WorldCat Identities

Murray, Frank B.

Works: 88 works in 178 publications in 2 languages and 4,401 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Academic theses  Abstracts 
Roles: Author, Editor, Other, Thesis advisor, Creator
Classifications: BF723.C5, 155.4130124
Publication Timeline
Most widely held works about Frank B Murray
Most widely held works by Frank B Murray
The Impact of Piagetian theory : on education, philosophy, psychiatry, and psychology by Frank B Murray( Book )

13 editions published between 1978 and 1979 in English and held by 1,005 WorldCat member libraries worldwide

"Based upon the authors' presentations at the plenary sessions of the fifth annual symposium of the Jean Piaget Society."
The teacher educator's handbook : building a knowledge base for the preparation of teachers( Book )

8 editions published between 1995 and 1996 in English and Spanish and held by 693 WorldCat member libraries worldwide

Compilation of articles on the pedegogy of education
The acquisition of reading : cognitive, linguistic, and perceptual prerequisites by Learning, and Instruction Delaware Symposium on Curriculum( Book )

18 editions published in 1978 in English and held by 508 WorldCat member libraries worldwide

Collection of 10 conference papers that examine the process of reading acquisition in the areas of intellectual development, learning, perception, linguistics, and information processing
Critical features of Piaget's theory of the development of thought by Frank B Murray( Book )

11 editions published between 1972 and 1974 in English and Undetermined and held by 392 WorldCat member libraries worldwide

Various articles by and about Jean Piaget and his theories
Language awareness and reading by Lynn H Waterhouse( Book )

8 editions published between 1980 and 1985 in English and held by 356 WorldCat member libraries worldwide

Reading and understanding by Joseph H Danks( Book )

7 editions published in 1980 in English and held by 353 WorldCat member libraries worldwide

The recognition of words by Linnea C Ehri( Book )

7 editions published between 1977 and 1978 in English and held by 337 WorldCat member libraries worldwide

The three articles in this publication discuss the following topics: (1) a psycholinguistic perspective on beginning reading that focuses on the child's linguistic system, rather than on the information processing strategies he or she learns to use in reading, and identifies word recognition as the major hurdle faced by the beginner; (2) the issue of whether the meaning of words can be assessed directly from their representation; and (3) the status of knowledge about phonological rules and their role in reading. Lists of references accompany each article. (Cc)
Some perceptual prerequisites for reading by Uta Frith( Book )

6 editions published in 1980 in English and held by 332 WorldCat member libraries worldwide

The two chapters of this monograph deal with the issue of the existence of a perceptual grammar that influences reading proficiency, particularly initial reading proficiency. The first chapter indicates the importance of studying reading and writing in terms of readers' and writers' knowledge of visuo-spatial processing rules. It discusses research into the processing of single shapes, the processing of arrays of shapes, and the production of shapes, and it suggests some readily testable hypotheses relating to the grammar of two-dimensional space. The suggested hypotheses deal with five areas: (1) mirror image confusions and writing reversals, (2) internal (mind's eye) scanning, (3) differences between production and recognition of graphic symbols, (4) readers' use of Cartesian spatial rules, and (5) low versus high skills. The second chapter describes Lila Ghent Braine's work indicating that children have a concept of "right-side-up" different from that of adults and discusses evidence that this concept contributes to children's rotation errors in copying symbols. It also discusses factors that contribute to children's mirror image confusions, outlines some practical implications, and offers hypotheses about reasons for the persisting orientation errors of children who have difficulty learning to read. (Gt)
Models of efficient reading by Karen M Cohen( Book )

6 editions published in 1978 in English and held by 292 WorldCat member libraries worldwide

The three papers in this book treat the experimental literature on eye movements in reading and information processing to determine what factors might be manipulated to improve reading efficiency. The first paper discusses control models of eye activity in reading, research data concerning eye activity with reading material, and future directions for research in this area. The second paper examines the notion of processing efficiency in reading, reviews a model that deals explicitly with automatic information processing in reading, discusses relevant research, and suggests procedures for studying the efficiency of reading skills. The final paper critically reviews the Human Information Processing (hip) approach to reading, assessing its utility both as a theory of how people read and as a possible guide to pedagogical practice. (Gw)
The reform of teacher education for the 21st Century : Project 30 year one report by Frank B Murray( Book )

3 editions published in 1989 in English and held by 23 WorldCat member libraries worldwide

Project 30 is a collaborative effort involving 30 representative institutions of higher education whose mandate is the redesign the way that prospective teachers are educated at the nation's colleges and universities. Faculties of arts and sciences and faculties in education are engaged in joint action for fundamental reform. The 30 participating colleges and universities are a cross-section of all four-year institutions in the United States that prepare teachers for certification. This report takes stock of the status of Project 30 after a little more than 1 year, and identifies five themes or conversations taking place among faculties of the participating institutions in an attempt to clarify the intellectual underpinnings of teacher education: (1) subject matter understanding; (2) general and liberal knowledge; (3) pedagogical content knowledge; (4) multicultural, international, and other human perspectives; and (5) recruitment into teaching. Three years after its initiation, Project 30 will have begun reforms on campuses of participating institutions and will issue major publications calling for a national reform effort based on the work and ideas consolidated during the life of the project. Participating institutions are listed. (LL)
The adquisition of reading : Cognitive, linguistic, and perceptual prerequisites by Learning, and Instruction Delaware Symposium on Curriculum( )

