Home PublicationsJRTEPast IssuesVolume 28 Number 5

Edited by Diane McGrath

Volume 28 Number 5 Summer 1996

Technology, Multimedia, and Qualitative Research in Education, References, Gall

Kansas State University

Publications

Meredith Gall

Author(s): Gall, Meredith D.; Vojtek, Roseanne O'Brien
Title: Planning for Effective Staff Development: Six Research-Based Models.
Year: 1994
Abstract:
Many educators and policymakers find that deciding on the right staff-development program has become increasingly difficult. This brief, three-part monograph organizes staff-development objectives, models, and program-design features into an understandable, comprehensive framework. Part 1 advises readers on how to weigh a program's objectives. Eight main types of objectives are described--five teacher-centered objectives, a student-centered objective, a curriculum-centered objective, and a school-centered objective. The second part features six major models of staff development. Each model represents a different strategy for accomplishing one or more of the objectives identified in part 1. The models are summarized, their features noted, and the objectives for which they are best suited listed. The primary roles assumed by staff developers vary from model to model. The roles that correspond to the six models are: (1) expert presenter; (2) clinical supervisor; (3) trainer; (4) action-research facilitator; (5) organization-development specialist; and (6) change agent. Specific program characteristics that influence the effectiveness of various staff-development objectives are the focus of part 3. Nineteen features are grouped into three categories: objectives, delivery system, and administration. Pertinent questions and comments designed to facilitate program planning are included in each feature description. Two tables are included. (Contains 71 references.) (LMI)
Document Number: ED372464

Author(s): Gall, M. D.; Gall, Joyce P.
Title: Teacher and Student Roles in Different Types of Classroom Discussions.
Year: 1993
Abstract:

Different kinds of discussion methods have been developed to help students achieve different kinds of instructional objectives. The following discussion methods are analyzed from the perspective of the role demands that they make of students and teachers: (1) cooperative learning discussions; (2) the subject mastery discussion method; and (3) issues-oriented discussions. Developers of all three methods strongly recommend training students and teachers in their respective roles, and manuals have been prepared to specify role behaviors. In cooperative learning or in subject mastery discussions, the teacher is a resource expert and process observer, rather than a participant, but in issues-oriented discussion, the teacher participates as a moderator. When student discussions do not go well, there may be many explanations, such as role complexity, ambiguity about the nature of knowing, or ambiguity about the curriculum. Analysis of discussion methods indicates that they are most appropriate for helping students construct personal understandings of academic content. Three tables summarize teacher and student role behaviors in the three discussion types. (SLD)
Document Number: ED359256

Author(s): Ackley, Blaine; Gall, M. D.
Title: Skills, Strategies, and Outcomes of Successful Mentor Teachers.
Year: 1992
Abstract:

This study examines the role of effective mentor teachers by analyzing the strategies and skills they used, the obstacles and problems they encountered, and the outcomes they achieved. Data for five case studies were collected from five elementary mentor teachers, their proteges, and their principals--participants in the Oregon Beginning Teacher Support Program. Interviews and questionnaires were the sources of the data. Collaborative problem solving was the strategy most used by the mentors, followed by emotional support, energizing and motivating, and demonstration/modeling. Skills successfully used by the mentors included the social process skill of interpersonal ease, listening, knowledge of educational content, demonstration/modeling, and confidence-building. Team match and empathy for the protege were the chief sources of support for mentors, while increased professional growth ranked as the highest sources of satisfaction. The major impediment to the mentoring process was lack of time. Informants indicated that the major outcomes of the mentor program were a satisfactory relationship between mentor and protege and satisfaction with the program. (IAH)
Document Number: ED346046

Author(s): Cunningham, Lawrence J.; Gall, M. D.
Title: The Effects of Expository and Narrative Prose on Student Achievement and Attitudes toward Textbooks.
Journal: Journal of Experimental Education; v58 n3 p165 75 Spr 1990
Year: 1990
Abstract:

Five classes of secondary school students were involved in an experiment to compare student interest in expository versus narrative text structures. Results with 313 ninth graders in Guam, using history texts, indicate that students favored narrative structure in face-to-face comparisons of texts. (TJH)
Document Number: EJ411246

