The Battle For Tyler Hunt

Yesterday I sent my niece, Drew Benton, some of her genealogy and Patriot history. The Bentons knew Daniel Boone and his brother, and a cousin married David Crockett. I told her she is in the Preston family tree and is kin to John Witherspoon, a Signer of the Constitution. This is just the tip of the iceberg.

“Your kindred are Who’s Who in American History.”

One year ago I made plans with my sister, Vicki Presco, to come to Bullhead City for a family reunion. We had not seen each other in seven years. The last time I was there I interviewed aunt Lillian for my autobiography ‘Capturing Beauty’. I had captured the stories of the this beautiful Rosamond woman with a tape recorder and had over three hours of dialogue I wanted to share together with Vicki for Lilian had died three months prior. She was the last of the preceding generation. They were all gone, four married couples, four husbands who had captured the hearts of a fair Rosamond.

Vic
Rosemary
Dick
Lillian
June
Vincent
Bonnie
Jim

Christine Rosamond Benton died before Vic and Rosemary. Vicki told me Drew was living with her father who was in poor health. Drew took care of Garth in his time of need. Vicki and I were concerned for Drew, what would become of her if she lost her last parent in the world. This is when we decided it was best for us to put all our differences behind us, and tend to THE FUTURE of our family. We believed we needed to show Drew and Shannon Family Unity so our nieces could put aside their differences and come join us in Bullhead City. Being clean and sober for many years, Vicki and I wanted to be a good influence on our nieces. Christine’s funeral fell on her first sober birthday and we wanted to go forth with the Miracle of Recovery. We had talked for days about the evil history of alcohol abuse in our family and did not want that history to be victorious over us, forever keeping us apart. I wanted my daughter and grandson to be there for I believe they are God’s gift to me for my twenty five years of sobriety, Heather coming into my life in 2000.

Above is a photograph of Tyler Hunt at the Avi resort and casino. We shared a room procured for us by Linda Comstock, Heather’s aunt, who was left a large sum of money by her late husband. Linda has no children, and thus, grandchildren. Linda has a drinking problem as does her brother, Craig, who has no children. Heather’s mother, Patrice Hanson, has three children by three different men. Her father was a brutal alcoholic.

Linda has a boyfriend that lives in one of the two houses she owns that are about ten miles from Avi. Flip has a severe problem with alcohol as does Bill Cornwell, Heather’s new boyfriend. How do I know Lind Flip, and Bill drunks? They put on an enumerated exhibition in the room next to us. No sooner were we awake then we heard banging and shouting next door. When we went to Heather’s room. Bill had torn the room up, piled some furniture on the bed as if to show ME they had a wild time. Bill is forty years of age. Tyler was six, and looked confused. Instead of waking up in a campground surrounded by children, Tyler is treated to – this – simulated wild sex while drunk!

“What is this, Bill?” I asked in a sober fashion.

“We’re just trying to show Flip and Linda we had a good time.”

I had my doubts about this fakery that goes with pretend drinking by a minor. While making plans for our trip, Heather told me about Linda’s plan to stay a couple nights at the Avi where she had gotten three rooms for next to nothing. Did they know Linda was loaded? Linda and Flip knew I was a member of AA, and wanted to show Bill one hell of a good time after his bachelor party in Vegas, and after he spent time with Vicki and I – which never happened because Vicki wanted to bond with me and my offspring at the lake, on a public beach, and not in a casino, because Vicki is a counter at a casino, and was on vacation – too!

Vicki had never been with I and my family. Vicki hates the casino and has been clean and sober for twenty three years. She wanted to spend a couple of days bonding with members of her immediate family, her brother, her niece, and her grandnephew. Linda wanted me to stay in a room at the Avi with Tyler for two days so she could form a drinking bond with Bill, stay up late and party with my daughter. You’ve heard of the designated driver, well, I was the designated adult.

My daughter is very ignorant. She knows nothing, and does not believe history is important. She rejects my history as a show of loyalty to her mother and her siblings who are threatened by my family history. I believe Heather told Bill he was going to be on the sidelines, he had a fit. He has seen more of my grandson then I have since he was born. Linda bonded with my daughter since she was born. When Heather first behold her father at sixteen, I saw their was not natural bond. I believe her mother and aunt became threatened. When Bill called me and told me I was about to lose my daughter and grandson, I knew this was the continuation of the wedge the drunks put between me and my minor grandson. The can get away with this with an adult, but they do not get to do this to a child who will soon be taught American History in school so he can feel esteemed by being a citizen of a Great Nation. However, feeling proud of grandfather’s history – is a threat to these narcissistic drunks!

Yesterday I received a letter from my attorney informing me I will soon have a new Trustee. My daughter refused to serve as my Trustee, because Bill convinced her I am a “parasite”. Above are the Professional fiduciary Disclosures of my my new Trustee that will be charging a $50 dollars an hour, thirty nore dollars then I paid Heather. My new Trustee includes his Vita, where he was educated, ect. ect. This is a family firm.

