- Ronald Gallimore: Ph.D. (Psychology), Distinguished Professor Emeritus, Department of Psychiatry & Biobehavioral Scie... moreRonald 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.edit
- Lee Sechrest (Northwestern University)edit
Research Interests:
Research Interests:
Research Interests:
ABSTRACT
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests: History, Mathematics Education, Educational Psychology, Learning, Flood, and 15 moreCross cultural studies, Armor, Definition, Greenfield, Behavior Management, Bloom, M, E, C, L, G, J, A, Dalton, and Drills
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
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... 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.
Research Interests:
... E. Werner J Temperament: Developmental Perspectives 33 Mary K. Rothbart and Laura B. Jones 4 Family Life Is More Than Managing Crisis: Broadening the 55 Agenda of Research on FamiliesAdapting to Childhood Disability Ronald Gallimore,... more
... E. Werner J Temperament: Developmental Perspectives 33 Mary K. Rothbart and Laura B. Jones 4 Family Life Is More Than Managing Crisis: Broadening the 55 Agenda of Research on FamiliesAdapting to Childhood Disability Ronald Gallimore, Luanda P. Bernheimer, and ...
Research Interests:
Sociocultural Approaches to Language and Literacy: An Interactionist Perspective Vera John-Steiner Carolyn P. Panofsky, and Larry W. Smith, eds. New York: Cambridge University Press, 1994. 402 pp.
Research Interests:
Research Interests: History, Cognitive development, Educational Psychology, Blake, Conversation, and 15 moreBilingualism, Cultural Differences, Grammar, Buddhist, Definition, Cognitive processes, Decoding, AU, H, E, C, G, J, Drills, and AKA
The relation between child characteristics and parents' developmental expectations for their children with developmental delays at ages 3, 7, and 11 was examined. Parents' developmental expectations were moderately stable... more
The relation between child characteristics and parents' developmental expectations for their children with developmental delays at ages 3, 7, and 11 was examined. Parents' developmental expectations were moderately stable over time, tending to decline as children matured. As hypothesized, parents' 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' developmental expectations and child outcomes at child age 11. The one exception was the prediction of children's daily living competence by a combination of early parent expectations and children's Gesell DQ scores.
Research Interests: Psychology, Developmental Psychology, Education, Child Development, Intellectual Disability, and 15 moreMedicine, Humans, Child, Female, Male, Developmental disabilities, Parents, Longitudinal Studies, Family Health, Adult, Longitudinal Study, Developmental delay, Child preschool, Psychology and Cognitive Sciences, and Medical and Health Sciences
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... 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.
Research Interests:
Research Interests:
Research Interests:
In Western psychology in this century, intense attention has been paid to the means of assisting performance: modeling, contingency managing, feeding back, instructing, questioning , and cognitive structuring . The studies of these... more
In Western psychology in this century, intense attention has been paid to the means of assisting performance: modeling, contingency managing, feeding back, instructing, questioning , and cognitive structuring . The studies of these various means of assistance have “belonged” to different theories, to different disciplines, and even to different nations. By considering them together, we can link large areas of knowledge into an articulated structure – a theory of teaching – and by linking the achievements of Western psychology to the neo-Vygotskian theory of development, the explanatory power of each is increased substantially. In discussing the social origins of cognition, Vygotsky insisted on the primacy of linguistic means in the development of higher mental processes. The signs and symbols of speech are primary “tools” of humankind. Only when linguistic tools are integrated with the tools of physical action can the potential for full human cognitive development be reached. Indeed, he wrote that semiotics – the study of signs – is the only adequate method for investigating human consciousness. Writers in this tradition have continued to presume the primacy of interpersonal speech for the development of intrapsychological functioning, and language is featured almost exclusively in their detailed accounts of the internalization process. This emphasis is in part due to the easily observable role of speech in the processes of internalization. Language appears to be like Mercury, the messenger who carries content from the interpsychological plane to the intrapsychological plane, a messenger with unique gifts for translation from one plane to another.
Research Interests: History, Cognitive development, Educational Psychology, Cybernetics, Metacognition, and 15 moreEvaluation, Bilingualism, Internalization, Mercury, Imitation, Informal, Attitudes, Material, Definition, H, M, C, L, J, and A
Research Interests:
Research Interests: History, Psychology, Educational Psychology, Modeling, Curriculum, and 15 moreProcess, New, Attitudes, Implementation, Microteaching, S, M, P, N, R, L, G, J, A, and miles
Research Interests:
Research Interests: History, Psychology, Mathematics Education, Educational Psychology, Direct Instruction, and 15 moreCurriculum, New, Definition, Scripts, Decoding, Microteaching, AU, Horizontal Organization, S, M, C, R, L, J, and Drills
Research Interests: History, Educational Psychology, Political Science, Theory, Teaching, and 15 moreStaff Development, Immigrants, Process, Scientific, Social Context, Chinese, Mind, Schema, S, M, C, R, J, Y, and Innovation
Research Interests:
Teachers in rural Hawaii completed the Behavior Problem Checklist for 196 Hawaiian and part-Hawaiian students. Two factors were extracted, reflecting disruptiveness and passive withdrawal. Similar studies in the United States have... more
Teachers in rural Hawaii completed the Behavior Problem Checklist for 196 Hawaiian and part-Hawaiian students. Two factors were extracted, reflecting disruptiveness and passive withdrawal. Similar studies in the United States have typically reported three factors; the two obtained in the Hawaii study, and an immaturityinadequacy factor. Failure to find the latter factor was attributed to the cross-cultural nature of the situation. The results were interpreted to indicate that behavior problems reported by teachers vary little from situation to situation and culture to culture, due to the stimulus conditions inherent in the typical school situation.