1 edition published in 1978 in English and held by 4 WorldCat member libraries worldwide

Industrial restructuring and working class politics in post-war Italy : a study of the decentralisation of production in the Bologna engineering industry by Frank B Murray( Book )

3 editions published in 1984 in English and held by 3 WorldCat member libraries worldwide

Some factors related to the conservation of illusion-distorted length by primary school children by Frank B Murray( Book )

3 editions published in 1966 in English and held by 3 WorldCat member libraries worldwide

Effects of SO2, HF and their combination on plants of ecological or agricultural importance in Australia by Frank B Murray( Book )

2 editions published between 1987 and 1988 in English and held by 3 WorldCat member libraries worldwide

Boiled beef and carrots by Charles Collins( )

3 editions published between 1939 and 1975 in English and held by 3 WorldCat member libraries worldwide

A Semantic Basis of Nonconservation of Weight by Frank B Murray( )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

The Structure of Teacher Education Reform in the United States Some Projects at the University of Delaware by Frank B Murray( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

This paper addresses the progressive efforts to reform teaching in the United States by making it into more of a profession. Three main components of teacher education, each designed to address a particular aspect of the teacher's work, are discussed: (1) the arts and science component in which prospective teachers acquire knowledge of the subject matter they will teach, and also acquire a liberal education that will enable them to go beyond mere teaching technique; (2) the pedagogical knowledge component in which the prospective teacher acquires a knowledge of teaching, educational research findings, and educational theory; and (3) the clinical component in which the prospective teacher practices and begins to master the teacher's art and craft. Descriptions are given of how the teacher education program at the University of Delaware has been re-structured in these components to meet current needs for reform. Included in reflections regarding needs changes in teacher education are suggestions for recruiting more talented minority group teachers. It is pointed out that hopes for a genuine profession of teaching rest upon reform of each segment of the teacher education program and also a realization that these reforms are insufficient without the restructuring of the schools. (JD)
The Future of Piaget's Theory in Education by Frank B Murray( Book )

1 edition published in 1979 in English and held by 2 WorldCat member libraries worldwide

This paper assesses the utility of Piagetian theory for educational practice. Educational practice cannot be formally deduced from psychological theory, but may be theory-compatible if the theory does not specifically forbid the practice. Piaget's genetic epistemology has provided a theoretical justification for longstanding educational innovations. Practitioners may not realize, however, that even educational recommendations from operant theory are compatible with Piagetian theory. There are no clear-cut implications in Piagetian theory for sequencing curriculi or for determining curriculum content. To make the Piagetian tasks part of the curriculum is as misguided as teaching iq items to develop intelligence. Piagetian psychology has been richest in its generation of instructional procedures. All of the procedures can be shown sufficient within the limits cited for cognitive growth while none seem necessary for it. Many of these training strategies are applicable to all concepts, have face validity as classroom techniques and in many instances would seem to be a teacher's first choice for providing conceptual clarification. The chief legacy of Piagetian theory for instruction will continue to be the development and evaluation of specific training techniques for various school concepts. Perhaps the only certain educational recommendation from a theory such as Piaget's is that schools should simulate "natural" human development. (Author/RH)
Recommendations to improve the validity of the Delaware Faculty Activity Study by Heather A Kelly( Book )

1 edition published in 2008 in English and held by 2 WorldCat member libraries worldwide

Full-time faculty at four-year institutions report that they spend approximately one-half of their time on teaching activities. This leads to the question, 'How productive are they being with the rest of their time?' The Delaware Faculty Activity Study surveys faculty about the demands on their out-of-classroom time. The purpose of this Executive Position Paper is to understand whether the Faculty Activity Study is producing accurate results and provide recommendations that will improve the Study by increasing confidence in the data submitted. Executive Position Paper One focuses on faculty workload and out-of-classroom faculty activity. The issue at hand is that no comprehensive database exists that encompasses the various elements of faculty work and the products associated with that work. The challenge lies in understanding exactly what faculty members do and to what extent faculty members are engaged in teaching, scholarship, and service activities based on the various disciplines and institutional missions. Executive Position Paper Two discusses the Faculty Activity Study in detail. The results of the 2002 and 2003 Faculty Activity Study show that how faculty spend their time is a reflection of institutional mission. The primary credibility concern of the Faculty Activity Study is that there may be a possible disconnect between the survey self-reported data on faculty activity and the actual faculty activity that is taking place outside of the classroom. Interviews conducted with an associate dean and department chairs indicate the general consensus is that self-reported faculty data are reliable. A departmental data verification demonstrates that the data reported by departments are usually accurate and credible. Executive Position Paper Three focuses on the recommendations for the Faculty Activity Study. The recommendations include gaining support for the Faculty Activity Study, implementing a campus-wide web-based faculty activity system, and communicating how data obtained via a web-based faculty activity system will be used. These recommendations will help strengthen the utility of the Faculty Activity Study and enable the development of a web-based data collection process that will support the Study. In the end, the Faculty Activity Study will allow institutions to describe the full range of faculty work
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The teacher educator's handbook : building a knowledge base for the preparation of teachers
English (103)

Spanish (1)