Gathering Narcissistic Material

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pump4I decided to restore the text of ‘James Is Gone’ for multiple reasons.

https://rosamondpress.wordpress.com/2013/08/17/james-harkins-is-gone/

Reason No.1

Last saturday I went fishing with my friend Mark (Meridith) Gall. After we caught our limit, we ate dinner at Kentucky Fried. Being writers we often talk about our books. Being in Who’s Who, and having published many books – including a Best Seller – I am forever at a disadvantage when it come to our mutual Narssicitic personality Disorder. Four years ago I concluded most of the folks I have bonded with are our of control narcissists, including Rena who was in love with her own reflection – as well as she should be. As for the others……………IMPOSSIBLE!

I told Mark I’m wring non-stop for a month. My Muse has gotten me writing incredible narrative. I talk about my rival biographer Julie Lynch who sold the latest Rosamond Story to a famous producer. Being a Film Buff, and juror for our local Film Festival, Mark pretended not to hear that. I talked about all the real and fantastic characters in my real life story, the Mafia, the Purple Gang, Bourbon Street Whores and Nudie Dancers, Rock Stars, Beats, Jazz Artists and Singers, ect, ect.

“Who do they got, but a ninety year old kindergarten teacher who testified to Christine being a child genius. What’s her name? What city did she teach in? It’s bullshit! They got – NOTHING!”

Being a top educator who wrote a best-selling novel on how to educate educators, I thought Mark would get my drift. But, he is honing in on the new biography, he asking the title of the book written by outsiders – who never met Christine, or knew her family. My friend pretends to make mental notes, as if he might purchase this book, and get more juicy details and insights about what makes Rosamond
and her friend, tick.

Mark read Snyder’s book, and made many notes. Being a egghead all his life, and a nerd who grew up in a normal family where nothing happened, I understood Mark was not going to give me the upper hand, for narcissists are forever competing with everyone around them for narcissistic Material – NM. What he was suggesting, is, that these outsiders were perhaps following the rules of academia, and, the rules for getting things done, and thus deserved to have a book in the market even though it is competing with my book, and, they making up evil shit up about me in order to secure movie rights – is not revelent!

“How would you feel if someone made a movie and demonized you in this movie? To add to your furry, what they are broadcasting to the world via the silver screen – is not true!”

Now Mark went into his suggestion I was making stuff up, that none of this fantastic shit happened. Why is he doing this, because, nothing remotely like this had happened to him. He is the make-believe ninety year old school marm – who is not on my side no matter how much he pretends he is. Mark has told me stories about psychotic professors, and the insdieous back-biting that takes place.

You see, not only do Narcissus busy themselves with piling up NM, they are keenly interested in knocking your pile NM, out of your arms, and stomping it into the dirt.

When Wanda Harkins died, and left her sons a goodly sum of money, they went and got Sharks to diminish each others NM pile. This went way beyond sibling rivalry, and consumed them – and everyone that was near them. I was stuck in the car with Michael Harkins for three years. We three were on the Road to Hell. I finally bailed, jumped out of the moving vehicle that was heading for a cliff. I had been taken hostage!

In my post ‘James Is Gone’ I made up some stuff in order to show what happened in my creative family, where there were real art shows, galleries, artists, and real creative egos. But, to no avail! Rosamond’s creativity was driven into the ground. I decided put my thumb on the scale and favore James for a change, because he is out of the loop. The conveyor belt took him over the edge into the abyss.

Michael and I are not talking, but, I suspect he reads my blog. Wouldn’t it be interesting if I could make all three brother – really famous. It could be my Art Piece.

Above is a photo of Mark and our friend, Ed Corbin. They attended Harvard together. Marks’ advisor at Harvard was Richard Albert a.k.a. Ram Dass. Mark is convinced he took part in a LSD experiment and, has never been the same. Ed did a shit load of LSD, and was put in charge of Jack Kerouac when he came to speak at Harvard. They went on a two-day drunk, and Ed was dragged off the stage when he began to speak for Jack, as Jack suggested. Ed’s father was the head of the Mayo Clinic and is the only person that has two citation is Who’ Who.

