M. D . Gall - Academia.edu (original) (raw)

Papers by M. D . Gall

Research paper thumbnail of Applying educational pesearch : how to read do and use research to solve problem of practice

Research paper thumbnail of Forum on teacher preparation: A very legitimate pride

Research paper thumbnail of Is there a place for competency-based materials in in-service teacher education?

Research paper thumbnail of Northwest Regional Educational Laboratory

Classroom Interaction Newsletter, 1971

Research paper thumbnail of The Effects of Teacher Use of Questioning Techniques on Student Achievement and Attitudes. Volume I, Final Report. Teacher Education Publication Series

The Effects of Teacher Use of Questioning Techniques on Student Achievement and AttitUdes 1 Tntro... more The Effects of Teacher Use of Questioning Techniques on Student Achievement and AttitUdes 1 Tntroduction This report presents the results of two field-based experimental studies of teaching conducted by the staff of the Effective Teacher Education Program (ETEP) at the Far West Laboratory for Educational Research and Development. ETEP grew out of the Laboratory's earlier work in developing a series of skill-training packages for teachers called Minicourses. Relatively little is known about the effect of the teaching skills in the Minicourses on student learning. Therefore, as part of its research effort, ETEP initiated two studies to determine the effects of the questioning techniques presented in Minicourse 1 (Effective Questioning-Elementary Level) and Minicourse 9 (Higher Cognitive Questioning) on student achievement and attitudes.

Research paper thumbnail of The Current Status of Staff Development Activities for Teachers: A "Loose Coupling" Interpretation

Research paper thumbnail of Clinical Supervision and Teacher Development: Preservice and Inservice Applications. Fifth Edition

Research paper thumbnail of Tools for Learning: A Guide to Teaching Study Skills

Cognitive monitoring. Assessing the need for cognitive transformational activities, assessing the... more Cognitive monitoring. Assessing the need for cognitive transformational activities, assessing the adequacy of cognitive transformational activities (p. 24). Rohwer and Thomas's model includes additional elements that we categorize below as metacognitive processes. Metacognitive Processes Cognitive psychologists theorize th... additional cognitive processes, beyond those listed in column 1 of Figure 2.1, are involved in learning. Flavell (1976) labels these processes "metacognition," which Jones (1986) defines as "thinking about what one knows and how to control one's learning process" (p. 9). Baker and Brown (1984) identify several metacognitive abilities involved in reading that are consistent with Jones' definition: (1) knowledge about one's own study skills and habits, (2) ability to monitor the success of one's study behavior, and (3) inclination to use compensatory strategies when studying is not successful. Drawing on these different views of metacognition, we list three metacognitive processes in column 2 of Figure 2.1. First is knowledge of one's learning processes, IN hich might take the form of such self-statements Processes in Reading, edited by F. J. Pirozzolo and M. C. Wittrock. New York.

Research paper thumbnail of Interactions between Student Achievement, Locus of Control, and Two Methods of College Instruction

Educational Communication and Technology a Journal of Theory Research and Development, 1981

Research paper thumbnail of The Interaction Between Learner Characteristics and Two Methods of College Instruction: Conventional and Mastery Learning

Research paper thumbnail of Patterns of Microcomputer Use at Home and at School by Secondary School Students

Educational Technology, Apr 1, 1986

Research paper thumbnail of A Very Legitimate Pride

Research paper thumbnail of Improving Teachers' Mathematics Tutoring Skills Through Microteaching: A Comparison of Videotape and Audiotape Feedback

Discussed is a research project designed to measure the relative effects of audiotape versus vide... more Discussed is a research project designed to measure the relative effects of audiotape versus videotape feedback in a microteaching situation. Teachers were randomly assigned to one of three groups; audiotapo feedback, videotape feedback, control. The teachers in the two faedbach groups par icipated in an instructonal sequence on microteaching procedures which involved about 13 hours of instruction in a four-week period. Teachers were asked to conduot tutoring sessions before and atter the training sequence. Videotapes of these sessions were rated for the teacher's use of diagnostic questions, Demonstration techniques, evaluation examples, practice phases, and verbal praise. The results indicate that videotape :nd audiotape teedback are generally equally effective in producing gains in these tutoring skills. (CT)

Research paper thumbnail of Non-Linguistic Factors in Oral Language Productivity

Percept Mot Skills, 1969

Individual differences in oral language productivity were assessed by word counts of Ss&a... more Individual differences in oral language productivity were assessed by word counts of Ss' spoken descriptions of 9 different visual displays. Women attained higher word counts than men in 8 of their 9 descriptions, in 3 instances to a statistically significant extent. Individual differences in oral language productivity showed a moderately high degree of stability across situations. The pattern of correlations between oral language productivity and personality variables differed in the samples of men and women. The sex-specific and situation-specific role of personality variables in oral language productivity is illustrated and discussed.

