WorldCat Identities

Morine-Dershimer, Greta

Overview
Works: 56 works in 98 publications in 2 languages and 1,888 library holdings
Genres: Handbooks and manuals  Case studies 
Roles: Author, Editor
Classifications: LB1067, 372.139
Publication Timeline
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Most widely held works by Greta Morine-Dershimer
Discovery: a challenge to teachers by Harold Morine( Book )

8 editions published in 1973 in English and held by 420 WorldCat member libraries worldwide

A primer for the inner-city school by Harold Morine( Book )

2 editions published in 1970 in English and held by 368 WorldCat member libraries worldwide

Talking, listening, and learning in elementary classrooms by Greta Morine-Dershimer( Book )

4 editions published between 1985 and 1986 in English and held by 338 WorldCat member libraries worldwide

Creating the school : an introduction to education by Bruce R Joyce( Book )

3 editions published in 1976 in English and held by 257 WorldCat member libraries worldwide

Discovering new dimensions in the teaching process by Greta Morine-Dershimer( Book )

3 editions published in 1971 in English and held by 144 WorldCat member libraries worldwide

Dispelling myths about teacher education( Book )

2 editions published in 2000 in English and held by 69 WorldCat member libraries worldwide

Participant perspectives of classroom discourse : execuitve summary by Greta Morine-Dershimer( Book )

3 editions published in 1981 in English and held by 56 WorldCat member libraries worldwide

Tapping teacher thinking through triangulation of data sets by Greta Morine-Dershimer( Book )

3 editions published in 1983 in English and held by 50 WorldCat member libraries worldwide

Discovering your language by Neil Postman( Book )

5 editions published between 1963 and 1967 in English and held by 35 WorldCat member libraries worldwide

El descubrimiento : un desafío a los profesores by Harold Morine( )

7 editions published between 1978 and 1992 in Spanish and held by 33 WorldCat member libraries worldwide

Teacher plan and classroom reality : the South Bay study, part IV by Greta Morine-Dershimer( Book )

2 editions published in 1979 in English and held by 13 WorldCat member libraries worldwide

Teachers' conceptions of pupils : an outgrowth of instructional context : the South Bay study, part III by Greta Morine-Dershimer( Book )

2 editions published in 1979 in English and held by 12 WorldCat member libraries worldwide

The process of change : a handbook for teachers on the concept of changing sex role stereotypes by Gloria Golden( Book )

2 editions published between 1974 and 1977 in English and held by 6 WorldCat member libraries worldwide

The new English series by Neil Postman( Book )

1 edition published in 1967 in English and held by 6 WorldCat member libraries worldwide

Model of inductive discovery for instructional theory by Greta Morine-Dershimer( Book )

3 editions published between 1965 and 1966 in English and held by 4 WorldCat member libraries worldwide

A Study of Teacher and Pupil Perceptions of Classroom Interaction. Special Study B. Beginning Teacher Evaluation Study. Technical ReportNo. 75-11-6 by Greta Morine-Dershimer( Book )

1 edition published in 1975 in English and held by 3 WorldCat member libraries worldwide

Teachers were designated as more and less effective according to their ability to teach specially constructed reading and mathematics curriculum units over two weeks. They were then studied to determine if their perceptions of classroom interaction and interactive decision making were different. They were also studied to determine whether they notice different aspects of teaching when viewing instruction by another teacher. Pupils were also studied to determine what aspects of instruction were salient to them. Four variables related to the teachers' thinking about instruction were found worthy of further study. These were the teachers' (a) logical/critical thinking; (b) comparative thinking; (c) negative thinking, and (d) amount of input accepted or sought during interactive decision making. In particular, teachers with high pupil gain scores tended to emphasize cognitive aspects of the lesson more, while teachers with low pupil gain scores gave slightly more attention to affective aspects of the lesson. The most salient instructional characteristics for students were cognitive events, not affective events. (Author/JD)
Why do you ask? by Greta Morine-Dershimer( Book )

2 editions published in 1980 in English and held by 2 WorldCat member libraries worldwide

A Study of Teacher Planning. Special Study C. Beginning TeacherEvaluation Study. Technical Report Series by Greta Morine-Dershimer( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

Twenty more effective and twenty less effective teachers were studied to determine if they differed in the ways they plan for instruction. The effectiveness of the teachers was determined by their ability to affect gains in reading and mathematics over two weeks of instruction with a specially designed curriculum unit. Four variables were noted as distinguishing between the planning of the more and less effective teachers. There were: (a) whether the teacher used specific or general information in planning; (b) whether the teacher believed students had the potential to learn the material; (c) whether the teacher considered the cognitive aspects of instruction; and (d) whether the teacher produced much of his or her own instructional materials. When the findings of this study were compared to the findings of a coordinated study of teacher and pupil perceptions of classroom interaction, two of the variables were found to be important in both teacher planning and classroom interaction. These two were teacher tendency to think in generalities rather than specifics, and teacher attention to cognitive aspects of lessons. (Author/JD)
Teacher Judgments and Pupil Observations: Beauty in the Eye ofthe Beholder by Greta Morine-Dershimer( Book )

1 edition published in 1976 in English and held by 2 WorldCat member libraries worldwide

Some results of a study of teacher preactive and interactive decision-making are presented. The paper focuses on teacher judgments and observations about the interactive behavior of other teachers. The teacher-judges viewed videotaped sequences of several lessons similar in content to lessons they themselves had just finished teaching. Patterns of teacher observation and preferences are reported and comparisons made to pupil observations based on viewing the same videotaped lesson segments. The study indicates that there are statistically significant differences in the kinds of comments made by teachers of high and low pupil gain scores, that teachers as a whole seem to attend to relevant aspects of a given lesson and respond differently when observing different teaching procedures, that individual teachers respond differentially to the same lesson, and that pupils are attentive to different aspects of lessons than their teachers. (Rc)
Teacher professional development in changing conditions by D Beijaard( Book )

7 editions published in 2005 in English and held by 2 WorldCat member libraries worldwide

Presents highlights from the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). This book presents the five keynote addresses of the conference in the first part, and presents selected papers related to each of the three sub-themes deliberated in the conference in parts 2 through 4
 
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Teacher professional development in changing conditions
Alternative Names
Dershimer, Greta Morine-.

Morine, Greta.

Morine, Greta G.

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