Author(s): Gall, M. D.; And Others
Title: Tools for Learning: A Guide to Teaching Study Skills.
Year: 1990
Abstract:

This book makes the case for providing study skills instruction at the elementary and secondary school levels and identifies important study skills and how to teach them. Chapters include: (1) "The Case for Study Skills Instruction"; (2) "Theory and Research"; (3) "Planning for Study Skills Instruction"; (4) "Self-Management"; (5) "Listening, Participating, and Taking Notes in Class"; (6) "Completing Reading Assignments"; (7) "Writing School Papers"; and (8) "Taking Tests." (SG)
Document Number: ED320126

Author(s): Gall, Meredith D.; Borg, Walter R.
Title: Educational Research. A Guide for Preparing a Thesis or Dissertation Proposal in Education. Fifth Edition.
Year: 1989
Abstract:

This guide is designed to assist sutdents in preparing a masters thesis or a doctoral dissertation. Part 1 describes the process of preparing a "mini" dissertation proposal, intended to familiarize the student with the dissertation process early in their doctoral program. Part 2 presents examples of dissertation prosposals for: (1) a laboratory experiment; (2) a descriptive/correlational study; (3) a field-based quasi-experiment; and (4) a qualitative research study. (JD)
Document Number: ED332953

Author(s): Strudler, Neal B.; Gall, Meredith D.
Title: Successful Change Agent Strategies for Overcoming Impediments to Microcomputer Implementation in the Classroom.
Year: 1988
Abstract:

This study conceptualized school-based computer coordinators as change agents and analyzed their strategies, skills, and outcomes. Questionnaires and interviews were used to gather data from three computer coordinators, their supervisors, teachers, and parents. Data were analyzed case by case and then across cases, using the framework and method of data analysis developed by Matthew Miles. Results revealed that: (1) impediments to the integration of computers into the curriculum include lack of budgetary support, demands on teachers, negative experiences with previous innovations, and competing demands of other school improvement programs; (2) coordinators facilitate computer use through a combination of product- and client-centered strategies which include resource-adding, training of teachers, providing technical assistance, organizing the school's instructional computing program, energizing and motivating the client, and collaborative problem solving; (3) effective coordinators must have technical expertise as well as interpersonal skills; (4) outcomes resulting from the computer coordinator's work include improved teacher skills, implementation of school goals, teacher satisfaction, and greater student comfort with computers. Guidelines for the implementation of the coordinator role are suggested, and several directions for future research are recommended. (25 references) (Author/MES)
Document Number: ED298938

Author(s): Acheson, Keith A.; Gall, Meredith Damien
Title: Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications. Second Edition.
Year: 1987
Abstract:

Building principals, school district personnel, and teacher educators in colleges and universities may be required to do teacher supervision as part of their duties. This textbook is designed to help professional educators become skilled in clinical supervision processes. The book is divided into five units. Unit I provides background necessary for understanding supervision techniques; three chapters explore basic characteristics of clinical supervision, effective teaching criteria, and the relationship between clinical supervision and teacher evaluation. Unit II discusses goal setting for a series of observations and planning for individual observations. Units III and IV describe specific techniques for collecting observation data and conducting feedback conferences. Techniques covered include selective verbatim (a written transcript of everything said); observational records based on seating charts; wide-lens methods based on supervision, effective teaching criteria, and anecdotal records, video, and audio recordings; and checklists and timeline coding. Unit V speculates about the future roles of principals and teachers as instructional leaders. While this textbook provides techniques for effective teacher supervision, beginning supervisors will need at least 20 hours of practice to develop newly acquired skills. Included are student exercises, solutions, and a subject index. (MLH)
Document Number: ED278159

Author(s): Gall, Meredith D.; Renchler, Ronald S.
Title: Effective Staff Development for Teachers: A Research-Based Model.
Year: 1985
Abstract:

To provide administrators and teachers with a set of essential elements and principles to consider in using inservice programs for school improvement, this document presents a model comprised of 27 dimensions identified as important elements of effective inservice programs. These dimensions were identified through a review of the research literature on basic skills instruction at the elementary school level. (Appendix A briefly reviews the sources providing this research.) A second literature review identified four inservice experiments that used these dimensions to improve students' basic skills achievement. (Appendix B briefly describes these experiments.) Following a foreword and introduction, a table summarizes the findings concerning these dimensions--listing each element, the effective practice associated with each element, and the research validating the effectiveness of these practices. The four types of research used include basic skills experiments, implementation research, inservice research, and survey research. The bulk of the document expands on these aspects of each dimension, with the dimensions divided into the following six categories: teacher objectives, student objectives, delivery systems, organizational context, governance, and selection and evaluation. To illustrate how theory is transferred into practice, case studies of three successful school district staff development programs are provided. A bibliography lists 56 references. (DCS)
Document Number: ED256009

Author(s): Gall, Meredith D.; And Others
Title: Involving the Principal in Teachers' Staff Development: Effects on the Quality of Mathematics Instruction in Elementary Schools. Final Report, FY 1983.
Year: 1984
Abstract:

A study to determine whether the instructional leadership shown by principals is a causal factor in the effectiveness of schools demonstrated that involving principals in staff development programs can increase implementation of the programs' objectives. Fifty-three fourth- and fifth-grade teachers were assigned to three treatment conditions: one in which principals participated actively in a staff development program for training teachers in an instructional model for mathematics; a second in which principals did not participate; and a third, the control group, in which neither teachers nor principals participated in the program. The teachers' math lessons were observed immediately before and after the staff development program, and again three months later. Their students were administered curriculum-referenced and nationally standardized mathematics tests before and three months after the program. Students of teachers in both trained groups made slightly greater gains on the tests than did those of control group teachers. Teachers in the involved-principals group showed a higher level of implementation in the delayed lesson, and their students showed greater gains on the curriculum-referenced test than did those of trained teachers with uninvolved principals. Students in the uninvolved-principal group outgained those in the involved group on one subtest of the standarized measure. (PGD)
Document Number: ED251929

Author(s): Gall, Meredith D.; And Others
Title: The Current Status of Staff Development Activities for Teachers: A "Loose Coupling" Interpretation.
Year: 1984
Abstract:

A study sought objective information about inservice activities for teachers and the extent to which these activities incorporated elements identified as effective through research. The focus was on the teachers who were recipients of inservice programs rather than the programs themselves. The interviews involved three school districts and two elementary schools within each district. Participants were a central office administrator from each district, principals of the schools, and six teachers from each school. Four research questions were asked: (1) How much inservice is currently received by teachers and sponsored by administrators? (2) What form do current inservice activities take, and how does this compare with recommended practice? (3) What percentage of activities are in basic skills? and (4) How effective and satisfactory is current inservice? Results are discussed within the framework of the different roles of teachers and administrators and the priorities those roles imposed upon them. Teachers perceived inservice as relevant when it was tightly coupled to actual school curriculum and instruction. Administrators loosely coupled inservice programs with needs assessment, priority goals, educational research and development, and improvement of school systems. (JD)
Document Number: ED243849

Author(s): Gall, Meredith D.; De Bevoise, Wynn
Title: Does Principal Participation in Staff Development for Teachers Pay Off?
Journal: R & D Perspectives; 1983
Year: 1983
Abstract:

The two articles in this bulletin concern an experiment in progress to determine if training teachers in a structured program for mathematics instruction results in higher student achievement and if the effects of the program on teachers and students would be enhanced if the building principal participates in and supports the inservice process. In the first article, "Using Staff Development to Improve Schools," researcher Meredith Gall describes how teachers in five schools are receiving training in a research-validated strategy for managing mathematics instruction without principal involvement. Teachers in another five schools are participating in the same program, but in addition their principals are being trained to support the teachers' implementation of the strategy. As a control group, teachers and principals in yet another five schools are not being trained. The most intriguing observation so far is that issues such as expectations for student work, enforcement of academic requirements, ability grouping, and voluntary participation in staff development are matters of policy that require the involvement of administrators. In the second article, "Wednesday Morning Live: Observations on a Staff Development Meeting," Wynn De Bevoise shares her perceptions of one three-hour training session involving both teachers and a principal. (MLF)
Document Number: ED231026