Research paper thumbnail of The Use of Questions in Teaching Reading

This review describes some of the main research findings and issues that center around teachers' ... more This review describes some of the main research findings and issues that center around teachers' use of questions in classroom instruction. The paper is divided into, sections dealing with: (1) the classification of questions by type, (2) teachers' questioning practices, (3) effects of teacher' questions on students' behavior, (4) students' questions, and (5) programs to improve teachers' questioning skills. Each section contains a separate review of the literature, a critical synthesis, and recommendations for future research.. (See related document CS 000 187.) (Page 40 may be illegible.

Research paper thumbnail of Microteaching versus Conventional Methods in Training Elementary Intern Teachers

J Educ Res, 1969

THE JOURNAL OF EDUCATIONAL RESEARCH (Volume 63, Number 3, November 1969) ... W. WARREN KALLENBACH... more THE JOURNAL OF EDUCATIONAL RESEARCH (Volume 63, Number 3, November 1969) ... W. WARREN KALLENBACH and MEREDITH D. GALL1 Far West Laboratory for Educational Research and Development ... ABSTRACT The purpose of this study was to determine ...

Research paper thumbnail of Competency-Based Teacher Education Materials: How Available? How Usable? How Effective?

Journal of Teacher Education, 1979

Research paper thumbnail of Characteristics of Computer Using Teachers

Research paper thumbnail of Effects of Teaching by Recitation on Learning

This was a study to see whether students learn specific material better in classes which emphasiz... more This was a study to see whether students learn specific material better in classes which emphasize recitation on fact questions or recitation which involves the students in higher cognitive reasoning and interpreting skills. A series of 10 one-hour ecology lessons were taught by specially trained teachers;' the same curriculum materials were presented to four treatments groups. In one treatment group, teachers asked questions divided into 25 percent higher cognitive' questions (HCQ's) and 75 percnet fact questions. Group 2 asked 50 percent of each kind of question. GrOup 3 used 75 percent HCQ's and 25 percent fact questions. GroUp 4 used no recitation, but involved the students in art activities on ecological themes. Students were examined before and after the course with tests that included multiple-choice, essay, and oral questions. Results are not to be generalized too broadly because recitation.qipups were unusually small (6 students) and teachers were taught to pre-tent_ rigid recitation plans. Results showed however, that the students in the 25 percent HCQ sample did slightly better on fact questions and about as well on reasoning questions as students in other groups. This indicated that having students recite facts may prompt their learning more effectively than has been supposed recently. The 50 percent .HCQ sample did relatively poorly on facts, but out-performed the other groups on cognitive questions. The art group did not excel in either kind of test. (CD)

Research paper thumbnail of Does Principal Participation in Staff Development for Teachers Pay Off?

Research paper thumbnail of Applying educational pesearch : how to read do and use research to solve problem of practice

Research paper thumbnail of Forum on teacher preparation: A very legitimate pride

Research paper thumbnail of Is there a place for competency-based materials in in-service teacher education?

Research paper thumbnail of Northwest Regional Educational Laboratory

Classroom Interaction Newsletter, 1971

Research paper thumbnail of The Effects of Teacher Use of Questioning Techniques on Student Achievement and Attitudes. Volume I, Final Report. Teacher Education Publication Series

The Effects of Teacher Use of Questioning Techniques on Student Achievement and AttitUdes 1 Tntro... more The Effects of Teacher Use of Questioning Techniques on Student Achievement and AttitUdes 1 Tntroduction This report presents the results of two field-based experimental studies of teaching conducted by the staff of the Effective Teacher Education Program (ETEP) at the Far West Laboratory for Educational Research and Development. ETEP grew out of the Laboratory's earlier work in developing a series of skill-training packages for teachers called Minicourses. Relatively little is known about the effect of the teaching skills in the Minicourses on student learning. Therefore, as part of its research effort, ETEP initiated two studies to determine the effects of the questioning techniques presented in Minicourse 1 (Effective Questioning-Elementary Level) and Minicourse 9 (Higher Cognitive Questioning) on student achievement and attitudes.

Research paper thumbnail of The Current Status of Staff Development Activities for Teachers: A "Loose Coupling" Interpretation

Research paper thumbnail of Clinical Supervision and Teacher Development: Preservice and Inservice Applications. Fifth Edition

Research paper thumbnail of Tools for Learning: A Guide to Teaching Study Skills

Cognitive monitoring. Assessing the need for cognitive transformational activities, assessing the... more Cognitive monitoring. Assessing the need for cognitive transformational activities, assessing the adequacy of cognitive transformational activities (p. 24). Rohwer and Thomas's model includes additional elements that we categorize below as metacognitive processes. Metacognitive Processes Cognitive psychologists theorize th... additional cognitive processes, beyond those listed in column 1 of Figure 2.1, are involved in learning. Flavell (1976) labels these processes "metacognition," which Jones (1986) defines as "thinking about what one knows and how to control one's learning process" (p. 9). Baker and Brown (1984) identify several metacognitive abilities involved in reading that are consistent with Jones' definition: (1) knowledge about one's own study skills and habits, (2) ability to monitor the success of one's study behavior, and (3) inclination to use compensatory strategies when studying is not successful. Drawing on these different views of metacognition, we list three metacognitive processes in column 2 of Figure 2.1. First is knowledge of one's learning processes, IN hich might take the form of such self-statements Processes in Reading, edited by F. J. Pirozzolo and M. C. Wittrock. New York.

