Ronald G Gallimore

University of California, Los Angeles, Psychiatry & Biobehavioral Sciences, Faculty Member

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Ronald Gallimore: Ph.D. (Psychology), Distinguished Professor Emeritus, Department of Psychiatry & Biobehavioral Sciences; Center for Culture and Health; UCLA faculty member: 1971 to present; Formerly Research Psychologist, Department of Anthropology, Princess Bernice Pauahi Bishop Museum; Associate Professor of Psychology & Anthropology, University of Hawaii; Chief Scientist, LessonLab Research Institute. Gallimore investigates teaching, training, and coaching and their improvement in education, mental health, & sport.
Supervisors: Lee Sechrest (Northwestern University)

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Journal Articles by Ronald G Gallimore

Gender Differences in Factors Leading to College Enrollment: A Longitudinal Analysis of Latina and Latino students

by Estela Zarate and Ronald G Gallimore

Harvard Education Review, 2005

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Papers by Ronald G Gallimore

The Family And The School

A Cognitive Skills Training Program for Moderately Retarded Learners

Education and training of the mentally retarded, Apr 1, 1980

Practice

Cambridge University Press eBooks, Jan 27, 1989

The Third International Mathematics and Science Study (TIMSS): A brief introduction

Educational Studies in Mathematics, 1992

ABSTRACT

The Effects of Elaboration and Rehearsal on Long-Term Retention of Shape Names by Kindergarteners. Technical Report #31

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The Relationship of Sibling Caretaking and Attentiveness to a Peer Tutor. Technical Report #20

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The Mutual Problems of Hawaiian-American Students and Public Schools. Technical Report #1

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Operational Features of the Kamehameha Early Education Project. Technical Report #4

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The redefinition of teaching and schooling

Cambridge University Press eBooks, Jan 27, 1989

15. Variations in the Motivational Antecedents of Achievement among Hawaii's Ethnic Groups

9. Value Style and School Achievement among Hawaiian-Americans

The Relationship of Preschool Experience and Socioeconomic Status to Kindergarten and First Grade Achievement. Technical Report #65

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Solving Problems in Hawaiian-American Classrooms: Excellent Teaching and Cultural Factors. Technical Report #2

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The Development of Comprehension Strategies through the Regulatory Function of Teacher Questions

Education and training of the mentally retarded, 1983

Cognitive Style in Urban and Rural Korea

Journal of Cross-Cultural Psychology, Jun 1, 1975

Differences in cognitive style between rural and urban children in the Republic of Korea were com... more Differences in cognitive style between rural and urban children in the Republic of Korea were compared. A total of 271 boys and girls randomly sampled from the fourth to eighth grade in an urban center and a rural town were administered an embedded figures test and a test of conceptual styles. The urban children showed higher field-independence scores and higher analytic conceptualization. A hypothesis formulated by Witkin et al. (1974) suggests the rural-urban differences in field-independence may be attributable to differential importance attached by parents to social conformity. Differences in conceptual style may be similarly explained. The two cognitive variables were moderately correlated for this sample.

Developmental Perspectives on Children With High-incidence Disabilities

Routledge eBooks, Apr 1, 1999

... E. Werner J Temperament: Developmental Perspectives 33 Mary K. Rothbart and Laura B. Jones 4 ... more

Sociocultural Approaches to Language and Literacy: An Interactionist Perspective:Sociocultural Approaches to Language and Literacy: An Interactionist Perspective

Anthropology & Education Quarterly, Dec 1, 1997

Sociocultural Approaches to Language and Literacy: An Interactionist Perspective Vera John-Steine... more

The activity setting of the instructional conversation: developing word and discourse meaning

Cambridge University Press eBooks, Jan 27, 1989

Parents' Developmental Expectations and Child Characteristics: Longitudinal Study of Children With Developmental Delays and Their Families

American Journal on Mental Retardation, 1998

The relation between child characteristics and parents&#39; developmental expectations for th... more The relation between child characteristics and parents&#39; developmental expectations for their children with developmental delays at ages 3, 7, and 11 was examined. Parents&#39; developmental expectations were moderately stable over time, tending to decline as children matured. As hypothesized, parents&#39; developmental expectations were associated with child characteristics at age 3 and became increasingly correlated with child characteristics over time. Results of regression analyses generally support the hypothesis that early child characteristics, but not early parent expectations, are the best predictors of parents&#39; developmental expectations and child outcomes at child age 11. The one exception was the prediction of children&#39;s daily living competence by a combination of early parent expectations and children&#39;s Gesell DQ scores.

