Markus Gebhardt
Biographic Data
| ID | 3558656 |
|---|---|
| NAME | Markus Gebhardt |
| GIVEN NAMES | Markus |
| FAMILY NAME | Gebhardt |
| SIGNATURE | GEBHARDT M |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0000-0002-9122-0556 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups
Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at elementary or special schools in Germany and Austri…
Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms
Standardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a flash reading test that reliably measures the performance of students with and without learning disabilities and intellectual disabilities. This test…
Duration versus accuracy—what matters for computerised adaptive testing in schools
Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based
Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration …
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
Background Previous studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making. Methods We examined a sample of 1066 se…
Simulating computerized adaptive testing in special education based on inclusive progress monitoring data
Introduction Adaptive tests have advantages especially for children with special needs but are rarely used in practice. Therefore, we have investigated for our web-based progress-monitoring platform www.levumi.de of how to build adaptive tests based on existing item pools by computerized adaptive testing (CAT). In this study, we explore the requirements of item pools and necessary settings of computerized adaptive testing in special education and…
Understanding and improving teachers’ graph literacy for data-based decision-making via video intervention
In the educational context, graph literacy describes the competence to read, comprehend, and interpret formative assessment data in terms of data-based decision-making (DBDM) in order to derive and justify individual adaptations of instruction based on them. Since misconceptions may arise in predicting a future learning progress due to the characteristics of the data base as well as the approach to graph literacy, effective supports are needed, e…
Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students
The individual-medical concept of disability, whereby disability is believed to be caused by some intractable impairment, is perhaps the most widely held view in society. However, other concepts exist with which teachers in inclusive schools should be familiar (e.g., social, systemic), to better inform teacher behavior, attitudes and understanding. We therefore developed an instrument to capture education students’ concepts of disability. We cons…
How the existence of special schools affects the placement of students with special needs in inclusive primary schools
Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distan…
Minimization of a Short Computer-Based Test in Reading
Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the …
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indic…
Individualized Assignments, Group Work and Discussions
Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. T…
Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance
Many schools worldwide are facing the challenges of implementing inclusive education into their everyday lives. In order for this to succeed, meaningful measures are needed to evaluate concepts, instructional quality and learning. This paper addresses the development of an instrument for the self-evaluation of schools on behalf of the quality of inclusion, the Quality Scale of Inclusive School Development-short form (QU!S-S). The instrument is ba…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Inklusive Schul- und Unterrichtsentwicklung
Die inklusive Schul- und Unterrichtsentwicklung bildet gegenwärtig die große Herausforderung im Bildungswesen. Noch immer ist zu wenig über die Bedingungen des Gemeinsamen Unterrichts sowie die Gestaltung inklusiver Schulen bekannt. Das Buch gibt einen Überblick über Entwicklungsprojekte zur Realisierung eines inklusiven Bildungssystems und gleichzeitig einen Einblick in aktuelle empirische Ergebnisse zur inklusiven Schul- und Unterrichtsentwickl…
How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indic…
Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance
Many schools worldwide are facing the challenges of implementing inclusive education into their everyday lives. In order for this to succeed, meaningful measures are needed to evaluate concepts, instructional quality and learning. This paper addresses the development of an instrument for the self-evaluation of schools on behalf of the quality of inclusion, the Quality Scale of Inclusive School Development-short form (QU!S-S). The instrument is ba…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities
In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social ex…
How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors
Inklusive Schul- und Unterrichtsentwicklung
Die inklusive Schul- und Unterrichtsentwicklung bildet gegenwärtig die große Herausforderung im Bildungswesen. Noch immer ist zu wenig über die Bedingungen des Gemeinsamen Unterrichts sowie die Gestaltung inklusiver Schulen bekannt. Das Buch gibt einen Überblick über Entwicklungsprojekte zur Realisierung eines inklusiven Bildungssystems und gleichzeitig einen Einblick in aktuelle empirische Ergebnisse zur inklusiven Schul- und Unterrichtsentwickl…