James and Michael’s father, James Senior, was famous doctor in Oakland, and in 1965 dropped LSD with his eldest son. The father had a ego……..out to here! Here is the meeting of Doctor Strange and Doctor Fate – on acid!

James Sr. leant his namesake his credentials, let him borrow his NM material in order to bolster his sons low self-esteem. Big mistake. That is the voice you hear when James uses that authoritive voice. He is the doctor. You are patients in the waiting room, or, the janitor that cleans the office.

One day James invited me to a concert. When the conductor took up his baton, James opened the sheet music he brought along, and with his finger, followed along. I gave him a long look.

“You little shit. You set me up. You needed a witness to the fact you can read music.”

When we prepared for our Road Trip, James believed he was the maestro with the baton. He was the one who was conducting the whole show. Rena, Robert, and I, were just bit players. Well, not quite, James made Rena the star of the road! And he bid her to follow the score, follow along as he read Jack’s words, as if he co-wrote them, or, Jack intrusted these words to James who was the Phantom of the Opera. Rena fell for it, the trap Doctor Strange set for her. El Friendo got Rena to betray me, which she may not be aware of this very day.

James came off as Rena’s teacher and protector. He used a pointer on her after he got her before his Black Board. When he witnessed our spat, his was full of glee!

“How perfect. Doctor Fate has made a ill-fated move and lost his heroine, his soul-mate.’

I have seen James use art books the same way. Employing Andrew Wyeth on his friend Tate, Tate got up and threw a glass of water in James’ face. Tate was an artist that grew up in Wyeth Country, and had done a real study.

“How dare you tell me I don’t know my Wyeths!”

Caught in the act of throwing Tate’s NM – under the bus!

Above is a phote of me dressed as my alter-ego ‘Merlin the Anti-Christ’. Merlin was a candidate for the coming anti-Christ. When the Christian-right made our President out to be the expected anti-Christ, I launched my Caped Crusader against a large gathering of Tea Party Patriots who were hiding behind a thousand flags as they demonized the Presdient of the United States. How couldthey be loyal patriots.

I came upon them as Merlin, with a light-sabre in my belt. I shouted;

“Obama is a fraud! A pretender! I am the true anti-Christ – and I want my job old back!”

When they saw the Soviet flag, you could feel their cold-war stares. Some of these folks were packing a piece. No one got in my face, because I had a lot of guts, thus, I must have a AKA rifle under my cape. No one wanted to start an argument with me.

“When I was growing up, Russia was the Evil Empire. The Saddam was the anti-Christ of ancient Babylonia. Now that the Iron Curtain is down, the Evil Empire is made up of the Blue States up North. C-mon people. Make up you mind. God has it out for False Prophets!”

Folks would come up and read the quotes from the Bible that I wrote on my placard.

“Hey! Who’s side are you on, anyway?”
“My side, of course, because I am the anti-Christ.”

“Yep! You be the anti-Christ. You got it buddy!”

That’s Ed and Mark at the firing range. We shot Tommy Guns. Ed shot the shit all night with the author of On The Road. When they came out on that Harvard stage, Jack went up to the mich, and said;

“I have chosen my friend Ed here to speak in my stead. He understands me and my material.”

Jack went and took a seat on stage, stewed to the gills. And, here come Ed. crazy drunken, Wildman, Ed Corbin.

Jon Presco

Copyright 2013

Jon Presco

http://www.amazon.com/Educational-Research-Introduction-7th-Edition/dp/0321081897/ref=sr_1_sc_1?s=books&ie=UTF8&qid=1376923809&sr=1-1-spell&keywords=Merridith+Gall

M. D. Gall’s home page

December 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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