University of Pittsburgh School of Education

School of Education

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Gaea Leinhardt - Publications

 
Picture of Gaea Leinhardt
Gaea Leinhardt
School of Education
University of Pittsburgh
720 Learning Research and Development Center
Pittsburgh, PA 15260
PHONE: 412-624-7465
EMAIL: gaea@pitt.edu

Book Chapters

  • Leinhardt, G., Tittle, C., & Knutson, K. (2002). Talking to oneself: Diaries of museum visits. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 103-134). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Abu-Shumays, M., & Leinhardt, G. (2002). Two docents in three museums: A study of central and peripheral participation. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 45-80). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G. & Gregg, M. (2002). Burning buses, burning crosses: Pre-service teachers see Civil Rights. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 139-166). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G. & Crowley, K. (2002). Objects of learning, objects of talk: Changing minds in museums. In S. Paris (Ed.), Multiple perspectives on object-centered learning (pp. 301-324). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Feinberg, J. & Leinhardt, G. (2002) Looking through the glass: Reflections of identity in conversations as a history museum. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 167-212). Mahwah, NJ. Lawrence Earlbaum Associates.
  • Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook for research on teaching (4 th Ed.). Washington, DC: American Educational Research Association.
  • Leinhardt, G. (2000). Lessons on teaching and learning in history from Paul's pen. In P. Seixas, P. Stearns, & S. Wineburg (Eds.) Teaching, learning, and knowing history. New York: New York University Press.
  • Young, K.M. & Leinhardt, G. (1998). Wildflowers, sheep, and democracy: The role of analogy in the teaching and learning of history. In J.G.Voss, & M. Carretero (Vols Eds.), International review of history education: Vol. 2 Learning and reasoning in history (pp. 154-196). London: Woburn Press.
  • Young, K. M., & Leinhardt, G. (1998). Wildflowers, sheep, and democracy: The role of analogy in the teaching and learning of history. In J. G. Voss, & M. Carretero (Eds.), International review of history education: Vol. 2. Learning and reasoning in history (pp.154-196). London: Woburn Press.
  • Leinhardt, G. (1994). Comments on Thomas Romberg's chapter. In A. H. Schoenfeld (Ed.), Mathematical thinking and problem solving (pp. 305-311). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G., Stainton, C., Virji, S. M., & Odoroff, E. (1994). Learning to reason in history: Mindlessness to mindfulness. In M. Carretero & J. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 131-158). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G. (1994). History: A time to be mindful. In G. Leinhardt, I. L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 209-255). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G. (1993). On teaching. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 4, pp. 1-54). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G. (1993). Instructional explanations in history and mathematics. In W. Kintsch (Ed.), Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 5-16). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G., Putnam, R. T., Stein, M. K., & Baxter, J. (1991). Where subject knowledge matters. In J. Brophy (Ed.), Advances in research on teaching (Vol. 2, pp. 87-113). Greenwich CT: JAI Press
  • Leinhardt, G. (1990). A contrast of novice and expert competence in math lessons. In J. Lowyck, & C. Clark (Eds.), Teacher thinking and professional action (pp. 75-97). Leuven, Belgium: Leuven University Press.
  • Stein, M. K., Leinhardt, G., & Bickel, W. (1989). Instructional issues for teaching students at risk. In R. E. Slavin, N. L. Karweit, & N. A. Madden, (Eds.), Effective programs for students at risk (pp. 145-194). Boston: Allyn and Bacon.
  • Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers' professional learning (pp. 146-168). London: Falmer Press
  • Leinhardt, G. (1988). Expertise in instructional lessons: An example from fractions. In D. A. Grouws, & T. J. Cooney (Eds.), Perspectives on research on effective mathematics teaching (Vol. 1 in a series of monographs from conferences of the National Council of Teachers of Mathematics, pp. 47-66). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G. (1985). Instructional time: A winged chariot? In C. W. Fisher and D. C. Berliner, (Eds.), Perspectives on instructional time (pp. 263-282). New York: Longman Press.
  • Leinhardt, G., & Leinhardt, S. (1983). The evaluation of social outcomes in education. In E. Yuchtman Yaar and S. E. Spiro (Eds.), Evaluating the welfare state: Social and political perspectives (pp. 295-317). New York: Academic Press.
  • Zigmond, N., Vallecorsa, A., & Leinhardt, G. (1982). Reading instruction for students with learning disabilities. In K. G. Butler, & G. P. Wallach (Eds.), Language disorders and learning disabilities (pp. 89-98). Rockville, MD: Aspen Systems Corp. (LRDC Publication 1984/42
  • Leinhardt, G., & Leinhardt, S. (1982). Stem and leaf displays. In Nick L. Smith (Ed.), Communication strategies in evaluation. Beverly Hills: Sage Publications
  • Leinhardt, G. (1982). Overlap: Testing whether it's taught. In G. F. Madaus (Ed.), The courts, validity, and minimum competency testing. Boston: Kluwer-Nijhoff Publishing.
  • Leinhardt, G., & Leinhardt, S. (1980). Exploratory data analysis: New tools for the analysis of empirical data. In D. Berliner (Ed.), Review of Research in Education, Vol. 8, (pp. 85-157). American Educational Research Association.
  • Leinhardt, G. (1978). Opportunity to learn. In Perspectives in the Instructional Dimensions Study: A supplemental report from the National Institute of Education. Washington, DC: N.I.E.
  • Leinhardt, G. (1978). Coming out of the laboratory closet. In D. Bar-Tal and L. Saxe (Eds.), Social psychology of education: Theory and research. New York: Hemisphere Publishing Corporation.
  • Cooley, W. W., & Leinhardt, G. (1974). Evaluating individualized education in the elementary school. In P. O. Davidson, F. W. Clark, and L. A. Hammerlynck (Eds.), Evaluation of behavioral programs in community, residential and school settings. Champaign, IL: Research Press