Author(s): Gall, Meredith D.; And Others
Title: The Relationship between Inservice Education Practices and Effectiveness of Basic Skills Instruction. Final Report.
Year: 1982
Abstract:

Examined here is the question of whether current teacher inservice activities for improving students' basic skills incorporate research-validated practices. First, 27 dimensions for analyzing inservice education were idenitified under six headings: teacher objectives, student objectives, delivery systems, organizational context, governance, and selection/evaluation. Then research literature was reviewed to identify inservice practices that have had demonstrated effects on students' basic skill achievement, teacher behavior, and teacher satisfaction. Six elementary schools were studied to determine how much the research-validated practices were used. Teachers and administrators were interviewed concerning their perceptions and descriptions of their schools' inservice activities. Findings indicated that most of the inservice activities did not use research-validated methods. Specifically, inservice activities were short-term activities for teacher improvement rather than long-term activities for school improvement, and programs were fractionated across many goals. Although most subjects approved of the effective practices identified, they were satisfied with 80-90 percent of the inservice training they participated in that did not incorporate the practices. The authors conclude that inservice education needs to be more tightly coupled to district-level priority goals and assessment of goal attainment. Interview schedules and other materials are appended. (JM)
Document Number: ED228745

Author(s): Fielding, Marianne A.; Gall, Meredith D.
Title: Personality and Situational Correlates of Teacher Stress and Burnout. (A Report Based On a Dissertation Study Conducted at the University of Oregon).
Year: 1982
Abstract:

The objectives of this study were to determine whether teachers' personality characteristics affect their perceptions of stress and burnout and whether school climate interacts with personality factors to influence stress and burnout. A random sample of 162 teachers in nine junior high/middle schools completed a questionnaire measuring perceptions of: (1) stress; (2) burnout; (3) locus of control; (4) attitudes toward students; (5) intolerance of ambiguity or change; and (6) quality of the school as a work setting. The schools were selected because of evidence that they encompassed a wide range of school climate quality. Teachers reported a moderate to substantial amount of stress and burnout. The highest level of stress was generally reported in interpersonal situations, and the second highest level was reported in new situations. Teachers having negative attitudes and beliefs about students, an external locus of control, and low tolerance for ambiguity reported more stress and burnout than other teachers. These results suggest that preservice teacher education programs should focus on developing an internal locus of control, positive and realistic attitudes toward students, and tolerance of new situations. (Authors/FG)
Document Number: ED219353

Author(s): Root, Jon R.; Gall, Meredith Damien
Title: Interactions between Student Achievement, Locus of Control, and Two Methods of College Instruction.
Journal: Educational Communication and Technology: A Journal of Theory, Research, and Development; v29 n3 p139 46 Fall 1981
Year: 1981
Abstract:

Fifty-nine undergraduate students, divided into two groups to compare the instructional motivational effects of auto-tutorial and conventional instruction, were tested for achievement via performance (Ac), achievement via independence (Ai), and internal-external locus of control. Significant interaction was found between Ac and the two methods of instruction. Twenty references are listed. (MER)
Document Number: EJ252514

Author(s): Gall, Meredith Damien; Gillett, Maxwell
Title: The Discussion Method in Classroom Teaching.
Journal: Theory into Practice; v19 n2 p98 103 Spr 1980
Year: 1980
Abstract:

Remarkably versatile and demonstrated as effective at all grade levels, the discussion method has great potential for classroom teaching. Teachers should use this method more often because it teaches students to speak freely, listen to others, analyze different points of view, and evaluate the effectiveness of a discussion. (CMJ)
Document Number: EJ235481

Author(s): Acheson, Keith A.; Gall, Meredith Damien
Title: Techniques in the Clinical Supervision of Teachers. Preservice and Inservice Applications.
Year: 1980
Abstract:

