WorldCat Identities

Morine-Dershimer, Greta

Overview
Works: 70 works in 116 publications in 3 languages and 1,936 library holdings
Genres: Handbooks and manuals  Case studies 
Roles: Author, Editor
Classifications: LB1067, 372.139
Publication Timeline
.
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 367 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 336 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 254 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 142 WorldCat member libraries worldwide

Dispelling myths about teacher education by Greta Morine-Dershimer( Book )

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

This collection of papers presents the experiences of several university educators in dispelling myths about teacher education. The papers include: "Introduction--Out of the Ivory Towers: Making Connections with the Public" (Gail Huffman-Joley); "Education Deans Are Not Activists for Reform" (Richard C. Kunkel and Molly Hultquist Gregg); "There Is No Connection between Standards and the Assessment of Beginning Teachers" (E. Lynne Weisenbach); "Teacher Education Programs Are All the Same" (Mary E. Diez); "Teacher Education Is Not Reality Based" (Raphael O. Nystrand); "We Have 'Lost' the Best and Brightest in Teacher Education" (Frank B. Murray); "Schools and Colleges of Education Are Unable To Raise Funds" (Bernard Oliver); and "Outsiders Are Not Welcome" (Gary Galluzzo). (Papers contain references.) (Sm)
Participant perspectives of classroom discourse : execuitve summary by Greta Morine-Dershimer( Book )

3 editions published in 1981 in English and held by 59 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 51 WorldCat member libraries worldwide

Discovering your language by Neil Postman( Book )

6 editions published between 1963 and 1996 in English and held by 36 WorldCat member libraries worldwide

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

8 editions published between 1978 and 1992 in Spanish and French and held by 34 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

Why do you ask? by Greta Morine-Dershimer( Book )

2 editions published in 1980 in English and held by 3 WorldCat member libraries worldwide

A sociolinguistic investigation of pupil interpretations of the functions of questions and responses was applied to 165 pupils in a multiethnic, lower socioeconomic status elementary school. Procedures involved videotaping of language arts lessons and family conversations. Videotapes were played back to pupils, who were then asked to explain "What reasons people had for saying these things." Pupils reported that responses made to questions occuring in family conversation served an informative function, but that the questions asked in a classroom situation served an instructional or routinely interactive function. There were no significant ethnic differences in pupil perceptions of the function of questions; there were, however, significant differences in teachers' use of questions, which appeared to relate to classroom differences in final reading achievement. (Lh)
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 2 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)
Classroom teaching skills( Book )

1 edition published in 2011 in English and held by 2 WorldCat member libraries worldwide

This text will help beginning teachers meld theory with practice. The book conceptualizes the effective teacher as a reflective decision maker, one who makes planing, implementing, evaluation, and management decisions as part of the instructional role
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
Teacher induction and mentoring : school-based collaborative programs by Gary P DeBolt( Book )

2 editions published in 1992 in English and held by 1 WorldCat member library worldwide

Annotation Describes a strategy of keeping novice teachers from giving up after the first year, by matching them with experienced colleagues who can ease them into the field. Explains the theory of the mentoring process, describes five effective school-based models, and reports on what experienced mentors have found most useful. Addressed to school administrators, but also of interest to people thinking of becoming teachers. Paper edition (unseen), $16.95. Annotation copyright by Book News, Inc., Portland, OR
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.40 (from 0.06 for Teacher in ... to 0.90 for El descubr ...)

Classroom teaching skills
Alternative Names
Dershimer, Greta Morine-.

Morine, Greta.

Morine, Greta G.

Languages
Covers
Teacher professional development in changing conditionsTeacher induction and mentoring : school-based collaborative programs