Gerald G Duffy
Biographic Data
| ID | 2048160 |
|---|---|
| NAME | Gerald G Duffy |
| GIVEN NAMES | Gerald G |
| FAMILY NAME | Duffy |
| SIGNATURE | DUFFY G G |
| AFFILIATIONS | Michigan State University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 84 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1967 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 5 |
Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators
In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of research is focused on teacher adaptations to practice in the classroom. The second program of research …
Handbook of Research on Reading Comprehension
Beyond Knowledge
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students…
Moving From the Old to the New
This article is an attempt to integrate findings from research about comprehension processes, comprehension strategies, and teaching strategies in order to inform instructional practice in reading comprehension. The article begins with a discussion of traditional views about reading and how those views have shaped the current comprehension curriculum in American schools. A view of comprehension based on recent models of the reading process is pre…
Effects of Explaining the Reasoning Associated with Using Reading Strategies
Conceptualizing instructional explanation
The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement
Gerald G. Duffy, Laura R. Roehler, Michael S. Meloth, Linda G. Vavrus, Cassandra Book, Joyce Putnam, Roy Wesselman, The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects, Reading Research Quarterly, Vol. 21, No. 3 (Summer, 1986), pp. 237-252
Constraints on Teacher Change
Duffy and Roehler examine teacher resistance to change by collecting self- report data on why a particular instruc tional innovation was not regularly implemented in classroorr's. Results in dicate that certain conditions constrain teacher thinking about innovations. These conditions are described. Hypo theses are presented regarding the ways these constraints modify teacher im plementation of instructional innova tions. Implications for teacher …
Commentary
Gerald G. Duffy, Commentary: Response to Borko, Shavelson, and Stern: There's More to Instructional Decision-Making in Reading than the "Empty Classroom", Reading Research Quarterly, Vol. 17, No. 2 (1982), pp. 295-300
Commentary
Classroom Teaching Is More Than Opportunity To Learn
Projects have a place in the modern classroom
The teaching of subject matter in and improved ways has characterized the educational scene since Sputnik in 1958. The new mathematics, science, social studies, and language arts have all been enthusiastically promoted. In the process of implementing these curriculum changes, however, it is possible that we are losing our humaneness, our sensitivity, and our concern for involving children intrinsically in the process of learning. In short, we are…
The Construction and Validation of an Instrument to Measure Poetry Writing Performance
An exploration of a clinical professor approach to methods instruction
been made by the many critics of methods courses. These have ranged from Koerner's suggestion that existing teacher-training institutions be closed,3 to Conant's recommendation that methods courses be taught by professors.' It was the suggestion which served as the basis for this study. A clinical professor, as defined in this study, is a college professor who continues to in the elementary classroom while providing instruction in how to teach in…
Beyond Knowledge
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students…
Effects of Explaining the Reasoning Associated with Using Reading Strategies
Constraints on Teacher Change
Duffy and Roehler examine teacher resistance to change by collecting self- report data on why a particular instruc tional innovation was not regularly implemented in classroorr's. Results in dicate that certain conditions constrain teacher thinking about innovations. These conditions are described. Hypo theses are presented regarding the ways these constraints modify teacher im plementation of instructional innova tions. Implications for teacher …
Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators
In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of research is focused on teacher adaptations to practice in the classroom. The second program of research …
The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement
Gerald G. Duffy, Laura R. Roehler, Michael S. Meloth, Linda G. Vavrus, Cassandra Book, Joyce Putnam, Roy Wesselman, The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects, Reading Research Quarterly, Vol. 21, No. 3 (Summer, 1986), pp. 237-252
Conceptualizing instructional explanation
Commentary
An exploration of a clinical professor approach to methods instruction
been made by the many critics of methods courses. These have ranged from Koerner's suggestion that existing teacher-training institutions be closed,3 to Conant's recommendation that methods courses be taught by professors.' It was the suggestion which served as the basis for this study. A clinical professor, as defined in this study, is a college professor who continues to in the elementary classroom while providing instruction in how to teach in…
The Construction and Validation of an Instrument to Measure Poetry Writing Performance
Projects have a place in the modern classroom
The teaching of subject matter in and improved ways has characterized the educational scene since Sputnik in 1958. The new mathematics, science, social studies, and language arts have all been enthusiastically promoted. In the process of implementing these curriculum changes, however, it is possible that we are losing our humaneness, our sensitivity, and our concern for involving children intrinsically in the process of learning. In short, we are…
Classroom Teaching Is More Than Opportunity To Learn
Commentary
Gerald G. Duffy, Commentary: Response to Borko, Shavelson, and Stern: There's More to Instructional Decision-Making in Reading than the "Empty Classroom", Reading Research Quarterly, Vol. 17, No. 2 (1982), pp. 295-300
Commentary
Conceptualizing instructional explanation
The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement
Gerald G. Duffy, Laura R. Roehler, Michael S. Meloth, Linda G. Vavrus, Cassandra Book, Joyce Putnam, Roy Wesselman, The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement: A Study of Reading Teacher Effects, Reading Research Quarterly, Vol. 21, No. 3 (Summer, 1986), pp. 237-252
Constraints on Teacher Change
Duffy and Roehler examine teacher resistance to change by collecting self- report data on why a particular instruc tional innovation was not regularly implemented in classroorr's. Results in dicate that certain conditions constrain teacher thinking about innovations. These conditions are described. Hypo theses are presented regarding the ways these constraints modify teacher im plementation of instructional innova tions. Implications for teacher …
Effects of Explaining the Reasoning Associated with Using Reading Strategies
Moving From the Old to the New
This article is an attempt to integrate findings from research about comprehension processes, comprehension strategies, and teaching strategies in order to inform instructional practice in reading comprehension. The article begins with a discussion of traditional views about reading and how those views have shaped the current comprehension curriculum in American schools. A view of comprehension based on recent models of the reading process is pre…
Beyond Knowledge
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students…
Handbook of Research on Reading Comprehension
Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators
In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of research is focused on teacher adaptations to practice in the classroom. The second program of research …
Psychology (14 works) · Mathematics education (11 works) · Pedagogy (10 works) · Education and Critical Thinking Development (7 works) · Linguistics (7 works) · Reading and Literacy Development (6 works) · Teacher Education and Leadership Studies (6 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (5 works) · Reading (process) (5 works)