Books

  • Leinhardt, G. & Knutson, K. (in press). Listening in on museum conversations. Walnut Creek, CA: Altamira Press
  • Leinhardt, G., Crowley, K., & Knutson, K. (Eds.) (2002). Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G., Beck, I. L., & Stainton, C. (Eds.). (1994). Teaching and learning in history. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G., Putnam, R. T., & Hattrup, R. A. (Eds.) (1992). Analysis of arithmetic for mathematics teaching. Hillsdale, NJ: Lawrence Erlbaum Associates.

Encyclopedic Entries

  • Leinhardt, G., & McCormick, A. (1994). Videotape and audiotape recording in educational research. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., Vol. 11, pp. 6604-6608). Oxford: Pergamon.
  • Leinhardt, G. (1983). Types of content of lessons. In T. Husen and N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies. Oxford, England: Pergamon Press Ltd
  • Leinhardt, G. (1983). Videotape recording in educational research. In T. Husen and N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies, (pp. 5442-5445). Oxford, England: Pergamon Press Ltd.
  • Leinhardt, G., & Leinhardt, S. (1983). Exploratory data analysis. In T. Husen and N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies, (pp. 1294-1303), Oxford, England: Pergamon Press Ltd

Journal Articles

  • Leinhardt, G., Knutson, K., Crowley, K. (in press). Museum learning Collaborative Redux, Journal of Museum Education.
  • Gregg, M., & Leinhardt, G. (2002, Spring). Learning from the Birmingham Civil Rights Institute: Documenting teacher development. American Educational Research Journal.
  • Leinhardt, G., & McQuaide, J. M. (2002, Spring). Finding and building the joinable society. Journal of Educational Computing Research.
  • Anderson, K.C. & Leinhardt, G. (2002, Spring). Maps as representations: Comparison of expert/novice projection understanding. Cognition and Instruction.
  • Crowley, K. Leinhardt, G., & Chang, C. (2001). Emerging research communities and the World-Wide Web: Analysis of a web-based resource for the field of museum learning. Computers & Education, 36, 1-14.
  • McQuaide, J., Leinhardt, G. & Stainton, C. (1999). Ethical resoning: Real and simulated. Journal of Educational Computing Research, 21(4), 433-474.
  • Gregg, M., Stainton, C., & Leinhardt, G. (1998). Analyzing geography in newspapers and social studies textbooks. The International Journal of Research in Geographical and Environmental Education, 7(3), 1-19.
  • Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing maps collaboratively. Journal of Geography, 97(1), 19-30.
  • Leinhardt, G. (1998). On the messiness of overlapping goals and real settings. Issues in Education, 4(1), 125-132.
  • Schauble, L., Leinhardt, G. & Martin, L. (1998). A framework for organizing a cumulative reserch agenda in informal learning contexts. Journal of Museum Education, 22(2&3), 308. (Also in J.S. Hirsch & L.H. Silverman [Eds.]., Transforming practice: selections from the Journal of Museum Education, 1992-1999 [pp. 188-199]. Washington, DC: Museum Education Roundtable.)
  • Young, K. M., & Leinhardt, G. (1998). Writing from primary documents: A way of knowing in history. Written Communication, 15(1), 25-86.
  • Bausmith, J. M., & Leinhardt, G. (1998). The process of middle school students' map construction: Building integrated understandings of complex spatial displays. Journal of Geography, 97(3), 93-107.
  • Leinhardt, G. (1997). Instructional explanations in history. International Journal of Educational Research, 27(3), 221-232.
  • Leinhardt, G. & Schwartz, B.B. (1997). Seeing the problem: An explanation from Polya. Cognition and Instruction, 15(3), 395-434.