Gender Differences in Factors Leading to College Enrollment: A Longitudinal Analysis of Latina and Latino students

by Estela Zarate and Ronald G Gallimore

Harvard Education Review, 2005

Download

The Family And The School

A Cognitive Skills Training Program for Moderately Retarded Learners

Education and training of the mentally retarded, Apr 1, 1980

Practice

Cambridge University Press eBooks, Jan 27, 1989

The Third International Mathematics and Science Study (TIMSS): A brief introduction

Educational Studies in Mathematics, 1992

ABSTRACT

The Effects of Elaboration and Rehearsal on Long-Term Retention of Shape Names by Kindergarteners. Technical Report #31

Download

The Relationship of Sibling Caretaking and Attentiveness to a Peer Tutor. Technical Report #20

Download

The Mutual Problems of Hawaiian-American Students and Public Schools. Technical Report #1

Download

Operational Features of the Kamehameha Early Education Project. Technical Report #4

Download

The redefinition of teaching and schooling

Cambridge University Press eBooks, Jan 27, 1989

15. Variations in the Motivational Antecedents of Achievement among Hawaii's Ethnic Groups

9. Value Style and School Achievement among Hawaiian-Americans

The Relationship of Preschool Experience and Socioeconomic Status to Kindergarten and First Grade Achievement. Technical Report #65

Download

Solving Problems in Hawaiian-American Classrooms: Excellent Teaching and Cultural Factors. Technical Report #2

Download

The Development of Comprehension Strategies through the Regulatory Function of Teacher Questions

Education and training of the mentally retarded, 1983

Cognitive Style in Urban and Rural Korea

Journal of Cross-Cultural Psychology, Jun 1, 1975

Developmental Perspectives on Children With High-incidence Disabilities

Routledge eBooks, Apr 1, 1999

... E. Werner J Temperament: Developmental Perspectives 33 Mary K. Rothbart and Laura B. Jones 4 ... more

Sociocultural Approaches to Language and Literacy: An Interactionist Perspective:Sociocultural Approaches to Language and Literacy: An Interactionist Perspective

Anthropology & Education Quarterly, Dec 1, 1997

Sociocultural Approaches to Language and Literacy: An Interactionist Perspective Vera John-Steine... more

The activity setting of the instructional conversation: developing word and discourse meaning

Cambridge University Press eBooks, Jan 27, 1989

Parents' Developmental Expectations and Child Characteristics: Longitudinal Study of Children With Developmental Delays and Their Families

American Journal on Mental Retardation, 1998

Feedback and accuracy of clinical predictions

Journal of Consulting Psychology, Feb 1, 1967

LEE SECHRESTNorthwestern UniversityRONALD GALLIMOREBishop Museum, HonoluluAND PAUL D. HERSCHUnive... more LEE SECHRESTNorthwestern UniversityRONALD GALLIMOREBishop Museum, HonoluluAND PAUL D. HERSCHUniversity of ConnecticutThe investigation stems from a recommendation by Holt that clinicians shouldhave training which makes it possible for them to validate themselves asclinical predictors in much the same way as tests are cross-validated. 3 experi-ments were devised to provide feedback concerning accuracy of predictionsin the expectations that feedback could be used to improve performance. The"clinicians" studied were undergraduate students, and the prediction taskinvolved interpretation of short sentence-completion protocols. In all 3 experi-ments there was evidence for the superior performance of those Ss whoreceived feedback, but the bulk of the evidence suggested that the feedbackeffect was attributable to enhancement of motivation of the Ss rather than tospecific informational value.

Ronald G Gallimore

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