Measurement Invariance of a Direct Behavior Rating Multi Item Scale across Occasions
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been mostly evaluated in observational studies with small samples based on generalizability theory. However, for a standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance be…
Individualized Assignments, Group Work and Discussions
Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. T…
Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance
Many schools worldwide are facing the challenges of implementing inclusive education into their everyday lives. In order for this to succeed, meaningful measures are needed to evaluate concepts, instructional quality and learning. This paper addresses the development of an instrument for the self-evaluation of schools on behalf of the quality of inclusion, the Quality Scale of Inclusive School Development-short form (QU!S-S). The instrument is ba…
Minimization of a Short Computer-Based Test in Reading
Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the …
Subject-Specific Self-Concept and Global Self-Esteem Mediate Risk Factors for Lower Competency in Mathematics and Reading
Self-concept and self-esteem are strongly tied to both academic achievement and risk factors for lower academic achievement. The German National Educational Panel Study (NEPS) provides large-scale representative longitudinal data for mathematics, reasoning as well as risk factors, self-concept and self-esteem. Based on measurements in grades five to nine, this paper produces theory-based partially mediated latent growth models with multiple indic…
Simulating computerized adaptive testing in special education based on inclusive progress monitoring data
Introduction Adaptive tests have advantages especially for children with special needs but are rarely used in practice. Therefore, we have investigated for our web-based progress-monitoring platform www.levumi.de of how to build adaptive tests based on existing item pools by computerized adaptive testing (CAT). In this study, we explore the requirements of item pools and necessary settings of computerized adaptive testing in special education and…
Understanding and improving teachers’ graph literacy for data-based decision-making via video intervention
In the educational context, graph literacy describes the competence to read, comprehend, and interpret formative assessment data in terms of data-based decision-making (DBDM) in order to derive and justify individual adaptations of instruction based on them. Since misconceptions may arise in predicting a future learning progress due to the characteristics of the data base as well as the approach to graph literacy, effective supports are needed, e…
Social, Systemic, Individual-Medical or Cultural? Questionnaire on the Concepts of Disability Among Teacher Education Students
The individual-medical concept of disability, whereby disability is believed to be caused by some intractable impairment, is perhaps the most widely held view in society. However, other concepts exist with which teachers in inclusive schools should be familiar (e.g., social, systemic), to better inform teacher behavior, attitudes and understanding. We therefore developed an instrument to capture education students’ concepts of disability. We cons…
How the existence of special schools affects the placement of students with special needs in inclusive primary schools
Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distan…
Measuring Oral Reading Fluency (ORF) Computer-Based and Paper-Based
Internationally, teachers use oral reading fluency (ORF) measurements to monitor learning progress in reading and adapt instruction to the individual needs of students. In ORF measures, the child reads aloud single syllables, words, or short passages, and the teacher rates in parallel at which items the child makes a mistake. Since administering paper-based ORF requires increased effort on the part of teachers, computer-based test administration …
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
Background Previous studies used curriculum‐based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student‐ and context‐related variables. However, studies on cumulative influence are necessary for better understanding of data‐based decision‐making. Methods We examined a sample of 1066 se…
InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups
Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at elementary or special schools in Germany and Austri…
Designing a Digital Flash Reading Test for Data-Based Decisions in Inclusive Classrooms
Standardized assessment tools are essential for informed, data-driven decision-making. Reading speedily is a crucial early skill that all students should have the opportunity to develop in inclusive classrooms. To facilitate classroom-based reading diagnostics in this area of reading, we developed a flash reading test that reliably measures the performance of students with and without learning disabilities and intellectual disabilities. This test…
Duration versus accuracy—what matters for computerised adaptive testing in schools
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Psychology (14 works) · Mathematics education (13 works) · Computer Science (9 works) · Developmental psychology (8 works) · Mathematics (7 works) · Social Psychology (7 works) · Special education (6 works) · Collaborative Teaching and Inclusion (5 works) · Parental Involvement in Education (5 works) · Statistics (5 works)