Research paper thumbnail of Interactions between Student Achievement, Locus of Control, and Two Methods of College Instruction

Educational Communication and Technology a Journal of Theory Research and Development, 1981

Research paper thumbnail of The Interaction Between Learner Characteristics and Two Methods of College Instruction: Conventional and Mastery Learning

Research paper thumbnail of Patterns of Microcomputer Use at Home and at School by Secondary School Students

Educational Technology, Apr 1, 1986

Research paper thumbnail of A Very Legitimate Pride

Research paper thumbnail of Improving Teachers' Mathematics Tutoring Skills Through Microteaching: A Comparison of Videotape and Audiotape Feedback

Discussed is a research project designed to measure the relative effects of audiotape versus vide... more Discussed is a research project designed to measure the relative effects of audiotape versus videotape feedback in a microteaching situation. Teachers were randomly assigned to one of three groups; audiotapo feedback, videotape feedback, control. The teachers in the two faedbach groups par icipated in an instructonal sequence on microteaching procedures which involved about 13 hours of instruction in a four-week period. Teachers were asked to conduot tutoring sessions before and atter the training sequence. Videotapes of these sessions were rated for the teacher's use of diagnostic questions, Demonstration techniques, evaluation examples, practice phases, and verbal praise. The results indicate that videotape :nd audiotape teedback are generally equally effective in producing gains in these tutoring skills. (CT)

Research paper thumbnail of Non-Linguistic Factors in Oral Language Productivity

Percept Mot Skills, 1969

Individual differences in oral language productivity were assessed by word counts of Ss&a... more Individual differences in oral language productivity were assessed by word counts of Ss' spoken descriptions of 9 different visual displays. Women attained higher word counts than men in 8 of their 9 descriptions, in 3 instances to a statistically significant extent. Individual differences in oral language productivity showed a moderately high degree of stability across situations. The pattern of correlations between oral language productivity and personality variables differed in the samples of men and women. The sex-specific and situation-specific role of personality variables in oral language productivity is illustrated and discussed.

Research paper thumbnail of The Use of Questions in Teaching Reading

This review describes some of the main research findings and issues that center around teachers' ... more This review describes some of the main research findings and issues that center around teachers' use of questions in classroom instruction. The paper is divided into, sections dealing with: (1) the classification of questions by type, (2) teachers' questioning practices, (3) effects of teacher' questions on students' behavior, (4) students' questions, and (5) programs to improve teachers' questioning skills. Each section contains a separate review of the literature, a critical synthesis, and recommendations for future research.. (See related document CS 000 187.) (Page 40 may be illegible.

Research paper thumbnail of Microteaching versus Conventional Methods in Training Elementary Intern Teachers

J Educ Res, 1969

THE JOURNAL OF EDUCATIONAL RESEARCH (Volume 63, Number 3, November 1969) ... W. WARREN KALLENBACH... more THE JOURNAL OF EDUCATIONAL RESEARCH (Volume 63, Number 3, November 1969) ... W. WARREN KALLENBACH and MEREDITH D. GALL1 Far West Laboratory for Educational Research and Development ... ABSTRACT The purpose of this study was to determine ...

Research paper thumbnail of Competency-Based Teacher Education Materials: How Available? How Usable? How Effective?

Journal of Teacher Education, 1979

Research paper thumbnail of Characteristics of Computer Using Teachers

Research paper thumbnail of Effects of Teaching by Recitation on Learning

This was a study to see whether students learn specific material better in classes which emphasiz... more This was a study to see whether students learn specific material better in classes which emphasize recitation on fact questions or recitation which involves the students in higher cognitive reasoning and interpreting skills. A series of 10 one-hour ecology lessons were taught by specially trained teachers;' the same curriculum materials were presented to four treatments groups. In one treatment group, teachers asked questions divided into 25 percent higher cognitive' questions (HCQ's) and 75 percnet fact questions. Group 2 asked 50 percent of each kind of question. GrOup 3 used 75 percent HCQ's and 25 percent fact questions. GroUp 4 used no recitation, but involved the students in art activities on ecological themes. Students were examined before and after the course with tests that included multiple-choice, essay, and oral questions. Results are not to be generalized too broadly because recitation.qipups were unusually small (6 students) and teachers were taught to pre-tent_ rigid recitation plans. Results showed however, that the students in the 25 percent HCQ sample did slightly better on fact questions and about as well on reasoning questions as students in other groups. This indicated that having students recite facts may prompt their learning more effectively than has been supposed recently. The 50 percent .HCQ sample did relatively poorly on facts, but out-performed the other groups on cognitive questions. The art group did not excel in either kind of test. (CD)

Research paper thumbnail of Does Principal Participation in Staff Development for Teachers Pay Off?