Research Interests:
Research was reviewed suggesting that Hawaiian-American achievement is related to affiliation motivation. Fantasy n affiliation (nAff) was correlated with reading achievement test scores, but not math achievement scores, for a sample of... more
Research was reviewed suggesting that Hawaiian-American achievement is related to affiliation motivation. Fantasy n affiliation (nAff) was correlated with reading achievement test scores, but not math achievement scores, for a sample of 67 males and females. There was no relationship between n Ach and achievement test scores. The process linking nAff and Hawaiian-American achievement was suggested to involve differential responsiveness to teacher social influence. The results support the view that there are cultural variations in the motivational antecedents of achievement.
Research Interests:
Part H of The Individuals with Disabilities Education Act of 1991 (IDEA), formerly the Education for the Handicapped Act, urges professionals to involve families as true collaborators in the assessment process. The challenge contains... more
Part H of The Individuals with Disabilities Education Act of 1991 (IDEA), formerly the Education for the Handicapped Act, urges professionals to involve families as true collaborators in the assessment process. The challenge contains implications for child as well as family assessment. In this study, semi-structured interviews were conducted with 102 families of preschool-age children with developmental delays to supplement traditional child assessment data. Four types, or subgroups emerged, reflecting variations in parents' views of the impact of their child on the family's daily routine. These subgroups, in turn, were related to different domains of family adaptation or accommodation. Child impact was not related to developmental test scores, and there was no relationship between total family income or socioeconomic status and accommodation. Utility of the typology for early interventionists is discussed.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests: Psychology, Educational Leadership, Reflective Practice, Heuristics, Mathematics Education, and 15 moreCollaboration, Pedagogy, Continuous Improvement, Evidence, Professional Development, Professional Learning Community, School Improvement, Student Achievement, Academic achievement, Elementary School, Education Systems, Attribution, Elementary, Stable Set, and Facilitator
Research Interests: Psychology, Education, Mathematics Education, Poverty, Professional Development, and 13 moreOrganization Theory, Teamwork, Student Achievement, Academic achievement, Elementary School, Education Reform, Comparative Analysis, Experimental Study, Longitudinal Study, Achievement Tests, Indexation, School of Education and Professional Development, and Experimental Group
Research Interests:
This volume consists of articles which summarize both theoretical perspectives and research themes from the project "Multidisability, Family, and Childhood" which was carried out at the Department of Special Education in the... more
This volume consists of articles which summarize both theoretical perspectives and research themes from the project "Multidisability, Family, and Childhood" which was carried out at the Department of Special Education in the University of Jyvaskyla from 1990 to 1993. All writers have participated in the project as consultants or researchers. The chapters cover a variety of topics on the theme of early childhood special education. Thomas Weisner and Ronald Gallimore (University of California, Los Angeles) introduce (Chapter 1) the central principles of ecocultural theory and discuss its applicability to practice. Dianne and Philip Ferguson (University of Oregon, Eugene) examine (Chapter 2) the features of family-professional collaboration. In Chapter 3, Marika Veisson, Aino Saar, and Ene Magi (Tallinn Pedagogical University, Tallinn) present preliminary results from their study on parents' needs in Estonia and support-organizations founded in the 1990's. Markku Leskinen and Jaana Juvonen present (Chapter 4) an attributional model in which parents' responsibility perceptions predict their child-focused emotions which then predict the level of adjustment. !iris Maki examines (Chapter 5) the problems in the assessment of children with severe disabilities and discusses the ecological approach's applicability to early intervention practices. Marjo-Riitta Mattus examines (Chapter 6) different strategies for empowering families by concentrating especially on the of question how an interview could be an intervention. The last set of articles concern families of small premature infants and their development. Maija Virpiranta-Salo discusses (Chapter 7) the development of parenthood in parents whose family-life starts with special circumstances. Annikki Riitesuo provides (Chapter 8) a literature review about speech and language problems in prematurely-born children. Finally, Tuula Laukkanen discusses (Chapter 9) parentprofessional communication in a health care context
Research Interests:
Research Interests:
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across... more
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examined eighth-grade mathematics teaching in the United States and six higher-achieving countries. A range of teaching systems were found across higher-achieving countries that balanced attention to challenging content, procedural skill, and conceptual understanding in different ways. The United States displayed a unique system of teaching, not because of any particular feature but because of a constellation of features that reinforced attention to lower-level mathematics skills. The authors argue that these results are relevant for policy (mathematics) debates in the United States because they provide a current account of what actually is happening inside U.S. classrooms and because they demonstrate that current debates often pose overly simple choices. The authors suggest ways to learn from examining teaching systems that are not alien to U.S. teachers but that balance a skill emphasis with attention to challenging mathematics and conceptual development.