  • Gregg, M., Stainton, C., & Leinhardt, G. (1997). Strategies for geographic memory: Oh what a state we're in! International Research in Geographical and Environmental Education, 6(1), 41-58.)
  • Leinhardt, G., & Young, K. M. (1996). Two texts, three readers: Distance and expertise in reading history. Cognition and Instruction, 14(4), 441-486.
  • Parker, M., & Leinhardt, G. (1995). Percent: A privileged proportion. Review of Educational Research, 65(4), 421-481.
  • Leinhardt, G., Young, K. M., & Merriman, J. (1995). Integrating professional knowledge: The theory of practice and the practice of theory. Learning and Instruction, 5, 401-408.
  • Gregg, M., & Leinhardt, G. (1994). Mapping out geography: An example of epistemology and education. Review of Educational Research, 64(2), 311-361.
  • Leinhardt, G., Stainton, C., & Virji, S. M. (1994). A sense of history. Educational Psychologist, 29(2), 79-88.
  • Leinhardt, G. (1993). Weaving instructional explanations in history. British Journal of Educational Psychology, 63, 46-74.
  • Gregg, M., & Leinhardt, G. (1993). Geography in history: What is the where? Journal of Geography, 92(2), 56-63.
  • Leinhardt, G. (1992). What research on learning tells us about teaching. Educational Leadership, 49(7), 20-25.
  • Stein, M. K., Baxter, J., & Leinhardt, G. (1990). Subject matter knowledge and elementary instruction: A case from functions and graphing. American Educational Research Journal, 27(4), 639-663.
  • Leinhardt, G. (1990). Capturing craft knowledge in teaching. Educational Researcher, 19(2), 18-25.
  • Putnam, R. T., deBettencourt, L. U., & Leinhardt, G. (1990). Understanding of derived fact strategies in addition and subtraction. Cognition and Instruction, 7(3), 245-285.
  • Leinhardt, G. & Ohlsson, S. (1990). Tutorials on the structure of tutoring from teachers. Journal of Artificial Intelligence in Education, 2(1), 21-46.
  • Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching. Review of Educational Research, 60(1), 1-64.
  • Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52-75.
  • Leinhardt, G. (1988). Getting to know: Tracing students' mathematical knowledge from intuition to competence. Educational Psychologist, 23 (2), 119-144.
  • Griffey, Q. L., Jr., Zigmond, N., & Leinhardt, G. (1988). The effects of self-questioning and story structure training on the reading comprehension of poor readers. Learning Disabilities Research, 4(1), 45-51
  • Miller, S. E., Leinhardt, G., & Zigmond, N. (1988). Influencing engagement through accommodation: An ethnographic study of at-risk students. American Educational Research Journal, 25(4), 465-487
  • Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2), 135-176
  • Leinhardt, G. (1987). Development of an expert explanation: An analysis of a sequence of subtraction lessons. Cognition and Instruction, 4 (4), 225-282. Also in L. B. Resnick (Ed.) (1989), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 67-124). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Leinhardt, G., & Bickel, W. (1987). Instruction's the thing wherein to catch the mind that falls behind. Educational Psychologist, 22 (2), 177-207. Also in R. Slavin (Ed.) (1989), School and classroom organization (pp. 197-246). Hillsdale, NJ: Lawrence Erlbaum Associates.)
  • Leinhardt, G., & Putnam, R. T. (1987). The skill of learning from classroom lessons. American Educational Research Journal, 24 (4), 557-587
  • Leinhardt, G., & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78 (2), 75-95. Also appears in P. Goodyear (Ed.) (1991), Teaching knowledge and intelligent tutoring. Norwood, NJ: Ablex.
  • Leinhardt, G. (1986). Expertise in mathematics teaching. Educational Leadership, 43 (7), 28-33.