Above is Heather and Marl Gall’s resignation at Trustee. Mark was my co-trustee and never believed he would be called on to serve, so tight was the bond I had with my proginy. Mark had to delcline due to poor health, he having the worst ase of dermatitis ever seen in Eugene. On top of that his mother was on death’s door for three months. but, the real cross for Mark to bear is the terrible disse his only child suffers from. Jon Gall graduated Kum de lad from the University of Oregon. Today, Jonny can not speak, nor move, and is in a restroom slowly dying, he tended to by two women hei father has hired. My good friend is there every other night, by his son’s side, he not able to sleep due to his skin feeling it is on fire. These two highly intelligent men are severely disabled. I have been like family for twelve years.

Mark is one of the top educators in the world. He is an author who wrote many books on how to educate educators who educate our children. He is is several Who’s Who, and is a millionaire who has not yet written his Will. His attorney is my attorney. By the questions he asked, I began to suspect Mark was going to be sure Tyler Hunt could afford a college education. He was in shock when I told him about Bill and the falling out with my daughter, who only showed an interest in being there for me when I died, because our attorney put her in my Will. Heather wants no part of my family history, and wants my grandson to grow up and be just like Bill because that’s what Bill wants. Bill and Heather are not married, the last I heard, or, even engaged.

Three days ago I received a long questionnaire from Oregon Eurology Institute that asks very personal questions, such as;

“How often have you awakened with an erection in the morning in the last 4 weeks?”
“During the last 4 weeks, how often did you have any sexual activity?”
“How many pads or adult diapers per day did you usually use to control leakage?”

Losing all sexual function is a great concern for married men – and their wives. There is a support group for married and single men, because for a man to lose his sexual functionality brings up many psychlgicginal issues. What is a man?

As a man who loves history, and is somewhat famous for his genealogies, and is authoring several books, I began to look at what my legacy was, and who I would leave what to. Bill and Heather made it very clear to me they wanted nothing from me, because I had nothing to give? Indeed, they claimed I was a taker. Does my grandson hear these opinion?

Heather believesI got sober in order to look down on people. My interest in genealogy has to be my desire tolook down on her family – and thus her! Heather thinks beng a Bad Girl who drinks and has sex with many partners, is where it’s at, and, I should try it before I put her friends and lovers down. My daughter is – ignorant – not very bright! Her mother encouraged our daugher to call many of her live-in boyfriends “Daddy!” Tyler was born out of wedlock and Heather bragged on Facebook when he called Bill “Daddy”.

I have twenty five years sobriety, and I will petition a California court in order to get legal visitation rights because these TWO DRUNKS are just waiting to deny me access to my grandson in order to break my heart, in order to get back at me for causing Bill Cornwell to feel left out in Bullhead City along with Linda and Flip, two more DRUNKS. How do I know these four people drunks? Anyone who would give lesson to a six year old boy on how to be a DRUNK – are sick, mentally ill abusers of alcohol.

Many courts in many countries recognize alcoholism as a disease that needs ongoing treatment. There is no cure. I have to treat my disease as prescribed. I and millions of other in revovery are bid to stay away from drinking enviroment and situations. Heather told me before we left for Bullhead, that Linda would take over the entire itinuary if we let her. So would Bill. Bill, Heather, Linda,and Flip would have had not problem if I ordered a drink at the bar where I joined them after leaving Tyler in a paid paid area for thirty minutes. There was soe live music on stage and Linda challenged me to dance with my daughter, hoping I would refuse, or, that I would embarass her if I accpepted.

I am a great dancer and twirled my daugher at least ten times across the dance floor with my raised hand. Heather told me Linda was crying after our dance. But, this was just a show. I heard the hisssss of a vipar.

On the way home, with Tyler in the car, Bill said this when Vegas came into view;

“Boy, me and Flip could do sone real damage here!”

When I was a drunk, I drank Cobra beer with Lester. We tore up Berkeley almost every night. When he came to visit me in Oakland, we ended up drinking Cobra with members of a dangerous crack gang on the corner of a street. I knew these banger when they were kids. They filled their parents shoes after they were killed. There are millions of adults and children who need what I got, need to hear my lessons.

Today I am free from drug and alcohol dependency!

Jon

sDecember 2000

VITA
Meredith (“Mark”) D. Gall, Ph.D.

4810 Mahalo Drive

Eugene, Oregon 97405

email: mgall@oregon.uoregon.edu

EDUCATION

University of California at Berkeley. Psychology. Ph.D., 1968.

Harvard School of Education. Developmental Psychology. Ed.M., 1963.

Harvard University. English. A.B., 1963.

PROFESSIONAL EMPLOYMENT

1975 to present. University of Oregon, College of Education: Department of Educational Leadership, Technology, and Administration (DELTA). Associate professor, 1975-1980; Professor, 1980-2000. Retired Professor with reduced FTE appointment, 2000 to present.

