Our Experts
 |
Ronald Gallimore, Ph.D., Distinguished Professor Emeritus UCLA, Senior Research Consultant, Pearson Learning Teams Ronald Gallimore, Ph.D., is Distinguished Professor Emeritus at UCLA, and senior Research Consultant to Pearson Learning Teams. He taught psychology at California State University, Long Beach, and University of Hawaii before joining the faculty at UCLA in 1971. In 1966, he was appointed Research Psychologist, Princess Bernice Pauahi Bishop Museum to co-direct a 5-year field study in a Native Hawaiian community. In 1970, he and Roland Tharp designed and built a laboratory school (Kamehameha Elementary Education Project), which they co-directed for 10 years. For this work and their book Rousing Minds to Life (Cambridge University Press, 1988), Gallimore and Tharp were presented the 1993 Grawemeyer Award in Education. In 1993, the International Reading Association presented him the Albert J. Harris Award. He received the University of California Presidential Award for research contributing to the improvement of public schools. Gallimore and Jim Stigler co-directed the 1999 TIMSS Video Study. You Haven't Taught Until They Have Learned is his most recent book which describes a 30 year investigation of Coach John Wooden's teaching practices. Since the 1980s he has collaborated with Drs. Bill Saunders and Claude Goldenberg in longitudinal school-based investigations on which Pearson Learning Teams is based. His current research focuses on improving teaching. EducationPh.D., Northwestern University, Evanston, Illinois, 1964, psychology Selected PublicationsTharp, R. G. and Gallimore, R. (1989) Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge: Cambridge Univ. Press. Gallimore, R., Keogh, B. K., and Bernheimer, C. (1999). The nature and long-term implications of early developmental delays: A summary of evidence from two longitudinal studies. International Review of Research in Mental Retardation, 22, 105-135. Gallimore, R. and Reese, L. J. (1999). Mexican immigrants in urban California: Forging adaptations from familiar and new cultural resources. In M. C. Foblets and C. L. Pang (Eds.), Culture, Ethnicity and Immigration. In honor of Prof. E. Roosens (pp. 245-263). Leuven, Belgium: ACCO. Gallimore, R. and Stigler, J. (2003). Closing the Teaching Gap: Assisting Teachers Adapt to Changing Standards and Assessments. In C. Richardson, Ed., Whither Assessment (25-36). London, England: Qualifications and Curriculum Authority. Hiebert, J., Gallimore, R., Garnier, H., Givvin, K.B., Hollingsworth, H., Jacobs, J., Chui, A. M., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., and Stigler, J. (2003). Teaching mathematics in seven countries: Results from the TIMSS 1999 Video Study. NCES (2003-013). U.S. Department of Education. Washington DC: National Center for Education Statistics. Gallimore, R. & Tharp, R. (2004 ). What a Coach Can Teach A Teacher 1975-2004: Reflections and Reanalysis of John Wooden's Teaching Practices. The Sport Psychologist, 18, 2, 119-137. Nater, S. & Gallimore, R. (2005). You haven't taught until they have learned: John Wooden's teaching principles and practices. Morganstown, West Virginia: Fitness International Technology, Inc. Roth, K. J., Druker, S. L., Garnier, H. E., Lemmens, M., Chen, C., Kawanaka, T., Rasmussen, Trubacova, S., Warvi, D., Okamoto, Y., Gonzales, P., Stigler, J., & Gallimore, R. (2006). Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. (NCES 2006-011). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office. Gallimore, R., Ermeling, B.A., Saunders, W.M., & Goldenberg, C. (2009). Moving the learning of teaching closer to practice: Teacher Education Implications of School-based Inquiry Teams. Elementary School Journal, 109, 5, 537-553. Saunders, W., Goldenberg, C. , & Gallimore, R. (in press, December, 2009) Increasing achievement by focusing grade level teams on improving classroom learning: A Prospective, Quasi-experimental Study of Title 1 Schools. American Educational Research Journal, 46, 4, |