Ram Dass’s Big LSD Lie

I always doubted Richard Alpert’s story about giving his guru a massive hit of LSD and it had no affect on him. I asked why the Maharajii would want to miss the amazing affects of coming on to LSD, where one loses all control. As I type, the Evangelicals have lost all control – but they don’t know it yet? Or, do they? For sure they know their President is out of control. Yesterday Trump did a sermon on Windmills. This is his ‘Sermon on the Mount’ that was adlibbed. But, he had practice. It was Don Quixote.

In the last two weeks I almost announced I was God. I do not aspire to be God. I had observed a truth no one considered. When Putin defended Trump from the alleged Witchhunters, he employed the sworn, written testimony of elected Congressman, who asked that their five minute speaches be put in the Congressional Record. This archive is written in English – not Russian!

I was looking at the printing press at Harvard that printed John Eliot’s Indian Bible. It may have been the first book printed in the New World. My kindred, John Wilson, helped with this project that alarmed the King of England. The Puritans had a hand in the printing of the King’s James Bible, the first English Bible, that translated The Words of God – INTO ENGLISH! That a foreign leader, hostile to the United States of America, who waged cyber-warfare WITH ENGLISH WORDS, now uses the Congressional English Record to defeat millions of Democrats, again, who feel violated – IS GODLY STUFF!

Above is a photograph of two Harvard Graduates who took LSD. They used to be my best friends, until they GOT RELIGION. They deserted ship and got chummy with Evangelicals. Which way does the wind blow?

On the left, is Edward Malcom Corbin. His mother’s people are kin to the King of Scotland, and Wallace. They were leaders of the Plymouth Brethren from where John Darby sprang with his Rapture heresy. Ed was an editor at Double Day, and got drunk with Jack Kerouac when he came to speak ENGLISH at Harvard. He got thrown off stage when Jack announced Ed would do all the talking – IN ENGLISH! Ed was a English Major.

Mark Gall is on the right. He was the head of the Department of Education at the University of Oregon. He published over twenty books on how to educate people. See his Veta below. He is a psychologist, as is his wife, Joy. Mark claims he took LSD while at Harvard. Richard Alpert was his advisor-councilor. Mark believes the doses of LSD he took came from Alpert.

The Puritans founded Harvard as a religious ship of state, where the Enlightenment can go…..where no man has gone before! The vast wilderness lie before them, inhabitated by people the Explorers mistook as natives of India. They were looking for the passage to India. Alpert needs to be honored at Harvard. He was thrown out for giving students LSD. How many saw God? How many – claimed they were God?

Below is an account of the time I saw THE LIGHT OF GOD. I was not on drugs. My credibility came under attack by my neighbors, and the Eugene Anarchists. They want me to be seen as INSANE. They want to make me believe I am insane. They want to destroy me, because, they got in my way – and know it! Our paths crossed, and they did not fare well. The same thing happened to my fellow reporter, Khashoggi, who is experiencing a DOUBLE DEATH! His journalistic search for THE TRUTH got him murdered. Yesterday, a fake arrest of his killers was staged by a wealthy Arab despot. They are going to be executed so this potentate Maharaj can be rendered GUILTLESS – without sin! This is a disaster for Islam. Erdogan knows this. He is a devout Muslim who has studied the Islamic Enlightenment that took place at the Alhambra in Spain. Three languages came together. Christopher Columbus was funded by the King and Queen who lived in the Alhambra castle. The Christian-right is plating their flag all over America, claiming they own – IT ALL! These LIARS can not own anything without owning THE TRUTH!

Mankind, is till looking for The Truth. Richard Alpert claimed he found – many truths. How many truths did he take to the grave that no one will know about? Let us assume Richard found a way to dose the whole world, and, from another dimension, he is our guide on a massive Acid Trip and Test – till sundown on Christmas Day.

In honor of the work Ram Dass has done on this planet, and in honor of the God he saw, that we may all see……I take you on a dry LSD trip. I do not encourage anyone to take LSD or any drug. I will be your guide. Tonight, at an hour after sunset, light three candles and place them going away from you. Lie on the floor on a mat. Put a ornate pillow under your head. Put on Bob Dylan’s Visions of Johanna.