Director of Graduate Studies in DELTA. 1997 to 1998.
Co-Director of Middle-Secondary Teacher Licensure Program. 1998-2000.
Director of Foreign Language Teaching License Program. 1992-1996.
Director of Graduate Programs in Curriculum and Instruction, 1977- 1980, 1989-1991.
Director of Summer Program in Teaching Skills, 1982-1992.
Department of Educational Psychology, Adjunct professor, 1975 -1982.
Graduate instruction: staff development; research methods; instructional systems design; questioning strategies; study skills instruction; curriculum materials selection.

Preservice teacher instruction: teaching strategies for middle-school and secondary teachers; student teacher supervision.

1968-1974. Far West Laboratory for Educational Research and Development; San Francisco, California. Senior program associate.

Unit director of research projects investigating effects of teacher behavior on student achievement.
Team director for development of teacher education minicourses: supervision of materials production, field testing, and technical reporting.
Manager of contracts with outside agencies to conduct independent evaluations of teacher education minicourses.

1966-1967. University of California Counseling Center at Berkeley. Counseling psychologist: counseling, testing, research.

1965-1966. San Francisco Veterans Administration Hospital. Clinical psychologist: therapy, testing.

1964-1965. University of California at Berkeley, Psychology Department. Graduate teaching assistant.

PROFESSIONAL AFFILIATIONS

American Educational Research Association

American Psychological Association

Association for Supervision and Curriculum Development

Phi Delta Kappa

AREAS OF SPECIALIZATION

Preservice and inservice teacher education

Teaching strategies

Instructional design

Research methodology

AWARDS AND HONORS

Selected for inclusion in Who’s Who in America, 44th-50th editions (1986 to present). Chicago: Marquis.

Selected for inclusion in Who’s Who in the West, 20th-22nd editions (1986 to present). Chicago: Marquis.

Selected for inclusion in Who’s Who in American Education, 4th edition. Owings Mills, MD: National Reference Institute.

Selected for inclusion in Contemporary Authors, volumes 6 (1982) and 21 (1987).

Selected for inclusion in Who’s Who in Writers, Editors, and Poets, 3rd edition. Highland Park, IL: December Press, 1990.

Elected president of the Oregon Educational Research Association for 1985.

Elected to fellow status in Division 15 (Educational Psychology) of the American Psychological Association. 1983.

Phi Delta Kappa District I Meritorious Award for Contributions to Education through Activities in Evaluation, Development, and Research. 1978.

U.S. Public Health Fellowship. 1963-64.

PUBLICATIONS

DISSERTATION

An investigation of verbal style in creative and noncreative groups. (Doctoral dissertation, University of California at Berkeley.) Ann Arbor, Michigan: University Microfilms, 1968. No. 68-13, 905.

BOOKS

Gall, M. D., Borg, W. R., and Gall, J. P. Educational Research: An Introduction (6th ed.). New York: Longman, 1996.

Gall, J. P., & Gall, M. D. Instructor’s Manual (6th ed.). New York: Longman, 1996.
Borg, W. R., and Gall, M. D. Educational Research: An Introduction (5th ed.). New York: Longman, 1989.

Borg, W. R., Gall, M. D., and Gall, J. P. Instructor’s Manual (5th ed.). New York: Longman, 1989.
Gall, M. D., and Borg, W. R. Guide for Preparing a Thesis or Dissertation Proposal in Education. New York: Longman, 1989.

Borg, W. R., and Gall, M. D. (4th ed.). New York: Longman, 1983.

Borg, W. R., Gall, M. D., and Gall, J. P. Instructor’s Manual (4th ed.). New York: Longman, 1983.
Borg, W. R., and Gall, M. D. (3rd ed.). New York: Longman, 1979.

Gall, J. P., Gall, M. D., and Borg, W. R. Instructor’s Manual (3rd ed.). New York: Longman, 1979.
Borg, W. R., and Gall, M. D. (2nd ed.). New York: David McKay, 1971.

Borg, W. R., Gall, M. D., and Bell, N. T. Student Workbook in Educational Research. New York: David McKay, 1974.

Borg, W.R., Gall, M. D., and Gall, J. P. Instructor’s Guide. New York: David McKay, 1975.

Gall, M. D., and Gall, J. P. Making the Grade. (revised 2nd ed.) Rocklin, CA: Prima/St. Martin’s Press, 1993.

Gall, M. D., and Gall, J. P. (1st ed.) Rocklin, CA: Prima/St. Martin’s Press, 1988.

Previously published as Study for Success. Eugene, OR: M. Damien, 1985.

Gall, J., Gall, M. D., & Borg, W. R. (4th ed.). Applying Educational Research (4th ed.). New York: Longman, 1998.

Gall, J. P., and Gall, M. D. Instructor’s Manual (4th ed.). New York: Longman, 1998.

Borg, W. R., Gall, J. P., and Gall, M. D. Applying Educational Research (3rd ed.). New York: Longman, 1993.

Gall, J. P., Borg, W. R., and Gall, M. D. Instructor’s Manual (3rd ed.). New York: Longman, 1993.

Acheson, K. A. and Gall, M. D. Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications. (4th ed.). New York: Longman, 1997.

Acheson, K. A. and Gall, M. D. Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications. (3rd ed.). New York: Longman, 1992.

