Gino Casale
Dados Biográficos
| ID | 3936946 |
|---|---|
| NOME | Gino Casale |
| PRENOMES | Gino |
| SOBRENOME | Casale |
| ASSINATURA | CASALE G |
| AFILIAÇÕES | University of Wuppertal |
| ORCID | 0000-0003-2780-241X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2019 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 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…
Learning as Mediated Desire
Despite a century of learning research, why human beings desire to learn remains theoretically unresolved. Behaviorist, cognitivist, and constructivist paradigms explain the mechanisms of learning but presuppose rather than account for its motivational genesis—a gap this paper terms motivational minimalism. Drawing on René Girard’s mimetic anthropology, this paper develops Mimetic Learning Theory (MLT), grounded in philosophical anthropology (Ple…
Strategies for inclusive digital education
Introduction Inclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), cooperative learning (CL), and service learning (SL) - in promoting inclusive digital education. Methods We adopted a quantitative approach, collecting d…
Psychometric Properties of the German Student‐Specific Teacher Self‐Efficacy Scale ( SS ‐ TSES ‐G)
Based on previous research, it can be assumed that teachers' self‐efficacy (TSE) varies across situations, domains and individual students' behaviors confronting teachers with particularly challenging tasks. The construct of student‐specific TSE is considered informative theoretical basis for understanding the relationship between affective‐motivational components of teachers' competencies and individual student behaviour. The aim of the present …
Inattention negatively moderates the effectiveness of a mathematics intervention in low performing primary school students
Research suggest that attention skills play distinct roles in children's acquisition of mathematics. Despite a growing number of mathematics interventions in general, little research has been devoted to mathematics interventions for students with attention/hyperactivity problems (ADHD). Extant literature suggests lower benefits of mathematics interventions for students with ADHD symptoms. This study aimed at investigating the influence of ADHD on…
Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers
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…
Digital Learning and Self-Regulation in Students with Special Educational Needs
Self-regulation plays a crucial role in the overall well-being of students, including those with learning disabilities (LD) and social, emotional, and behavioral disorders (SEBD). Conceptually, digital learning offers great potential for supporting students with special educational needs (SEN) in learning and social-emotional development at inclusive schools and can effectively promote self-regulation processes. This systematic review aims to she…
Cognitive Behavioral Training Reduces Socially Anxious Classroom Behavior in Primary School Students
Many students show symptoms of social anxiety. Cognitive behavioral training (CBT) has been shown to be effective in reducing symptom behavior in therapeutic and school contexts, but there are hardly any single-case studies that examine the individual effectiveness in school settings. Furthermore, the extent to which differential responsivity effects are exhibited by students has not been examined yet. This single-case study with AB design invest…
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…
Adaptiver Umgang mit externalisierenden Verhaltensproblemen
Schüler*innen mit externalisierenden Verhaltensproblemen im inklusiven Unterricht stellen ihre Lehrkräfte und Mitschüler*innen vor große Herausforderungen. Damit Lehrkräfte diesen Herausforderungen adaptiv begegnen können, benötigen sie umfassendes und spezifisches pädagogisches Wissen. Bislang existiert jedoch kein spezifisches Testinstrument zur standardisierten Erfassung. Im Beitrag präsentieren wir daher die Konstruktion und psychometrische G…
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…
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…
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…
Adaptiver Umgang mit externalisierenden Verhaltensproblemen
Schüler*innen mit externalisierenden Verhaltensproblemen im inklusiven Unterricht stellen ihre Lehrkräfte und Mitschüler*innen vor große Herausforderungen. Damit Lehrkräfte diesen Herausforderungen adaptiv begegnen können, benötigen sie umfassendes und spezifisches pädagogisches Wissen. Bislang existiert jedoch kein spezifisches Testinstrument zur standardisierten Erfassung. Im Beitrag präsentieren wir daher die Konstruktion und psychometrische G…
Cognitive Behavioral Training Reduces Socially Anxious Classroom Behavior in Primary School Students
Many students show symptoms of social anxiety. Cognitive behavioral training (CBT) has been shown to be effective in reducing symptom behavior in therapeutic and school contexts, but there are hardly any single-case studies that examine the individual effectiveness in school settings. Furthermore, the extent to which differential responsivity effects are exhibited by students has not been examined yet. This single-case study with AB design invest…
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…
Digital Learning and Self-Regulation in Students with Special Educational Needs
Self-regulation plays a crucial role in the overall well-being of students, including those with learning disabilities (LD) and social, emotional, and behavioral disorders (SEBD). Conceptually, digital learning offers great potential for supporting students with special educational needs (SEN) in learning and social-emotional development at inclusive schools and can effectively promote self-regulation processes. This systematic review aims to she…
Inattention negatively moderates the effectiveness of a mathematics intervention in low performing primary school students
Research suggest that attention skills play distinct roles in children's acquisition of mathematics. Despite a growing number of mathematics interventions in general, little research has been devoted to mathematics interventions for students with attention/hyperactivity problems (ADHD). Extant literature suggests lower benefits of mathematics interventions for students with ADHD symptoms. This study aimed at investigating the influence of ADHD on…
Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers
Strategies for inclusive digital education
Introduction Inclusive digital education is a growing field that aims to provide equitable learning opportunities for all students, including those with special educational needs (SEN). This study investigates the effectiveness of three pedagogical methods - problem/project-based learning (PBL), cooperative learning (CL), and service learning (SL) - in promoting inclusive digital education. Methods We adopted a quantitative approach, collecting d…
Psychometric Properties of the German Student‐Specific Teacher Self‐Efficacy Scale ( SS ‐ TSES ‐G)
Based on previous research, it can be assumed that teachers' self‐efficacy (TSE) varies across situations, domains and individual students' behaviors confronting teachers with particularly challenging tasks. The construct of student‐specific TSE is considered informative theoretical basis for understanding the relationship between affective‐motivational components of teachers' competencies and individual student behaviour. The aim of the present …
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…
Learning as Mediated Desire
Despite a century of learning research, why human beings desire to learn remains theoretically unresolved. Behaviorist, cognitivist, and constructivist paradigms explain the mechanisms of learning but presuppose rather than account for its motivational genesis—a gap this paper terms motivational minimalism. Drawing on René Girard’s mimetic anthropology, this paper develops Mimetic Learning Theory (MLT), grounded in philosophical anthropology (Ple…
Psychology (8 obras) · Behavioral and Psychological Studies (5 obras) · Developmental psychology (5 obras) · Child and Adolescent Psychosocial and Emotional Development (3 obras) · Computer Science (3 obras) · Mathematics (3 obras) · Mathematics education (3 obras) · Rating scale (3 obras) · Statistics (3 obras) · Applied Psychology (2 obras)