You will feel a slight tightness in your throat. There is a secretion of energy that grows in intensity. You will get your first visions. This energy moves to your chest and then to your solar plexus. All of a sudden you realize you are one with the words, and the music accompanies the energy that moves up and down your spinal chord. God is playing you like a Ozark Saw. The energy is beyond your control. You get to look at what that means, what that is, what that feels like. There is a orgasmic quality to this. You can stay in this for as long as you like – it seems! Ram Dass has his guru skip the highly sexy nature of all things, and go to the crown of your cranium where there is an explosion of gold light, that showers you in streams and rivers of sparkling pure thought. An hour or two later, you have come back. But, you are seeing and hearing reality on the true mundane level. You are dancing on the edge of illusion. You know what illusion is, which is the first step to Enlightenment. Now you can read this headline and see how it fits – THE TRUTH!

Altered reality! You are the master of your ship, the captain of your soul. We love you Ram Dass! You love, us! You discovered the Way to India!

John Wilson Rosamond

https://en.wikipedia.org/wiki/Alhambra

 

Turkish officials on Tuesday urged international media not to cease investigating the murder of Washington Post columnist Jamal Khashoggi in a Saudi consulate last October after the Saudi government sentenced five people in connection with the death, according to Reuters.

Turkish Communications Director Fahrettin Altun blasted the Saudi court’s findings that Khashoggi’s killing was carried out “at the spur of the moment,” contradicting the findings of a United Nations inquiry. The court sentenced five men to death and another three to life in prison.

“The international media must pursue the case of Khashoggi until there is true accountability…Those responsible must face justice sooner or later,” Altun tweeted, saying the verdict of the “sham trial” was “an insult to the intelligence of any fair observer.”

Visions Of Johanna (Incomplete)
Ain’t it just like the night to play tricks when you’re tryin’ to be so quiet?
We sit here stranded, though we’re all doin’ our best to deny it
And Louise holds a handful of rain, temptin’ you to defy it
Lights flicker from the opposite loft
In this room the heat pipes just cough
The country music station plays soft
But there’s nothing, really nothing to turn off
Just Louise and her lover so entwined
And these visions of Johanna that conquer my mind
In the empty lot where the ladies play blindman’s bluff with the key chain
And the all-night girls they whisper of escapades out on the “D” train
We can hear the night watchman click his flashlight
Ask himself if it’s him or them that’s insane
Louise, she’s all right, she’s just near
She’s delicate and seems
Baba Ram Dass and the Tale of the Acid-Gobbling Guru
Richard Alpert, a.k.a. Baba Ram Dass, 1931-2019. Credit: Robert Altman Getty Images

Baba Ram Dass, the Harvard psychology professor turned guru, who convinced me and others in my generation to chase enlightenment, is dead. Born Richard Alpert, Ram Dass has drifted in and out of my life since my youth. In the early 1970s I read his bestseller Be Here Now, which argued that enlightenment consists of just, well, being here now.

In the mid-1970s I heard Ram Dass riff on this message in a packed auditorium at the University of Colorado. Bald and bearded, dressed in a luminous white robe, he enthralled us young seekers with his funny, cool schtick. So I recall. Last year, I kept thinking “be here now” when I was on a silent Buddhist retreat. And Ram Dass kept popping up in conversations at a symposium at Esalen, the spiritual retreat center, that I attended a few weeks ago.

To commemorate the man, I’ll tell a little tale about him. It begins in 1999 when I interviewed psychedelic explorer Terence McKenna in New York City. McKenna said he doubted a famous anecdote in Be Here Now involving Neem Karoli, a.k.a. Maharajji, a guru whom Ram Dass met in India in 1967 and who gave him his new name. Maharajji was so enlightened, Ram Dass wrote, that “he’s not identified with the world as most of us identify with it. If you didn’t watch him, he’d just disappear into the jungle or leave his body.”

When Maharajji asked Ram Dass for “medicine,” Ram Dass gave him three pills, each containing 305 micrograms of LSD, a very strong dose. The guru gulped down all three pills. “All day long I’m there,” Ram Dass wrote, “and every now and then he twinkles at me and nothing—nothing happens!”

LSD didn’t affect Maharajji, Ram Dass implied, because the guru already had such a profoundly mystical outlook. This message corroborated the overarching theme of Be Here Now, that spiritual practices such as meditation and yoga can induce the same powerful mystical states as psychedelics but in a more stable, permanent fashion.

