral and Psychological Studies (3 works) · Learning disability (3 works) · Mathematics (3 works) · Mathematics education (3 works) · Political science (3 works) · Special education (3 works) · Disability Education and Employment (2 works)