Chinese translation. Taipei, Taiwan: Wu-Nan Publishing, 1996.
French translation. Jacques Heynemand and Dolorés Gagnon (translators). Montreal, Canada: Les Éditions, 1993.

Acheson, K. A. and Gall, M. D. (2nd ed.). New York: Longman, 1987.

Chinese translation. Jian-ren Hou, Ai-min Lin, Wei-ping Dai, Jian-li Wu (translators). Hunan Light Industrial College. Changsha, Hunan, People’s Republic of China: Hunan Education Press, 1988.
Acheson, K. A. and Gall, M. D. (1st ed.) New York: Longman, 1980.

Korean translation. Sam Hwan Joo (translator). Chunganam National University. Seoul: Hak Ryum Publishing Company, 1983.

Gall, M. D., Gall, J. P., Jacobsen, D. R., and Bullock, T. L. Tools for Learning: A Guide to Teaching Study Skills. Alexandria, VA: Association for Supervision and Curriculum Development, 1990.

Spanish translation. Marta Marín (translator). Capital Federal, Argentina: Aique Grupo Editor S. A., 1994.
Gall, J. P., and Gall, M. D. Help Your Son or Daughter Study for Success: A Parent Guide. Eugene, OR: M. Damien, 1985.

Gall, M. D. Handbook for Evaluating and Selecting Curriculum Materials. Boston: Allyn and Bacon, 1981.

Gall, M. D., and Ward, B. A. (eds.). Critical Issues in Educational Psychology. Boston: Little, Brown & Company, 1974.

Borg, W. R., Kelley, M. L., Langer, P., and Gall, M. D. The Minicourse: A Microteaching Approach to Teacher Education. Beverly Hills, California: Macmillan Educational Services, 1970.

ARTICLES, BOOK CHAPTERS, AND REPORTS

Gall, M. D., & Vojtek, R. 0. Planning for Effective Staff Development: Six Research-Based Models. Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon, 1994.

Gall, M. D., and Artero-Boname, M. Questioning strategies. In T. Husen and T. N. Postlethwaite (eds.), International Encyclopedia of Education: Research and Studies (2nd ed.). Oxford, England: Pergamon, 1994.

Reprinted in: L. W. Anderson (ed.), The International Encyclopedia of Teaching and Teacher Education (2nd ed.). Oxford, England: Pergamon, 1995, pp. 242-248.
Gall, J. P., and Gall, M. D. Group processes in education. In T. Husen and T. N. Postlethwaite (eds.), International Encyclopedia of Education: Research and Studies (2nd ed.). Oxford, England: Pergamon, 1994.

Reprinted in: L. W. Anderson (ed.), The International Encyclopedia of Teaching and Teacher Education (2nd ed.). Oxford, England: Pergamon, 1995, pp. 352-358.
Gall, M. D. In memoriam: Walter R. Borg. Journal of Experimental Education, Winter 1991, 59 (2), 107-109.

Cunningham, L. J., and Gall, M. D. The effects of expository and narrative prose on student achievement and attitudes toward textbooks. Journal of Experimental Education, 1990, 58, 165-175.

Gall, J. P., and Gall, M. D. Outcomes of the discussion method. In W. W. Wilen (ed.), Teaching and Learning through Discussion: The Theory, Research and Practice of the Discussion Method. Springfield, IL: Charles C Thomas, 1990, pp. 25-44.

Gall, J. P., and Gall, M. D. How high is your “study skills quotient”? College Digest, 1989-1990, 2 (1), 78-81.

Gall, M. D. Essay review of Questioning and Discussion: A Multidisciplinary Study. Questioning Exchange, 1988, 2, 199-207.

Gall, M. D., and Bennett, B. B. Television in instruction. In R. A. Gorton, G. T. Schneider, and J. C. Fisher (eds.), Encyclopedia of School Administration and Supervision. Phoenix, AZ: Oryx, 1988, pp. 292-294.

Gall, M. D. Review of Questioning and Discussion: A Multidisciplinary Study. Educational Leadership, 1989, 46 (6), 90.

Gall, M. D., and Rhody, T. Review of research on questioning techniques. In W. W. Wilen (ed.) Questions, Questioning Techniques, and Effective Teaching. Washington, D. C.: National Education Association, 1987, pp. 23-48.

Gall, M. D. Review of Learning Strategies. Educational Leadership, 1986-1987, 44 (4), 93.

Carey, R., and Gall, M. D. Patterns of microcomputer use at home and at school by secondary school students. Educational Technology, 1986, 26 (11) 29-31.

Gall, M. D., Renchler, R. S., Haisley, F. B., Baker, R. G., and Perez, M. Effective Staff Development for Teachers: A Research-Based Model. Eugene, OR: ERIC Clearinghouse on Educational Management, University of Oregon, 1985.

Gall, M. D. Instructional policy issues in mathematics education. Educational Leadership, 1983-1984, 41 (4), 61-63.