Back to Terence McKenna. He questioned whether anyone, no matter how enlightened, would be unaffected by 915 micrograms of LSD. He conjectured that Maharajji, wanting to impress his American devotee, pretended to consume the LSD through sleight of hand. The gurus McKenna met in his travels in the East were certainly capable of such trickery. “I saw outrageous shenanigans,” McKenna said.

In 2001, Paul Krassner, another sixties icon and old friend of Ram Dass, seemed to confirm McKenna’s doubts about Ram Dass’s story. Writing in the counterculture magazine High Times, Krassner stated that Ram Dass “now admits that he made up the story he told American seekers about the time he gave his guru in India three tablets of LSD and nothing happened.”

Ma Jaya – An Enlightened Woman

Perhaps no woman in American history was more in touch with the meaning of Easter, than Ma Jaya. Being a Jewish Mother who had the ability to fill the Unitarian Church in San Francicco with a FLASH OF WHITE LIGHT, is no easy task. We all gasped, including Wavy Gravy who was sitting next to me. Spotting him as she looked at everyone of us, she invited him on stage. The church was packed. I would see Jaya two more times in a small room. She induced a vision.

Jon ‘The Nazarite’

In the 70’s I went to the Unitarian Church in San Francisco to see
Joya Santana, today known as Ma Jaya Sati Bhagavita, who was given
the name Tenzin Yangchen by the Dalai Lama, which means ‘Keeper of
the Dharma’, and Yangchen, ‘Goddess of Wisdom’. I considered myself a
follower of Meher Baba at the time, and was looking for a living
teacher.

The Unitarian church seats about three hundred people, and I found
myself seated next to Wavy Gravy. This was the first time Joya was to
appear in public, her enlightenment achieved after she took up Yoga
to lose weight. She was a typical Jewish Brooklyn housewife, and
practiced Kundalingi Yoga by mistake, and had miraculous visions.
Some mistake!

When Joya emerged, there was a collective gasp, and simultaneously
everyone sat upright, as she was bathed in a powerful white light
that hit us like a force. I had read of this light in studying the
Hindu religion and smiled to see it in person, knowing it was
possible. Some people laughed with joy, and then Joya smiled,
sheepishly, uttering her first words in public;

“I promised my Garu I would’nt do that, but, I couldn’t help myself.”

She then sat down and studied her audience. Spotting Wavey Gravy, she
beckoned him up to sit next to her. She was a delight, and I would
see her several more times. In a private home in the Berkeley hills,
we meditated and I had a vision of a crystal ball entwined in vines.
I then saw her and these beautiful Hindu women running down a green
grassy hill to a temple that was lit pink with the setting sun. Joya
then told us about her visit to India to the shrine of her deceased
Garu, who was also the Guru of Ram Das. It was Ram Das and a
gentleman known by the name Padwa who were instrumental in getting
the Dalai Lama out of Tibet.

Ma Jaya Sati Bhagavati grew up in Brighton Beach, Brooklyn, just a short walk from the famous Coney Island Boardwalk. The homeless people who lived under the Boardwalk taught her “There are no throwaway people,” and inspired her to begin a life of service.   When she was in her thirties, a weight loss class led her to learn a simple yogic breath that would ultimately bring about her spiritual enlightenment. From there, her personal spiritual journey moved quickly and at times chaotically. As a modern urban woman, she tried to live a normal life and raise a family; at the same time, as a person of rare spiritual gifts, she daily opened to a series of mystical visions and experiences. She had an experience first of Jesus Christ, then of Shri Bhagawan Nityananda of Ganeshpuri, and finally her guru, Shri Neem Karoli Baba. Since then, her teaching has expanded to express many spiritual lineages. She has followed Christ’s instruction to “teach all ways,” going beyond religious differences

http://www.kumarihealing.com/pull-down-the-love-remembering-ma-jaya-sati-bhagavati/

http://blog.kashiashram.org/ma-jaya/

http://www.santacruz.com/articles/wavy_gravys_seva_fundraiser_to_rock_the_rio.html

Ma Jaya Sati Bhagavati (died April 14, 2012) was a spiritual teacher born to Jewish parents in Brooklyn, United States.[1] Her outlook has been influenced by Jesus Christ and the Hindu saint Bhagawan Nityananda. She has also been informed by the teachings of Neem Karoli Baba, Ramana Maharshi, Narish Keit, and Shirdi Sai Baba.

