Bibliography of the Universität Regensburg

Jungjohann, Jana and Gebhardt, Markus (2023) Dimensions of Classroom-Based Assessments in Inclusive Education. International Journal of Special Education (IJSE) 38 (1), pp. 131-144.

Steller, Lea-Katharina (2023) Die Katakombenschulen. In: Deutsche Schule, 22.03.2023, Waldkraiburg. Fulltext not available.

Weber, Michael (2023) Flipped Classroom in der universitären Lehre. Vergleich zur traditionellen Vorlesungsveranstaltung. Preprints, Artikel und Instrumente im sonderpädagogischen Schwerpunkt Lernen Masters, Universität Regensburg.

Gebhardt, Markus , Schurig, Michael , Suggate, Sebastian , Scheer, David , Diehl, Kirsten , Melzer, Conny , Schröter, Anne , Förster, Magdalena , Roos, Stefanie and Capovilla, Dino (2022) Fragebogen zum Konstrukt Behinderung (Concepts of Disability, CoD). Preprints, Artikel und Instrumente im sonderpädagogischen Schwerpunkt Lernen, Technical Report.

Buchwald, Katharina , Anderson, Sven, Lutz, Stephanie , Mühling, Andreas, Sommerhoff, Daniel and Gebhardt, Markus (2022) Lernverlaufsdiagnostik in Mathematik. Basiskompetenzen mit der Plattform Levumi.de messen. Zeitschrift für Heilpädagogik 73 (4), pp. 168-178.

Suggate, Sebastian Paul and Martzog, Philipp (2021) Preschool screen-media usage predicts mental imagery two years later. Early Child Development and Care 2021, pp. 1-14.

Winter, Rebecca E., Stoeger, Heidrun and Suggate, Sebastian P. (2021) Fine Motor Skills and Lexical Processing in Children and Adults. Psychology 2021 (12), p. 666200. (Submitted)

Jungjohann, Jana , Schurig, Michael and Gebhardt, Markus (2021) Pilotierung von Leseflüssigkeits- und Leseverständnistests zur Entwicklung von Instrumenten der Lernverlaufsdiagnostik. Ergebnisse einer Längsschnittstudie in der 3ten und 4ten Jahrgangsstufe. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete Plus 90, pp. 1-19.

Debatin, Tobias (2020) Neuroenergetics and “General Intelligence”: A Systems Biology Perspective. Journal of Intelligence 8 (3), p. 31.

Schurig, Michael and Gebhardt, Markus (2020) Schule, Ganztag inklusiv? Zeitschrift für Heilpädagogik 71 (7), pp. 328-338.

Schurig, Michael, Weiß, Sabine, Kiel, Ewald, Heimlich, Ulrich and Gebhardt, Markus (2020) 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. International Journal of Inclusive Education, pp. 1-16. Fulltext not available.

Reutlinger, Marold, Pfeiffer, Wolfgang, Stoeger, Heidrun, Vialle, Wilma and Ziegler, Albert (2020) Domain-Specificity of Educational and Learning Capital: A Study With Musical Talents. Frontiers in Psychology 11. Fulltext not available.

Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni and Suggate, Sebastian (2020) More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly 51, pp. 338-351. Fulltext not available.

Stachl, Clemens , Pargent, Florian, Hilbert, Sven, Harari, Gabriella M., Schoedel, Ramona, Vaid, Sumer, Gosling, Samuel D. and Bühner, Markus (2020) Personality Research and Assessment in the Era of Machine Learning. European Journal of Personality 34 (5), pp. 613-631. Fulltext not available.

Suggate, Sebastian and Martzog, Philipp (2020) Screen-time influences children's mental imagery performance. Developmental Science 23, e12978.

Hopp, Manuel D. S., Stoeger, Heidrun and Ziegler, Albert (2020) The Supporting Role of Mentees’ Peers in Online Mentoring: A Longitudinal Social Network Analysis of Peer Influence. Frontiers in Psychology 11. Fulltext not available.

Schilcher, Anita and Krauss, Stefan (2019) Anforderungen an die Lehrerbildung aus fachdidaktischer Perspektive. In: McElvany, Nele and Bos, Wilfried and Holtappels, Heinz Günter and Ohle-Peters, Annika, (eds.) Bedingen und Effekte von Lehrerbildung, Lehrkraftkompetenzen und Lehrkrafthandeln. Dortmunder Symposium der Empirischen Bildungsforschung, 4. Waxmann, Münster, pp. 29-49. ISBN 978-3-8309-8952-3. Fulltext not available.

Suggate, Sebastian , Pufke, Eva and Stoeger, Heidrun (2019) Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly 47, pp. 248-258. Fulltext not available.

Ziegler, Albert, Debatin, Tobias and Stoeger, Heidrun (2019) Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences 1445 (1), pp. 39-51. Fulltext not available.

Martzog, Philipp, Stoeger, Heidrun and Suggate, Sebastian (2019) Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities. Journal of Cognition and Development 20 (4), pp. 443-465. Fulltext not available.

Zeidner, Moshe and Stoeger, Heidrun (2019) Self-Regulated Learning (SRL): A guide for the perplexed. High Ability Studies 30 (1-2), pp. 9-51. Fulltext not available.

Emmerdinger, Kathrin J. and Kuhbandner, Christof (2019) Tests improve memory – no matter if you feel good or bad while taking them. Memory 27 (8), pp. 1043-1053. Fulltext not available.

Hilbert, Sven, Goerigk, Stephan, Padberg, Frank, Nadjiri, Annekatrin, Übleis, Aline, Jobst, Andrea, Dewald-Kaufmann, Julia, Falkai, Peter , Bühner, Markus, Naumann, Felix and Sarubin, Nina (2019) The Role of Self-Esteem in Depression: A Longitudinal Study. Behavioural and Cognitive Psychotherapy 47 (2), pp. 244-250. Fulltext not available.

Lenhart, Jan, Lenhard, Wolfgang, Vaahtoranta, Enni and Suggate, Sebastian (2019) The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly 47, pp. 49-61. Fulltext not available.

Anderson, S., Jungjohann, Jana and Gebhardt, Markus (2018) Effekte des adaptiven Lesetrainings „Levumi und Fredro auf Schatzsuche“ auf die Leseflüssigkeit leseschwacher Schüler*innen im zweiten Schuljahr. In: AESF, November 2018, Wuppertal. Fulltext not available.

Gebhardt, Markus (2008) Berufswahl von Schülern mit dem Förderschwerpunkt Lernen. Eine empirische Untersuchung zur Resilienz und protektiven Faktoren an Förderschulen. Masters, Ludwig-Maximilians-Universität. Fulltext not available.