Intended as a text, this book emphasizes practical techniques of clinical supervision in working with teachers to help them improve their classroom teaching. It is divided into four units. The first provides necessary background for understanding techniques of clinical supervision. The next two units describe specific techniques for conducting clinical conferences and collecting observation data. The final unit presents case studies and answers questions frequently asked about clinical supervision. (Author/WD)
Document Number: ED199913

Author(s): Root, Jon R.; Gall, Meredith D.
Title: The Interaction Between Learner Characteristics and Two Methods of College Instruction: Conventional and Mastery Learning.
Year: 1979
Abstract:

A study was conducted to determine whether conventional instruction and mastery-based auto-tutorial instruction interacted with learning characteristics that were found to be instruction-interactive in previous research. Conventional instruction consisted of lecture with discussion and laboratory periods. The mastery-based auto-tutorial instruction consisted of multi-media modules that the learner studied until mastery was attained, and student-teacher communication was minimal and occurred only in individual discussions. Undergraduates enrolled in an undergraduate course in wildlife recreational techniques were administered the following tests: the Ac (achievement via conformance) and Ai (achivement via independence) scales of the California Psychological Inventory, the internal-external locus of control scale (Rotter, 1966), a multiple-choice achievement test covering content from the experimental unit, a delayed achievement test developed and administered eight and one-half weeks after the experimental period, and semantic differential scales designed to measure student attitudes. The findings indicate that one can enhance learning by using Ac scores to match students with an instructional treatment. Students with low Ac scores achieved better when assigned to mastery instruction and students with high Ac scores achieved better when assigned to conventional instruction. (SW)
Document Number: ED172604

Author(s): Gall, Meredith Damien
Title: Competency-Based Teacher Education Materials: How Available? How Usable? How Effective?
Journal: Journal of Teacher Education; v30 n3 p58 61 May Jun 1979
Year: 1979
Abstract:

Although competency-based teacher education (CBTE) materials are often instrumental in teacher training and improvement, the low availability of the materials, their complexity, and lack of evaluation data can prove serious impediments to widespread use of CBTE. (LH)
Document Number: EJ208617

Author(s): Weisenstein, Greg R.; Gall, Meredith Damien
Title: Adapting Teacher Education to Include Mainstreaming: Deans' Grant Projects.
Journal: Journal of Teacher Education; v29 n6 p22 4 Nov Dec 1978
Year: 1978
Abstract:

The problems facing schools of education in training teachers for mainstreaming are discussed, and the role and objectives of Deans' Grants are outlined. (JD)
Document Number: EJ193340

Author(s): Gall, Meredith D.; And Others
Title: Effects of Questioning Techniques and Recitation on Student Learning
Journal: American Educational Research Journal; v15 n2 p175 99 1978
Year: 1978
Abstract:

Two experiments investigated the effects of four teaching treatments on sixth graders' learning of an ecology curriculum. Recitation was more significant in improving learning than the other treatments--probing or followup questioning; redirection of a question to another student; and higher cognitive questioning. (Author/CP)

Document Number: EJ189551

This paper describes problems and possible solutions involved in creating a context in which teaching skills can be studied experimentally. (MM)
Document Number: EJ165090

Author(s): Gall, Meredith D.; And Others
Title: The Effects of Teacher Use of Questioning Techniques on Student Achievement and Attitudes. Volume I, Final Report. Teacher Education Publication Series.
Year: 1976
Abstract:

This report presents the results of two field-based experimental studies to determine the effects of questioning techniques on student achievement and attitudes. The first study was done to determine what student learning outcomes are affected by teachers' use of probing and redirection techniques in classroom discussions. Another purpose of the experiment was to determine the relative effect on student learning of teachers' questions delivered in both oral and written formats. The second study was conducted to determine what student learning outcomes are affected by variations in teachers' use of higher cognitive questions. These questions require the student to state predictions, solutions, explanations or opinions, expanding on information presented in the curriculum and interpreting it in his own way. This experiment was designed to test the belief that use of higher cognitive questions is important for developing students' ability to think. The finding of both studies was that discussion following critical viewing and/or reading of curriculum materials was effective in promoting student achievement. Writing responses to questions appeared to develop knowledge acquisition as effectively as participation in discussion. However, written exercises seemed less effective for improving higher cognitive response ability than oral discussion in which the students' responses are probed and redirected by the teacher. The methodology of the experiment is described in detail, and five appendixes list the statistical results of the two studies. (JD)
Document Number: ED134570

