gooey – English noun declension

English noun forms of gooey

Noun: gooey
Singulargooey
Pluralgooeys; gooies

Sample Sentences

  • On impulse, Pat stopped at a bakery. […] He came out with a box full of gooies—éclairs, cream horns, Napoleons— […] and we parked outside the college grounds and ate them, yapping at each other and smearing ourselves with chocolate and cream. [1964, Kit Reed, chapter II, in At War as Children […], New York, N.Y.: Farrar, Straus and Company, →OCLC, pages 17–18:]
  • I put the "gooeys," green fluorescent snots, into Louie's nose, set up his brain, and get ready to play the game with my mom. We keep putting our fingers up Louie's nose and pulling gooeys out of it. [1997, Paula Danziger, Amber Brown Sees Red (Amber Brown; 4), New York, N.Y.: G[eorge] P[almer] Putnam’s Sons, →ISBN, page 99:]
  • But only a confirmed chump and irremediable ‘gooey’ comes up for a third ‘chuck.’ […] ‘Jest jollyin’ these gooeys, that’s how’, he said. [1911, Edward Dyson, “Dukie M’Kenzie’s Dawnce”, in Benno and Some of the Push (Bookstall Series), Sydney, N.S.W.: N.S.W. Bookstall Company, →OCLC, page 32:]
  • Planned variation was based on systematically applying different educational approaches developed by academic experts, each of whom was to become a "sponsor" of a single type of program – from highly structured classroom models, sometimes called "pricklies," to open classrooms and more exploratory environments, dubbed "gooeys." [1976 February 15, Pamela Moore, “Follow Through—Biggest Social Science Study Ever …”, in Daniel S[heldon] Greenberg, editor, Science & Government Report: The Independent Bulletin of Science Policy, volume IV, number 3, Washington, D.C.: Science & Government Report, Inc., →ISSN, →OCLC, page 4, column 2:]
  • Alan Watts says that these two types may be named the "prickly" people and the "gooey" people. The pricklies, he says, the Marthas, are tough-minded, rigorous, and precise and like to stress differences and divisions between things. The gooeys, the Marys, are tender-minded romanticists who love wide generalizations and grand syntheses. [1979, Robert C. Wright, “Reminiscing and Romancing in Mid-America: Rumes, Romances, Stories, and Poems”, in Frederick Manfred, Boston, Mass.: Twayne Publishers, G[arrison] K[ent] Hall & Co., →ISBN, page 99:]
  • Which is superior: what is known as low-structure teaching (education through experience) or high-structure instruction (stress on drill in the basics)? Many low-structure advocates, sometimes described as "gooeys," follow the theory, developed since 1920 by New York City's Bank Street College of Education, that learning must adapt to the pace of the individual child. Under this system children learn to read by being provided with a rich environment that stimulates them to learn the words they need. Many high-structure people, known in the trade as "pricklies," use the DISTAR program (for Direct Instruction Systems for Teaching and Remediation) developed at the University of Oregon. DISTAR sticks to phonics, a tightly programmed curriculum and lots of drill. […] [A] more recent local study of comparable New York City neighborhood schools showed gooeys and pricklies scoring about the same. Gooeys consistently argue that standard paper-and-pencil achievement tests are narrow and cannot measure the wide-ranging benefits of their creative approach. [1981 November 9, Ellie McGrath, “‘Pricklies’ vs. ‘Gooeys’: Conflicting Theories of Learning in the Wake of Head Start”, in Henry Anatole Grunwald, editor, Time, volume 118, number 19, New York, N.Y.: Time Inc., →ISSN, →OCLC, archived from the original on 11 Jan 2026:]
  • The longstanding dispute between the phonics and whole language approaches to early instruction […] has been colourfully described as the ‘Pricklies versus the Gooies’. The ‘Pricklies’ emphasise the structure of the curriculum and provide lots of teacher-directed drill, especially in the teaching of ‘phonics’. The ‘Gooies’ emphasise the child’s self-directed exploration of print. The teacher provides guided experience, especially of whole language, in rich meaningful context. [1992, Alan J[ohn] Watson, Anne M. Badenhop, “Introduction: Moving Out of a Shadow”, in Alan J. Watson, Anne M. Badenhop, editors, Prevention of Reading Failure, Gosford, N.S.W.: Ashton Scholastic, →ISBN, page 15:]

Etymology

1. Etymology tree
2. English burgood
3. Proto-Germanic *bermô?
4. Proto-West Germanic *bermō
5. Old English beormader.
6. Welsh burym
7. Proto-Indo-European *keh₂ulisder.
8. Latin caulisbor.
9. Proto-Brythonic *kawl
10. Middle Welsh cawl
11. Welsh cawl
12. ?
13. Persian برغولder.
14. Persian پرغولder.
15. Arabic بُرْغُل (burḡul)der.?
16. Proto-Indo-European *ǵews-
17. Proto-Indo-European *-tus
18. Proto-Indo-European *ǵéwstus
19. Proto-Italic *gustus
20. Latin gustus
21. Middle French goûtder.
22. Middle French ragoûterder.
23. French ragoûtbor.
24. English ragout?
25. English burgoo?
26. Proto-Indo-European *gleyH-
27. Proto-Indo-European *glóh₁ytn̥
28. Proto-Italic *gloiten
29. Latin glūten
30. Late Latin glūs
31. Old French glubor.
32. Middle English glew
33. English glue?
34. English goo
35. Proto-Indo-European *-kos
36. Proto-Germanic *-gaz
37. Proto-West Germanic *-g
38. Old English -iġ
39. Middle English -y
40. English -ey
41. English gooey
42. The adjective is derived from goo + -ey (a variant of -y (suffix forming adjectives with the sense ‘having the quality of’)). The noun is derived from the adjective.