Tharp, R. G. (2003). Knowledge exists so that no child will be left behind, but it’s not being used. NABE News, 26, No. 4, pp.18-19, 32.

Doherty, R. W., Hilberg, R. S., Pinal, A., & Tharp, R. G. (2003). Five standards and student achievement. NABE Journal of Research and Practice, 1:1 Winter, pp. 1-24. Full Text (pdf file). Journal web site.

Hilberg, R. S., & Tharp, R. G. (2002). Theoretical perspectives, research findings and classroom implications of the learning styles of Native American and Alaska Native students. ERIC Digest EDO-RC-02-3, ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV: AEL.

Doherty, R. W., Hilberg, R. S., Epaloose, G., & Tharp, R. G. (2002). Standards Performance Continuum: Development and validation of a measure of effective pedagogy. Journal of Educational Research, 96, (2), 78-89.

Rivera, H. H., Galarza, S. L., Entz, S., & Tharp, R. G. (2002). Technology and pedagogy in early childhood education: Guidance from cultural-historical-activity theory and developmentally appropriate instruction. Information Technology in Childhood Education, 2002, pp. 173 -196.

Hilberg, R. S., Tharp, R. G., & DeGeest, L. (2000). Efficacy of CREDE's standards-based instruction in American Indian mathematics classes. Equity and Excellence in Education, 33(2), 32-40.

Tharp, R. G., Lewis, H., Hilberg, R., Bird, C., Epaloose, G., Dalton, S. S., Youpa, D. G., Rivera, H., Riding In-Feathers, M., & Eriacho, W. (1999). Seven more mountains and a map: Overcoming obstacles to reform in Native American schools. Journal of Education for Students Placed At Risk, 4(1) 5-25.

Tharp, R. G. (1998). Reform requires time. USA Today, May 20.

Tharp, Roland G. (1997). From At-Risk to Excellence: Research, Theory and Principles for Practice. Research Report No. 1. Washington D.C.: Center for Applied Linguistics and Center for Research on Education, Diversity & Excellence.

Tharp, Roland G. (1997). From At-Risk to Excellence: Principles for Practice. ERIC Clearinghouse on Languages and Linguistics, October. #EDO-FL-98-01, October. Washington, DC.

Yamauchi, L. A., & Tharp, R. G. (1995). Culturally compatible conversations in Native American classrooms. Linguistics and Education, 7, 349-367.

Tharp, R. G., Dalton, S., and Yamauchi, L. A. (1994). Principles for culturally compatible Native American education. Journal of Navajo Education., 11, # 3, pp. 21-27.

Tharp, R. G. (1992). Cultural compatibility and diversity: Implications for the urban classroom. Teaching Thinking and Problem Solving, 14, #6, 1-9.

Tharp, R. G. & Gallimore, R. (1991). The Instructional Conversation: Teaching and Learning in Social Activity. Research Report #2, National Center for Research on Diversity and Second Language Learning. Santa Cruz, CA: University of California.

D'Amato, John and Tharp, R. G. (1990). Ethnic variability in achievement in formal educational settings: A review of research and theoretical issues. Higher Education Research and Deveopment Society of Australasia News, 12, #1, 3-8.

Tharp, R. G. & Gallimore, R. (1989). Rousing schools to life. American Educator. 13 , (2), 20-25,46-52.

Tharp, R. G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44, 349-359.

Reprinted in: (in press). Barsdate, K. J. (Ed.) Educating a culturally diverse student population: Issues for Schools. Arlington, VA: Educational Research Service.

Tharp, R. G. (1990). Minds making history making minds. A review of Borofsky, Robert. (1987) Making history: Pukapukan and Anthropological Constructions of Knowledge. Cambridge: Cambridge University Press. Anthropology & Education Quarterly.

Tharp, R. G. (1987). Events in amber. A review of Speaking, Relating, and Learning: A Study of Hawaiian Children at Home and at School, by: Stephen T. Boggs with Karen Watson-Gegeo and Georgia McMillen. (Norwood, NJ: Ablex, 1985). American Anthropologist, 89, 516-517.

Vogt, L. A., Jordan, C., and Tharp, R. G. (1987). Explaining school failure, producing school success: Two cases. Anthropology & Education Quarterly, 18, 276-286.

Julnes, G., Pang, D., Takemoto-Chock, N., Speidel, G. E., & Tharp, R. G. (1987). The process of training in process. Journal of Community Psychology, 15, 387-396.

Gallimore, R., Dalton, S., & Tharp, R. G. (1986). Self-regulation and interactive teaching: The impact of teaching conditions on teacher's cognitive activity. Elementary School Journal, 86(5), 613-631.

Au, K. H., Crowell, D. C., Jordan, C. Sloat, K. C. M., Speidel, G. E., Klein, T. W., & Tharp, R. G. (1985). Development and implementation of the KEEP reading program. In J. Orasanu (Ed.), Reading comprehension: From research to practice. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Speidel, G. E., Tharp, R. G., & Kobayashi, L. (1985). Is there a comprehension problem for children who speak nonstandard English? A study of children with Hawaiian English backgrounds. Applied Psycholinguistics, 6, 83-96.

Weisner, T. S., Gallimore, R., & Tharp, R. G. (1982). Concordance between ethnographer and folk perspectives: Observed performance and self-ascription of sibling caretaking roles. Human Organization, 41(3), 237-244.

Tharp, R. G. (1982). The effective instruction of comprehension: Results and description of the Kamehameha Early Education Program. Reading Research Quarterly, 17(4), 503-527.

Reprinted in: The William S. Gray Research Collection in Reading, Burrows Institute, Manhasset, N.Y.

Tharp, R. G., & Gallimore, R. (1982). Inquiry process in program development. Journal of Community Psychology, 10, 103-118.

Tharp, R. G. (1981). The metamethodology of research and development. Educational Perspectives, 20 (1), 42-48.

Tharp, R. G. (1981). Direct instruction of comprehension. Educational Perspectives, 20(1) 5-8.

Tharp, R. G. (1981). Culture and education: Problems at the interface. TESL Reporter, 14, 35-42.

Gallimore, R., & Tharp, R. G. (1981). The interpretation of elicited sentence imitation in a standardized context. Language Learning, 31(2), 369-392.

Day, R., Gallimore, R., Tharp, R. G., Chan, K., & Connor, M. (1978). Order of difficulty of standard English grammatical features among cultural minority groups in the United States. Anthropology and Education Quarterly, 9, 181-195.