Gall, M. D. Discussion methods of teaching. In T. Husen and T. N. Postlethwaite (eds.), International Encyclopedia of Education: Research and Studies. Oxford, England: Pergamon, 1984, pp. 1423-1427.

Reprinted in: M. J. Dunkin (ed.), The International Encyclopedia of Teaching and Teacher Education. Oxford, England: Pergamon, 1987, pp. 232-237.
Gall, M. D., Fielding, G., Schalock, D., Charters, W. W., Jr., and Wilczynski, J. Should principals participate in staff’s development? ADI News (publication of the Association for Direct Instruction), 1984-1985, 4 (2), 1-7.

Gall, M. D. Synthesis of research on teachers’ questioning. Educational Leadership, 1984, 42 (3), 40-47.

Reprinted in: R. S. Brandt (ed.), Reading on Research: from Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development, 1989, pp. 134-141.
Reprinted in: R. S. Brandt (ed.), Readings from Educational Leadership: Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development, 1989, pp. 112-119.

Gall, M. D. Using staff development to improve schools. R&D Perspectives (a publication of the Center for Educational Policy and Management, University of Oregon), Winter 1983, pp. 1-6.

Bettencourt, E. M., Gillett, M. H., Gall, M. D., and Hull, R. E. Effects of teacher enthusiasm training on student on-task behavior and achievement. American Educational Research Journal, 1983, 20, 435-450.

Gall, M. D., Haisley, F. B., Baker, R. G., and Perez, M. The relationship between inservice education practices and effectiveness of basic skills instruction. Final report of research done under grant to the Center for Educational Policy and Management, University of Oregon, from the National Institute of Education. February 1983.

Root, J. R., and Gall, M. D. Interactions between student achievement orientation, locus of control, and two methods of college instruction. Educational Communication and Technology Journal, 1981, 29, 139-146.

Gall, M. D. and Gillett, M. The discussion method in classroom teaching. Theory into Practice, 1980, 19, 98-103.

Gall, M. D. Competency-based teacher education materials: How available? How usable? How effective? Journal of Teacher Education, 1979, 30, 58-61.

Gall, M. D. Review of Survival in the Classroom: Negotiating with Kids, Colleagues, and Bosses. Journal of Educational Research, 1979, 72, 177.

Weisenstein, G. R., and Gall, M. D. Adapting teacher education to include mainstreaming: Dean’s Grant projects. Journal of Teacher Education, 1978, 29, 222-224.

Gall, M. D., Ward, B. A., Berliner, D. C., Cahen, L. S., Winne, P. H., Elashoff, J. D., and Stanton, G. S. Effects of questioning techniques and recitation on student learning. American Educational Research Journal, 1978, 15, 175-199.

Reprinted in: R. M. Jaeger (ed.), Complementary Methods for Research in Education. Washington, D. C. : American Educational Research Association, 1988, pp. 418-442.
Gall, M. D. Is there a place for competency-based materials in inservice teacher education? NSPI Journal, 1977, 16, 13-15.

Gall, M. D. The importance of context variables in research on teaching skills. Journal of Teacher Education, 1977, 28, 43-48.

Gall, M. D., Acheson, K. A., Hammond, R., Raffeld, P., and Waugh, R. Teacher training programs: Levels of impact. National Council of States on Inservice Education, September 1976, 5-11.

Gall, M. D., and Gall, J. P. The discussion method. In N. L. Gage (Ed.), The Psychology of Teaching Methods: The Seventy-fifth Yearbook of the National Society for the Study of Education. Chicago, Illinois: The University of Chicago Press, 1976.

Saunders, W., Gall, M. D., Nielson, E., and Smith, G. The effects of variations in microteaching on prospective teachers’ acquisition of questioning skills. Journal of Educational Research, 1975, 69, 3-7.

Gall, M. D., and others. The effects of teacher use of questioning techniques on student achievement and attitudes. Research done under contract by the Far West Laboratory for Educational Research and Development for the National Institute of Education, 1973-1975.

Gall, M. D., Berliner, D. C., Cahen, L. S., Crown, K. A., Elashoff, J. D., Stanton, G. S., Ward, B. A., and Winne, P. H. Volume I. Final report. 1976.
Gall, M. D., Crown, K. A., Madsen, M. L., Thorn, L. I., and Ward, B. A. Volume II. Curriculum and treatment materials. 1974.

Gall, M. D., and Crown, K. A. Volume III. Achievement tests and attitude scales: materials, scoring keys, and scoring manuals. 1974.

Gall, M. D., and Stanton, G. S. Volume IV. Achievement tests and attitude scales: correlation matrices and item statistics. 1974.

Galassi, J. P., Gall, M. D., Dunning, B., and Banks, H. The use of written versus videotape instruction to train teachers in questioning skills. Journal of Experimental Education, 1974, 43, 16-23.

Gall, M. D., and Crown, K. A. Research on use of questions in teaching. Performance-Based Teacher Education, 1974, 3 (1), 2-3. (A publication of the Multi-State Consortium on Performance-Based Teacher Education.)

Gall, M. D. The use of questions in teaching reading. Commissioned by the ERIC Clearinghouse on Reading, 1973. ERIC No. ED 067 650.

