Selected Readings
Au, K. H. (2008). If can, can: Hawai‘i Creole and reading achievement. Educational Perspectives, 41(1-2), 66-76. (pdf)
Chapman de Sousa, E.B. (2019). Five tips to engage multilingual children in conversation. Young Children.
Chapman de Sousa, E.B. (2017). Promoting the contributions of multilingual preschoolers. Linguistics and Education, 39, 1-13.
Dalton, S. S. (2007). Five standards for effective teaching: How to succeed with all learners. San Francisco: Wiley.
Doherty, R. W., Hilberg, R. S. (2008). Efficacy of Five Standards in Raising Student Achievement: Findings From Three Studies. The Journal of Educational Research, vol. 101, no. 4, 1-24. (pdf)
Doherty, R. W., Hilberg, R. S., Pinal, A., & Tharp, R. G. (2003). Five standards and student achievement. NABE Journal of Research and Practice, 1, 195-206.
Estrada, P. (2005). The courage to grow: A researcher and teacher linking professional development with small-group reading instruction and student achievement. Research in the Teaching of English, 39, 320-364.
Goh, S. S., Yamauchi, L. A., & Ratliffe, K. T. (2012). Educators’ perspectives on instructional conversations in preschool settings. Early Childhood Education Journal, 40.
Hilberg, R. S., Chang, J. M., & Epaloose, G. (2003). Designing effective activity centers for diverse learners: a guide for teachers at all grade levels: Center for Research on Education, Diversity & Excellence, University of California, Santa Cruz.
Hilberg, R. S., Tharp, R. G., & DeGeest, L. (2000). The efficacy of CREDE’s Standards-based instruction in American Indian mathematics classes. Equity and Excellence in Education, 33, 32-40. (pdf)
Mcintyre, E., Kyle, D. W., & Moore, G. H. (2006). A primary-grade teacher’s guidance toward small-group dialogue. Reading Research Quarterly, 41(1), 36-66. (pdf)
Saunders, W., & Goldenberg, C. (2007). The effects of an instructional conversation on transition students’ concepts of friendship and story comprehension. In R. Horowitz (Ed.), Talking texts: How speech and writing interact in school learning. Mahwah, NI: Lawrence Erlbaum.
Tharp, R. G. (2006). Four hundred years of evidence: Culture, pedagogy, and Native America. Journal of American Indian Education, 45(2), 6-25.
Tharp, R. G., & Dalton, S. S. (2007). Orthodoxy, cultural compatibility, and universals in education. Comparative Education, 43, 53-70.
Tharp, R. G. & Entz, S. (2003). From high chair to high school: Research-based principles for teaching complex thinking. Young Children, September, pp. 38-43.
Tharp, R. G., Estrada, P., Dalton, S., & Yamauchi, L. A. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview.
Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching and learning in social context. New York: Cambridge University Press.
Tharp, R. G., Jordan, C., Speidel, G. E., Au, K. H., Klein, T. W., Calkins, R. P., et al. (2007). Education and native Hawaiian children: revisiting KEEP. Hūlili: Multidisciplinary Research on Hawaiian Well-Being, 4(1), 1-49. (pdf)
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.
U. S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2006). Instructional Conversations and Literature Logs (pdf), Retrieved from http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=236
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wyatt, T. R. (2009). The role of culture in culturally compatible education. Journal of American Indian Education, 48(3), p. 47-63.
Wyatt, T. R., Yamauchi, L. A., & Chapman de Sousa, E. (in press). Using the CREDE Standards for Effective Pedagogy in a Greenlandic settlement school. Multicultural Perspectives.
Yamauchi, L. A. (2003). Making school relevant for at-risk students: The Wai‘anae High School Hawaiian Studies Program. Journal of Education for Students Placed At Risk, 8(4), 379-390.
Yamauchi, L. A., & Chapman de Sousa, E. B. (2014, April). Bridging the divide between preschool and elementary school: How preschool-elementary collaborations can promote young children’s transition to kindergarten. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA. Retrieved from https://scholarspace.manoa.hawaii.edu/handle/10125/37595
Yamauchi, L. A., Im, S., & Mark, L. (in press). The influence of professional development on educators’ Instructional Conversations in preschool classrooms. Journal of Early Childhood Teacher Education.
Yamauchi, L. A., Im, S., & Schonleber, N. (2012). Adapting strategies of effective instruction for culturally diverse preschoolers. Journal of Early Childhood Teacher Education,33, 54-72.
Yamauchi, L. A., Im, S., Lin, C. J., & Schonleber, N. S. (in press). The influence of professional development on preschool educators’ use of strategies to promote complex thinking among culturally diverse young children. Early Childhood Development and Care.
Yamauchi, L. A., & Kuwahara, R. H. (2008). Joint Productive Activity: Collaboration that builds new understandings. Young Children, 63, 34-38.
Yamauchi, L. A., & Tharp, R. G. (1995). Culturally compatible conversations in Native American classrooms. Linguistics and Education, 7, 349-367.
Yamauchi, L. A., Wyatt, T. R., & Carroll, J. H. (2005). Enacting the Five Standards for Effective Pedagogy in a culturally relevant high school program. In A. Maynard & M. Martini (Eds.), The psychology of learning in context: Cultural artifacts, families, peers, and schools (pp. 227-245). New York: Kluwer.
Yamauchi, L. A., Wyatt, T. R., & Taum, A. H. (2005). Making meaning: connecting school to Hawaiian students’ lives. Hūlili: Multidisciplinary Research on Hawaiian Well-Being, 2(1), 171-188.