Author(s): Gall, Meredith D.
Title: The Importance of Context Variables in Research on Teaching Skills.
Year: 1976
Abstract:

In two experimental studies, the effectiveness of teaching skills are examined in the context of: (1) a specific teaching method linked to (2) specific curriculum objectives and (3) specific curriculum materials; the method and materials used are by (4) specific teachers and (5) specific students in a (6) specific instructional setting; finally, (7) tests are created that are responsive to the idiosyncratic outcomes of the teaching skills and curriculum objectives. Problems and possible solutions involved in creating such a context for studying teaching skills are examined. By referring to these experiments on how the questioning skills of sixth-grade teachers affect student learning outcomes, an example is provided of how methodological requirements are met with respect to each of the seven context variables. Each context variable is considered separately, and the three following methodological requirements are satisfied: (1) ecological validity, the creation of each aspect of the experimental context so that it reflects real classroom teaching; (2) fidelity of treatment, a close correspondence between intended context and what actually occurs experimentally; and (3) achievement of experimental control, either by holding context variables constant or by allowing them to vary randomly. A major problem cited is the expense of conducting the experiment since resources were not already available to design and run teaching skills experiments on this scale. It was decided that in the future research costs can be reduced by designing experiments that use instructional context developed in previous studies. (MM)
Document Number: ED127265

Author(s): Gall, Meredith D.; And Others
Title: Effects of Teaching by Recitation on Learning.
Year: 1975
Abstract:

This was a study to see whether students learn specific material better in classes which emphasize recitation on fact questions or recitation which involves the students in higher cognitive reasoning and interpreting skills. A series of 10 one-hour ecology lessons were taught by specially trained teachers; the same curriculum materials were presented to four treatments groups. In one treatment group, teachers asked questions divided into 25 percent higher cognitive questions (HCQ's) and 75 percnet fact questions. Group 2 asked 50 percent of each kind of question. Group 3 used 75 percent HCQ's and 25 percent fact questions. Group 4 used no recitation, but involved the students in art activities on ecological themes. Students were examined before and after the course with tests that included multiple-choice, essay, and oral questions. Results are not to be generalized too broadly because recitation groups were unusually small (6 students) and teachers were taught to present rigid recitation plans. Results showed however, that the students in the 25 percent HCQ sample did slightly better on fact questions and about as well on reasoning questions as students in other groups. This indicated that having students recite facts may prompt their learning more effectively than has been supposed recently. The 50 percent HCQ sample did relatively poorly on facts, but out-performed the other groups on cognitive questions. The art group did not excel in either kind of test. (CD)
Document Number: ED115598

Author(s): Gall, Meredith D.
Title: What Effect Do Teachers' Questions Have on Students?
Year: 1973
Abstract:

The author describes ways to test for relationships between student achievement and higher cognitive questions asked by the teacher. He details methods for evaluating student responses in terms of answer quality and presents some of his own preliminary research on student response length. Higher cognitive questions, he hypothesizes, elicit and shape thought processes which manifest themselves in oral responses. Three tables of data are presented. (JB)
Document Number: ED077882

Author(s): Gall, Meredith D.
Title: The Problem of "Student Achievement" in Research on Teacher Effects.
Year: 1973
Abstract:

This paper criticizes the work of Barak Rosenshine on the effects of teachers on student achievement. The author cautions against accepting Rosenshine's generalizations on teaching techniques. He makes the specific criticisms that Rosenshine a) did not operationally define student achievement, b) did not assess the validity of the student achievement measures used in his work, c) did not determine whether the achievement measures were appropriate to the students sampled, d) did not determine whether or not achievement measures were related to the curriculum objectives of the teachers, and e) combined the results of various studies without examining the relationships among them. Further, the author makes recommendations for future research on the topic. (JB)
Document Number: ED077876