Gall, M. D. Final Report – Minicourse 5: Individualizing instruction in mathematics. In J. Hemphill, and F. S. Rosenau (eds.), Educational Development. Eugene, Oregon: Center for Advanced Study in Educational Administration, 1972, 108-148.

Dunning, B. B., and Gall, M. D. A very legitimate pride. Arithmetic Teacher, 1971, 339-345.

Gall, M. D. Guest editor, R & D programs in teaching. Classroom Interaction Newsletter, 1971, 6.

Gall, M. D. The use of questions in teaching. Review of Educational Research, 1970, 40, 707-721.

Reprinted in Melnik, A., and Merritt, J. (eds.). The Reading Curriculum. London: University of London Press, 1972, pp. 344- 359.
Reprinted in B. D. Mills and R. A. Mills (eds.), Designing Instructional Strategies for Young Children. Dubuque, Iowa: Brown, 1972, pp. 204-216.

Mendelsohn, G. A., and Gall, M. D. Personality variables and the effectiveness of techniques to facilitate creative problem solving. Journal of Personality and Social Psychology, 1970, 16, 346-351.

Gall, M. D. The relationship between masculinity-femininity and manifest anxiety. Journal of Clinical Psychology, 1969, 25, 294-295.

Gall, M. D., Hobby, A. K., and Craik, K. H. Non-linguistic factors in oral language productivity. Perceptual and Motor Skills, 1969, 29, 844-847.

Kallenbach, W. W., and Gall, M. D. Microteaching versus conventional methods in training elementary intern teachers. Journal of Educational Research, 1969, 63, 136-141.

Gall, M. D., and Mendelsohn, G. A. Effects of facilitating techniques and subject-experimenter interaction on creative problem-solving. Journal of Personality and Social Psychology, 1967, 5, 211-216.

Reprinted in M. Bloomberg (ed.), Creativity: Theory and Research. New Haven, Connecticut: College & University Press, 1973, 178-189.

PAPERS

Gall, M. D., and Gall, J. P. Teacher and student roles in different types of classroom discussions. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, April 1993. ERIC ED 359 256

Gall, M. D. A new look at teachers’ use of questions to develop students’ thinking skills. Paper presented at the annual meeting of the American Psychological Association, Washington, D. C., August 1992.

Ackley, B., and Gall, M. D. Strategies, accomplishments, and problems of mentor teachers in a state-supported teacher induction program. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992.

Gall, M. D. The development and current status of the microteaching movement in teacher education. Paper presented at the International Symposium on Teacher Education: A Comparative Perspective, Taipei, Taiwan, December 1991.

Gall, M. D. The development of the microteaching movement in teacher education during the 1960s. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1991.

Brady, P. L., and Gall, M. D. An experimental study of reciprocal teaching and semantic mapping instruction with Alaska native students. Paper presented at the annual meeting of the American Educational Research Association, Boston, April 1990.

Gall, M. D., and Gall, J. P. Research on the instructional outcomes of classroom discussion. Paper presented at the annual meeting of the American Educational Research Association, Boston, April 1990.

Denight, J. A., and Gall, M. D. Effects of enthusiasm training on teachers and students at the high school level. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, March 1989.

Strudler, N. B., and Gall, M. D. Successful change agent strategies for overcoming impediments to microcomputer implementation in the classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1988. (ERIC no. ED 298 938)

Gall, M. D., Gersten, R., Erickson, D. K., Grace, D. P., and Stieber, S. Instructional correlates of achievement gains in algebra classes for high-performing students in secondary school. Paper presented at the annual meeting of the American Educational Research Association, Washington, D. C., April 1987.

Gersten, R., Gall, M. D., Grace, D. P., Erickson, D. K., and Stieber, S. Instructional correlates of achievement gains in algebra classes for low-performing high school students. Paper presented at the annual meeting of the American Educational Research Association, Washington, D. C., April 1987.

Erickson, D. K., Gall, M. D., Gersten, R., and Grace, D. P. The differential effects of teacher behavior on girls’ and boys’ achievement, attitudes, and future coursework plans in high school algebra classes. Paper presented at the annual meeting of the American Educational Research Association, Washington, D. C., April 1987.

Carey, D. M., and Gall, M. D. An investigation of factors that affect elementary school teachers’ educational use of computers. Paper presented at the seventh National Educational Computing Conference, San Diego, June 1986.

Gall, M. D. The mini-dissertation proposal as an assignment in the educational research course. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1986.

Carey, R., and Gall, M. D. Patterns of microcomputer use at home and at school by secondary school students. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1986.

Lietke, G. E., and Gall, M. D. Higher-cognitive and lower-cognitive inserted postquestions in video instruction: Effects on learning outcomes. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1985.

Gall, M. D., Fielding, G., Schalock, D., Charters, W. W., Jr., and Wilczynski, J. M. Involving the principal in teachers’ staff development: Effects on the quality of mathematics instruction in elementary school. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1985.