  • Leinhardt, G., & Putnam, R. T. (1986). Profile of expertise in elementary school mathematics teaching. Arithmetic Teacher, 34 (4), 28-29.
  • Leinhardt, G., & Smith, D. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77(3), 241-271.
  • LeMahieu, P., & Leinhardt, G. (1985). Overlap: Influencing what's taught. Journal of Classroom Interaction, 21(1), 2-11.
  • Leinhardt, G. (1983). Novice and expert knowledge of individual students' achievement. Educational Psychologist. 18(3), 165-179
  • Leinhardt, G., Bickel, W., & Pallay, A. (1982). Unlabeled but still entitled: Toward more effective remediation. Teachers College Record, 84(2), 391-423.
  • Leinhardt, G., & Pallay, A. (1982). Restrictive educational settings: Exile or haven? Review of Educational Research, 52(4), 557-578
  • Leinhardt, G., Seewald, A. M., & Zigmond, N. (1982). Sex and race differences in LD classrooms. Journal of Educational Psychology, 74(6), 835-843. (LRDC Publication 1981/5).
  • Leinhardt, G., Zigmond, N., & Cooley, W. W. (1981). Reading instruction and its effects. American Educational Research Journal, 18(3), 343-361.
  • Leinhardt, G., & Engel, M. (1981). An iterative evaluation of NRS: Ripples in a pond. Evaluation Review, 5(5), 579-601.
  • Leinhardt, G., & Seewald, A. M. (1981). Overlap: What's tested, what's taught? Journal of Educational Measurement, 18(2), 85-96. (LRDC Publication 1980/16).
  • Leinhardt, G., & Seewald, A. M. (1981). Student-level Observation of Beginning Reading. Journal of Educational Measurement, 18(3), 171-177
  • Leinhardt, G. (1980). Transition rooms: Promoting maturation or reducing education? Journal of Educational Psychology, 72(1), 55-61.
  • Cooley, W. W., & Leinhardt, G. (1980). The Instructional Dimensions Study. Educational Evaluation and Policy Analysis, 2(1), 7-25. Also reprinted in M. E. Freeman and M. A. Solomon (Eds.) (1981), Evaluation Studies Review Annual, Vol. 6. Beverly Hills, CA: Sage Publications.
  • Leinhardt, G. (1980). Modeling and measuring educational treatment in evaluation. Review of Educational Research, 50(3), 393-420.
  • Zigmond, N., Vallecorsa, A., & Leinhardt, G. (1980). Reading instruction for students with learning disabilities. Topics in language disorders, 1(1), 89-98. (Also in Language disorders and learning disabilities. Maryland: Aspen Systems Corporation, 1982).
  • Leinhardt, G., Seewald, A. M., & Engel, M. (1979). Learning what's taught: Sex differences in instruction. Journal of Educational Psychology, 71, 432-439. (LRDC Publication 1977/15).
  • Bar-Tal, D., Bar-Tal, Y., & Leinhardt, G. (1978). The effect of an innovative science program on perceptions of locus of control and satisfaction. Science Education, 62(3), 349-357. (LRDC Publication 1975/27).
  • Leinhardt, G. (1978). Applying a classroom process model to instructional evaluation. Curriculum Inquiry, 8(2), 155-176.
  • Leinhardt, G. (1977). Outcomes of a strategy for program evaluation. Science Education, 61(1), 1-17.
  • Leinhardt, G. (1977). Program evaluation: An empirical study of individualized instruction. American Educational Research Journal, 14, 177-293. (LRDC Publication 1976/5).
  • Leinhardt, G., Cooley, W. W., & McGrail, J. (1977). How to identify effective teaching. Anthropology and Education Quarterly, 8(2), 119-127.
  • Leinhardt, G. (1977). Evaluating an adaptive education program: Implementation to replication. Instructional Science, 6, 223-257.
  • Leinhardt, G. (1976). Observation as a tool for the evaluation of implementation. Instructional Science, 5, 343-364. (LRDC Publication 1974/9).
  • Resnick, L. B. & Leinhardt, G. (1975). Commentary on Stalling's manuscript. Monographs of the Society for Research in Child Development