Author(s): Gall, Meredith D.
Title: Problems and Decisions in the Development of a New Training Program, "Discussing Controversial Issues."
Year: 1972
Abstract:

Major logistical and value problems are described which confronted the Far West Laboratory's effort in developing and field testing high school student and teacher materials which make up a course entitled "Discussing Controversial Issues". Design to train both groups at the same time in basic appropriate discussion techniques, the course rationale is based on the idea that students should learn how to cope rationally with differences of opinion inherent in our pluralistic society. Four lessons emphasize the need for students to interact, listen to others, keep the discussion focused, and analyze different points of view. Problems that arouse concerned teacher role, opinion, and attitudes; selection of issues; participation of all class members; student materials and feedback; and course evaluation. Decision points reached are that: 1) teachers need to take an active role; 2) teachers do not view expression of their opinion as a problem; 3) teachers need to decide whether the course is appropriate for their style of instruction; 4) teachers view the selection of involved issues as a most difficult task; 5) discussions are fruitful when the class is divided into several discussion groups; and 6) students find materials which are concise and have high visual impact to be the most interesting. Pre-post tests indicated that teachers and students improved their use of some discussion techniques, although a few of the results were contrary to expectations. (SJM)
Document Number: ED083086

Author(s): Gall, Meredith D.
Title: The Use of Questions in Teaching Reading.
Year: 1972
Abstract:

This review describes some of the main research findings and issues that center around teachers' use of questions in classroom instruction. The paper is divided into sections dealing with: (1) the classification of questions by type, (2) teachers' questioning practices, (3) effects of teachers' questions on students' behavior, (4) students' questions, and (5) programs to improve teachers' questioning skills. Each section contains a separate review of the literature, a critical synthesis, and recommendations for future research. (See related document CS 000 187.) (Page 40 may be illegible.) (Author/TO)
Document Number: ED067650

Author(s): Gall, Meredith D.; And Others
Title: Comparison of Instructional Media in a Minicourse on Higher Cognitive Questioning.
Year: 1972
Abstract:

The two main purposes of this study were: (1) to determine the effectiveness of a teacher training program "Minicourse 9: Higher Cognitive Questioning"; and (2) to compare the relative effectiveness of two instructional techniques in changing teacher behavior-observation of videotaped model teachers displaying classroom skills, and reading of transcripts derived directly from the videotapes. A group of 54 teachers took Minicourse 9. A separate group of 24 teachers served as controls. A pre- and post-measure of each teacher's discussion behavior were collected. The two student response measures--frequency and length of higher cognitive responses--both increased favorably as a consequence of the Minicourse. The study indicates that the course was ineffective in changing teachers' use of refocusing. It also indicates that the written version of Minicourse 9 is at least equally as effective as the video version. On some course indices, such as probing questions, the written version is clearly superior. However, the written materials used in this study were developed directly from videotapes, and as a result, probably had greater realism and interest than if composed by a writer who created the classroom dialogue. (DB)
Document Number: ED064326

Author(s): Gall, Meredith D.; And Others
Title: Improving Teachers' Mathematics Tutoring Skills Through Microteaching: A Comparison of Videotape and Audiotape Feedback.
Year: 1971
Abstract:

Discussed is a research project designed to measure the relative effects of audiotape versus videotape feedback in a microteaching situation. Teachers were randomly assigned to one of three groups; audiotape feedback, videotape feedback, control. The teachers in the two feedback groups participated in an instructional sequence on microteaching procedures which involved about 13 hours of instruction in a four-week period. Teachers were asked to conduct tutoring sessions before and after the training sequence. Videotapes of these sessions were rated for the teacher's use of diagnostic questions, demonstration techniques, evaluation examples, practice phases, and verbal praise. The results indicate that videotape and audiotape feedback are generally equally effective in producing gains in these tutoring skills. (CT)
Document Number: ED049034

Author(s): Dunning, Barbara B.; Gall, Meredith D.
Title: A Very Legitimate Pride
Journal: Arithmetic Teacher; v18 n5 p339 44 1971
Year: 1971
Abstract:

The minicourse ^Individualizing Instruction in Mathematics" by the Far West Laboratory for Educational Research and Development is described. (RS)
Document Number: EJ039138

Author(s) : Gall, Meredith D., Ed.
Title: Far West Laboratory for Educational Research and Development
Journal: Classroom Interaction Newsletter; v6 n2 p32 43 1971
Year: 1971
Abstract:

Includes brief description of all minicourses completed or under development. (RT)
Document Number: EJ038742

Author(s) : Gall, Meredith D., Ed.
Title: Stanford Center for Research and Development in Teaching
Journal: Classroom Interaction Newsletter; v6 n2 p17 31 1971
Year: 1971
Abstract:

Includes brief descriptions of Carter's research projects. (RT)
Document Number: EJ038741

Author(s) : Gall, Meredith D., Ed.
Title: Northwest Regional Educational Laboratory
Journal: Classroom Interaction Newsletter; v6 n2 p7 16 1971
Year: 1971
Abstract:

Includes brief descriptions of laboratory products completed or under development. (RT)
Document Number: EJ038740

Author(s): Gall, Meredith D.
Title: The Use of Questions in Teaching. Teacher Education Division Publication Series. Report A70-9.
Year: 1970
Abstract:

This study surveys the use of questions in the classroom over a fifty-year period. It reveals that the main trend has been the development of techniques to describe questions used by teachers. The present state of research knowledge deals with the incidence of teachers' questions, the relative frequencies with which various types of questions are asked, and taxonomies describing questions which teachers ask. Suggested contributions which can be made by researchers interested in improving the quality of classroom teaching include development of taxonomies based on the types of questions which should be asked; identification of desired changes in student behavior; determination of whether new questioning strategies have the impact on student behavior which is claimed for them; implementation of effective teacher-training programs in the strategy and use of questioning techniques; and the fostering of inservice training programs in questioning skills. (See related document CS 000 186.) (Several pages may be light.) (Author/TO)
Document Number: ED067651

Author(s): Mendelsohn, Gerald A.; Gall, Meredith D.
Title: Personality Variables and the Effectiveness of Techniques To Facilitate Creative Problem Solving
Journal: Journal of Personality and Social Psychology; v16 n2 p346 51 1970
Year: 1970
Document Number: EJ028911

Author(s): Gall, Meredith D.; And Others
Title: The Relationship Between Personality and Teaching Behavior Before and After Inservice Microteaching Training.
Year: 1969
Abstract:

A study was conducted to determine whether personality variables are correlated with specific teaching behaviors as measured before and after a minicourse ("Effective Questioning in a Classroom Discussion," a self-contained package of instructional materials in which teaching skills, which the teacher practices by microteaching, are defined in terms of specific behaviors). The Edwards Personal Preference Schedule and the Rokeach Dogmatism Scale were administered to 16 male and 32 female elementary school teachers before they took the minicourse. Teaching behavior was measured while each teacher taught a 20-minute videotaped lesson in his regular classroom before and after the minicourse. Videotapes were scored by trained raters on six behaviors. Seventeen personality variables were correlated with the six teaching behaviors before and after the minicourse. For females the number of statistically significant correlations was not more than would be expected by chance alone, but for males there were 23 before the minicourse and nine after. Implications are that personality has relatively little effect on the teaching behavior of females but that it has a relatively strong effect on that of males and that training programs such as the minicourse may reduce individual differences in style, thereby partially cancelling out the effect of personality dispositions. (JS)
Document Number: ED031448

Author(s): Gall, Meredith D.; and others
Title: Non-Linguistic Factors in Oral Language Productivity
Journal: Percept Mot Skills; v29 n3 p871 4
Document Number: EJ016416

Author(s): Kallenbach, W. W.; Gall, Meredith D.
Title: Microteaching versus Conventional Methods in Training Elementary Intern Teachers
Journal: J Educ Res; v63 n3 p136 41
Document Number: EJ011956

Author(s): Gall, Meredith D.
Title: The Relationship between Masculinity-Femininity and Manifest Anxiety
Journal: J Clin Psychol; v25 n3 p294 5
Document Number: EJ006504

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