Gall, M. D., Haisley, F. B., Baker, R. G., and Perez, M. The current status of staff development activities for teachers: A “loose coupling” interpretation. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1984.

Gall, M. D. Reactions to recent research on questions. Paper presented at the annual meeting of the American Educational Research Association, Montreal, April 1983.

Fielding, M. A., and Gall, M. D. Personality and situational correlates of teacher stress and burnout. Paper presented at the annual meeting of the American Educational Research Association, New York, March 1982.

Gillett, M. H., and Gall, M. D. Effects of teacher enthusiasm on at-task behavior of students in elementary grades. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles, April 1980.

Bettencourt, E. M., Gall, M. D., and Hull, R. E. Effects of training teachers in enthusiasm on student achievement and attitudes. Paper presented at the annual meeting of the American Educational Research Association, Boston, April 1980.

Root, J. R., and Gall, M. D. The interaction between learner characteristics and two methods of college instruction — conventional and mastery learning. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1979.

Gall, M. D. The Minicourse: Research and development effort. Paper presented at the annual meeting of Teacher Corps, Washington, D.C., August 1978.

Gall, M. D. Competency-based teacher education materials: How available? How usable? How effective? Paper presented at the annual meeting of the American Educational Research Association, Toronto, March 1978.

Gall, M. D. The importance of context variables in research on teaching skills. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1976.

Gall, M. D., Acheson, K. A., Hammond, R., Raffeld, P., and Waugh, R. Teacher training programs: Levels of impact. Paper presented at a conference of the Teacher Corps Research-Based Network, Denver, February 1976.

Gall, M. D., Berliner, D. C., Cahen, L. A., Crown, K. A., and Ward, B. A. Effects of teaching by recitation on learning. Paper presented at the annual meeting of the American Psychological Association, Chicago, September 1975.

Gall, M. D., Berliner, D. C., Cahen, L. A., Crown, K. A., Stanton, G. C., Ward, B. A., and Winne, P. The effects of teacher use of probing and redirection on student learning. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C., April 1975.

Gall, M. D. Response to N. L. Gage’s “Policy research on teacher variables: The Coleman Report and beyond.” Paper presented at the Western State Comparative and International Education Society Conference, Snowbird, Utah, October 1974.

Gall, M. D., Saunders, W., Nielsen, E., and Smith, G. The effects of variations in microteaching on prospective teachers’ acquisition of questioning skills. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1974.

Lai, M. K., Elder, R. A., Newman, J., and Gall, M. D. Main field test report on Minicourse 4: Interaction Analysis. San Francisco, California: Far West Laboratory for Educational Research and Development, 1973.

Gall, M. D. The problem of “student achievement” in research on teacher effects. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, February 1973.

Gall, M. D. What effects do teachers’ questions have on students? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, February 1973.

Gall, M. D. Problems and decisions in the development of a new training program, Discussing Controversial Issues. Paper presented at the annual meeting of the National Council for Social Studies, Boston, November 1972.

Gall, M. D., Dunning, B. B., Banks, H., and Galassi, J. Comparison of instructional media in a minicourse on higher cognitive questioning. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1972.

Lai, M. K., Gall, M. D., Elder, R., and Weathersby, R. Evaluation of Discussing Controversial Issues. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April 1972.

Gall, M. D., Dell, H., Dunning, B. B., and Galassi, J. Improving teachers’ mathematics tutoring skills through microteaching: A comparison of videotape and audiotape feedback. Paper presented at the annual meeting of the American Educational Research Association, New York, February 1971.

Gall, M. D., Dunning, B. B., and Galassi, J. Minicourse Five: Tutoring in mathematics. Paper presented at the annual meeting of the American Educational Research Association, Minneapolis, March 1970.

Gall, M. D., Borg, W. R., Kelley, M. L., and Langer, P. The relationship between personality and teaching behavior before and after inservice microteaching training. Paper presented at the annual meeting of the California Educational Research Association, Los Angeles, March 1969.

Gall, M. D. A minicourse to help teachers develop mathematics tutoring skills. Paper presented at the annual meeting of the California Educational Research Association, Los Angeles, March 1969.

TRAINING MATERIALS

Gall, M. D., and Gall, J. P. Study for Success Teacher’s Manual (3rd ed.). Eugene, OR: M. Damien, 1988. A set of 23 lesson plans and reproducible handouts for teaching study skills to students in grades K-12.

Teacher Handbook and Audiotape.

Gall, J. P. and Gall, M. D. Boys and Girls in School: A Psychological Perspective. Eugene, OR: University of Oregon, 1979. A module developed for the National Non-sexist Teacher Education Project (Washington, D.C.: American University).

Teacher Handbook and Instructors Manual.

Whitmore, L., Chow, S. H. L., and Gall, M. D. Tutoring in Mathematics: A Strategy for Mainstreaming. San Francisco, CA: Far West Laboratory for Educational Research and Development, 1975. A training program for elementary school teachers who have handicapped students mainstreamed into their classrooms.

Three instructional films, 16mm color, 15 minutes each.
Teacher Handbook.