America's favorite clown philanthropist throws a benefit starring Steve Earle and John Trudell May 20 at the Rio.

America’s favorite clown philanthropist throws a benefit starring Steve Earle and John Trudell May 20 at the Rio.

When the Seva Foundation teamed up with Wavy Gravy in 1978, organizers found themselves with a steady supply of funding and musicians. Gravy is knee-deep in famous names and has the personality of an entire circus, hauling everybody he knows into his philanthro-activism. A few phone calls from Gravy and Seva’s latest benefit concert comes together, and it turns out that when the hippie clown blows the horn, water turns into wine and the Avengers assemble: the Sunday, May 20 show at the Rio Theatre features Steve Earle, John Trudell, Dave Alvin, Peter Rowan, Nina Gerber and other roots rock luminaries in a benefit for Native American health care.

“I’m very, very blown away by my ability to raise money,” Gravy admits. Born Hugh Romney and raised in New Jersey, he’s made a lot of the right friends since the 1960s, among them Albert Einstein, Bob Dylan, John Coltrane, Phil Lesh, Ani DiFranco and B.B. King.

“Basically I was a teen beatnik who ran poetry readings at Gaslight,” Gravy says, waxing nostalgic about the New York café in the days when they were all still kids in the first frenzy of drugs and art. “I persuaded the owner to put on some folk music nights, and when I first introduced Bob Dylan he was wearing Woody Guthrie’s underwear—he really was, I’m not making this up—and his guitar read ‘this machine kills Fascists.’”

He ended up sharing a studio over the Gaslight with Dylan and running with Ken Kesey’s wolves, working as an entertainer/activist at Woodstock alongside the performers and setting up big-name stages and communes across the country.

And he’s still at it, while the other flower children stir their tea in corporate lunchrooms and shed a single tear for the past. The eternal emcee works closely with Seva, best known for reversing blindness in nearly 3 million people by growing sustainable global eye-care programs throughout Asia, Africa and Latin America.

The May 20 show, a project to set up Native American reservations with preventative health care services, benefits a domestic agenda some longtime fans might not know about.

“If we were going to help anyone [in the U.S], it should be the people who have been the most abused,” Gravy says. Seva has funded Native American–run clinics on reservation land and has begun to look at poor diets as a leading cause of type II diabetes among native populations.

According to the 2011 National Diabetes Fact Sheet from the Centers for Disease Control and Prevention in 2010, 546,400 cases of diabetes were found among Native Americans living in the U.S. Another 1,027,000 had pre-diabetes, a condition in which the blood sugar level is higher than normal but hasn’t yet reached the range of diabetes.

“We’re now getting deeper into traditional foods,” Gravy says. “The spread of diabetes on reservations is caused by the commodities they’re given, and we’re setting up programs helping them eat better. It used to be that if you saw a vegetable on a reservation, you’d want to take a picture of it. They were that rare.”

So don’t eat the food the government hands out, and don’t use their blankets either. Indigenous reliance on the U.S. government has been a traditionally bad idea, and Wavy Gravy stresses the importance of helping Native American groups to help themselves.

“We’re even working on bringing back the buffalo,” Gravy says. “It’s an excellent source of lean meat, and socially excellent for Native Americans to eat.”

But it isn’t subsidized and is expensive to raise, which is where Wavy Gravy and his roster of X-men come in. A variety of scientific studies have shown that simple lifestyle changes such as better diet, regular physical activity and mild weight loss can significantly delay the onset of type II diabetes, but preventative care isn’t very high on the to-do lists of multi-billion-dollar pharmaceutical companies.

Good thing Gravy isn’t in anything for the money—he’ll settle for a lifetime supply of “Wavy Gravy” flavored Ben and Jerry’s ice cream and a South Dakota buffalo.

“They’ve named a bison stud after me,” Gravy says of the Winnebago reservation, but the Wavy Gravy that’s roaming the grasslands has been getting picked on by another bison named Mike.

Wavy instructs anyone getting picked on by a buffalo to stand on his or her head. “Gravity will eventually turn that frown into a smile!”

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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