Dalton, S. S. & Tharp, R. G. (2002). How do pre-service teachers acquire and use professional knowledge? In L. Minaya-Rowe, (Ed.). Teacher training and effective pedagogy in the context of diversity Pp. 93-120.. Greenwich, CN: Information Age Publishing.

Hilberg, R., Doherty, R. W., Dalton, S. S., Youpa, D., & Tharp, R. G. (2002). Standards for effective mathematics education for American Indian students. In J. T. Hankes and G. R. Fast (Eds.) Changing the faces of mathematics: Perspectives on indigenous people of North America. Vol. 5. Pp. 25-36. Reston, Virginia: National Council of Teachers of Mathematics.

Tharp, R. G. & Gallimore, R. (1998). A Theory of teaching as assisted performance. In: P. Light & D. Faulkner, Eds. Learning Relationships in the Classroom. Ch. 5. London: Routledge.

Reprinted from: Tharp, R. & Gallimore, R. (1991). A theory of teaching as assisted performance. In: Learning to think: Child development in social context, Vol. 2.; Paul Light, Sue Sheldon, & Martin Woodhead, (Eds.) pp. 42-61. Routledge: London .

Tharp, R. G. (1994). Research knowledge and policy issues in cultural diversity and education. In R. J. Anson, (Ed.), Systemic reform: Perspectives on personalizing education. Washington, DC: Office of Educational Research and Improvement, U. S. Department of Education, pp. 169-200). Reprinted from: B. McLeod (Ed.), Language and Learning: Educating Linguistically Diverse Students. (pp. 129-167). Albany, New York: SUNY Press.

Tharp, R. G. (1994). Intergroup differences among Native Americans in socialization and child cognition: An ethnogenetic analysis. In: P. Greenfield & R. Cocking, Eds., Cross-cultural roots of minority child development. (Pp. 87-105). Hillsdale, NJ: Lawrence Erlbaum Associates.

Tharp, R. G. (1994). Research knowledge and policy issues in cultural diversity and education. In B. McLeod (Ed.), Language and Learning: Educating Linguistically Diverse Students. (pp. 129-167). Albany, New York: SUNY Press.

Tharp, R. G. (1993). The institutional and social context of educational practice and reform. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development. Pp. 269-282. Cambridge: Cambridge University Press.

Vogt, L. A., Jordan, C., and Tharp, R. G. (1992). Explaining school failure, producing school success: Two cases. In:. Jacob, E. & Jordan, C., (Eds.). Minority education: Anthropological perspectives. Norwood, NJ: Ablex. (Pp. 53-66). (Reprinted from Anthropology & Education Quarterly, 18, 276-286.

Gallimore, R., Tharp, R. G. & John Steiner, V. (1992). The developmental and socio-historical foundations of mentoring. In: C. Herrington, (Ed). Mentoring. New York: Columbia University, Institute For Urban Minority Education. ERIC ED354292.

Tharp, R. & Gallimore, R. (1991). A theory of teaching as assisted performance. In: Learning to think: Child development in social context, Vol. 2.; Paul Light, Sue Sheldon, & Martin Woodhead, (Eds.) pp. 42-61. Routledge: London.

Gallimore, R. & Tharp, R. G. (1990). Teaching mind and society: A theory of education and schooling. In L. Moll (Ed.), Vygotsky and Education: Instructional implications and applications of sociohistorical psychology. (Pp. 175-205). Cambridge: Cambridge University Press.

Reprinted in: (1999). P.Lloyd & C. Fernyhough, Eds. Lev Vygotsky: Critical assessments: The zone of proximal development,Vol. III. (Pp. 296-330). NewYork: Routledge.

Tharp, R. G. (1989). Culturally compatible education: A formula for designing effective classrooms. In: Trueba, H. T., Spindler, G. & Spindler, L. (Eds.). What do anthropologists have to say about dropouts? (Pps. 51-66). New York: The Falmer Press.

Gallimore, R., Tharp, R. G., & Rueda, R. (1989). The social context of cognitive functioning of developmentally disabled students. In D. Sugden (Ed.) Cognitive approaches in special education. (Pps. 51-82). London: Falmer Press.

Tharp, R. G. & Burns, C. E. B. (1989). Phylogenetic processes in verbal language imitation. In: Speidel, G. E. & Nelson, K. (Eds.). The many faces of imitation in language learning. (Pp. 231-250). New York: Springer-Verlag.

White, S., Tharp, R. G., Jordan, C., and Vogt, L. (1989). Cultural patterns of cognition reflected in the questioning styles of Anglo and Navajo teachers. In: D. Topping, V. Kobayashi, & D. C. Crowell, Eds., Thinking Across Cultures: The Third International Conference on Thinking. (Pp. 79-91). Hillsdale, NJ: Lawrence Erlbaum Associates.

Au, K. H., Tharp, R. G., Crowell, D. C., Jordan, C., Speidel, G. E., & Calkins, R. P. (1985). The role of research in the development of a successful reading program. In J. Osborn, P. Wilson, & R. Anderson (Eds.), Reading education: foundations for a literate America. Lexington, MA: D. C. Heath & Co.

Tharp, R. G., Jordan, C., Speidel, G. E., Au, K. H., Klein, T. W., Calkins, R. P., Sloat, K. C. M., & Gallimore, R. (1984). Product and process in applied developmental research: Education and the children of a minority. In M. E. Lamb, A. L., Brown, & B. Rogoff (Eds.), Advances in developmental psychology, Vol. III (Pp. 91-141). Hillsdale, NJ: Lawrence Erlbaum & Associates, Inc.

Jordan, C., & Tharp, R. G. (1979). Culture and education. In A. J. Marsella, R. G. Tharp & T. Ciborowski (Eds.), Perspectives in cross-cultural psychology. Pp. 265-285. New York: Academic Press.

Tharp, R. G., & Gallimore R. (1979). The ecology of program research and development: A model of evaluation succession. In L. B. Sechrest (Ed.), Evaluation studies review annual, Vol. 4. Beverly Hills: Sage Publications.