Acheson, K. A., Gall, M. D., and others. The “Competent” High School Graduate. Eugene, OR: University of Oregon, 1975. A workshop in the writing of competency statements for Oregon graduation requirements.

Participant Manual and Coordinator Manual.

Gall, M. D., Weathersby, R., Lai, M., and Elder, R. Discussing Controversial Issues. San Francisco, CA: Far West Laboratory for Educational Research and Development, 1973. Distributed by Agency for Instructional Television, Bloomington, Indiana. A combination teacher education and student curriculum package for training high school teachers and students in discussion skills related to issues analysis.

Five instructional films, 16mm color, 20 minutes each.
Teacher Handbook, Student Handbook, and Coordinator Handbook.

Gall, M. D., Weathersby, R., and Dunning, B. B. Higher Cognitive Questioning. Beverly Hills, CA: Macmillan Educational Services, 1971. A program for training preservice and inservice teachers in skills of higher cognitive questioning.

Six instructional films, 16 mm color, 15 minutes each.
Teacher Handbook and Coordinator Handbook.

Translated, with adaptations, into the Dutch language:

Brandt, C. A. M. A., Kieviet, F. K., and Plas, P. L. v.d. Minikursus: Denkvragen Stellen. Leiden, Netherlands: Pedagogisch Instituut van de Rijksuniversiteit, Leiden, 1973.
Translated, with adaptations, into the French language:

Souli-Susbielles, N. Minicourse: Higher Cognitive Questioning. Paris, France: University of Paris, 1973.
Translated, with adaptations, into the German language:

Krumm, H., Loeffler, R., Klinzing, H. D., and Klinzing, G. Minikurs 9: Die Technik der Denkfrage. Tuebingen, Germany: Zentrum fuer neue Lernverfahren der Universitaet Tuebingen, 1972.
Instructional film, “Evaluation Questions,” selected by the Council on International Nontheatrical Events to represent the United States of America in international motion picture events abroad and presented with the Golden Eagle award. Washington, D. C., 1972.

Gall, M. D., Dunning, B. B., and Galassi, J. Individualizing Instruction in Mathematics. Beverly Hills, California: Macmillan Educational Services, 1970. A program for training preservice and inservice teachers at the elementary school level in skills of mathematical tutoring.

Nine instructional films, 16mm color, 15 minutes each.
Teacher Handbook and Coordinator Handbook.

GRANTS

Wrote and co-directed proposal which was funded by the Center for Educational Policy and Management, University of Oregon, through an institutional grant from the National Institute of Education. Grant No. OB-NIE-G-0110-P27. Duration of project: December 1984 – November 1986. Total federal funds: $68,500. Project title: “Instructional and Policy Determinants of High School Students’ Achievement in Mathematics.”

Wrote and co-directed proposal which was funded by the Center for Educational Policy and Management, University of Oregon, through an institutional grant from the National Institute of Education. Grant No. OB-NIE-G-0110-P20. Duration of project: December 1982 – November 1983. Total federal funds: $52,800. Project title: The Joint Effects of School Principals’ Instructional Leadership and a “Direct Instruction” Inservice Program on Teacher Performance and Student Achievement.

Wrote and co-directed proposal which was funded by the Center for Educational Policy and Management, University of Oregon, through an institutional grant from the National Institute of Education. Grant No. OB-NIE-G-0110-P11. Duration of project: December 1981 – November 1982. Total federal funds: $45,663. Project title: The Relationship between Inservice Education Practices and Effectiveness of Basic Skills Instruction.

Co-wrote Teacher Corps grants (tenth and twelfth cycles) and Dean’s Grant (mainstreaming) at the University of Oregon.

Co-wrote and co-directed proposal which was funded by the U.S. Office of Education, Bureau of Education for the Handicapped, Division of Innovation and Programs. Contract OEC-0-74-9302. Duration of project: July 1974 – June 1975. Total federal funds: $126,656. Project title: Tutoring in Mathematics: A Strategy for Mainstreaming.

EDITORIAL ACTIVITIES

Chair of Dissertation Awards Committee, American Psychological Association, Division 15. Three-year term beginning 1996.

Consulting editor for Journal of Research in Rural Education. 1992 to present.

Executive editor for Journal of Experimental Education. 1990 to 1997. Chairman of executive editors, 1992 to 1994. Consulting editor, 1987-1990; 1997 to present.

Consulting editor for Journal of Educational Research. 1981 to present.

Member of the review panel for Journal of Staff Development. 1988 to present.

Member of the Research Publications Committee of the Association for Supervision and Curriculum Development, 1988-1991.

Member of the Publications Committee of the Association for Supervision and Curriculum Development, 1985-1988.

Chairperson of the program of Division C, Section 3 (research on teacher education) for the 1980 annual meeting of the American Educational Research Association.

Member of panel of research reviewers for Journal of Teacher Education, 1978-1981.

About Royal Rosamond Press

I am an artist, a writer, and a theologian.
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1 Response to The Battle For Tyler Hunt

  1. Reblogged this on Rosamond Press and commented:

    I have a family.

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