Reviews

  • Leinhardt, G. (1991). Evaluating the New Handbook of Teacher Evaluation [Review of the New Handbook of Teacher Evaluation]. Educational Researcher, 20(6), 23-25.

Technical Reports

  • Leinhardt, G. & Crowley, K. (1998). Museum Learning as conversational elaboration: A proposal to capture, code, and analyze museum talk. (Museum Learning Collaborative Techinical Report MLC-01). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Leinhardt, G., Fienberg, J., Bausmith, J. M., & Anderson, K. C. (1997). Portraits in Restructuring: Final Report. (Confidential report to School Restructuring Evaluation Project, LRDC.) Pittsburgh, PA: Learning Research and Development Center
  • Leinhardt, G. (1996). Focusing on knowledge and actions for teaching. (Tech. Rep. No. CLIP-96-05). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center
  • Leinhardt, G. & Fienberg, J. (1996). Melding knowledge systems in the practice of teaching (Tech. Rep. No. CLIP-96-02). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center
  • Leinhardt, G. & Stainton, C. (1996). Constructing maps collaboratively (Tech. Rep. No. CLIP-96-04). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Young, K. M., & Leinhardt, G. (1996). Writing from primary documents: A way of knowing in history. (Tech. Rep. No. CLIP-96-01). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • McQuaide, J. M., Fienberg, J. L., & Leinhardt, G. (1995). The value of character: Final report of a study of the STAR program (CLIP-95-02). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Gregg, M., & Leinhardt, G. (1993). Mapping out geography: An example of epistemology and education (Tech. Rep. No. CLIP-93-01). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Stainton, C., & Leinhardt, G. (1992). On a role: Beginning the year in AP history (Tech. Rep. No. CLIP-92-05). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Leinhardt, G., Stainton, C., & Virji, S. M. (1992). A sense of history (Tech. Rep. No. CLIP-92-04). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Leinhardt, G., & Fienberg, J. (1992). Integration of lesson structure and teachers' subject matter knowledge (Tech. Rep. No. CLIP 92-02). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Leinhardt, G., Stainton, C., Virji, S. M., & Odoroff, E. (1992). Learning to reason in history: Mindlessness to mindfulness (Tech. Rep. No. CLIP-92-03). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center.
  • Miller, S. E., Leinhardt, G., & Zigmond, N. (1991). Accommodating at-risk pupils. SET: Research information for teachers, 1, item 8.
  • Leinhardt, G., & Seewald, A. M. (1980). Student-level Observation of Beginning Reading Manual. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1980/20).
  • Wang, M., Leinhardt, G., & Boston, B. (1980). Individualized early learning program. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1980/2).
  • Cooley, W. W., Leinhardt, G., & Zigmond, N. (1979). Explaining reading performance of learning disabled students. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1979/12).
  • Leinhardt, G., Leinhardt, S., & Wasserman, S. (1979). An evaluative contrast of two courses in applied statistics and data analysis. Unpublished manuscript, University of Pittsburgh.
  • Leinhardt, G. (1978). The impact of innovative grouping and instruction on achievement. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1978/13).
  • Leinhardt, G., Walker, A., & Bar-Tal, D. (1976). Autonomy in education: A research approach. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1976/22).
  • Cooley, W. W., & Leinhardt, G. (1975). The application of a model for investigating classroom processes. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1975/24).
  • Leinhardt, G. (1975). A strategy for program evaluation. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1975/16).
  • Leinhardt, G. (1974). Evaluation of the implementation of a program of adaptive education at the second grade (1972-1973). Pittsburgh: Learning Research and Development Center. (LRDC Publication 1974/17).
  • Leinhardt, G. (1973). Observation as a tool for the evaluation of implementation. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1974/9).
  • Leinhardt, G. (1973). A training program for selected teacher functions. Pittsburgh: Learning Research and Development Center. (LRDC Publication 1973/20).

Theses/Dissertations

  • The Boojum of evaluation: Implementation, some measures.
    Unpublished doctoral dissertation, University of Pittsburgh.
  • The comprehensive school: Meeting the aims of urban education.
    Unpublished master's thesis, University of Chicago.