Learning Research and Development Center

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Leinhardt, Gaea

Scientist Emerita, Editor of RER (2009-2012)
Program Coordinator, Cognitive Studies in Education Program, School of Education, University of Pittsburgh
PhD, Educational Research, University of Pittsburgh, 1972


Contact:
720 LRDC
412-624-7465
412-624-9149
gaea@pitt.edu

 

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Summary:
Recent PhD students:

Carla van de Sande (2008)
Assistant Professor of Mathematics
Arizona State University

Karen Evans (2007)
Assistant Professor of Education
Mercyhurst College

Javier Corredor (2007)
Assistant Professor of Psychology
Universidad National de Colombia

Research Interests: Improvement of Undergraduate Education Museum learning Teacher and student cognition in subject matter Instructional and cognitive psychology Observational instrument construction, data collection, and validation Innovative assessment and program evaluation

Publications

• Evans, K., & Leinhardt, G. (2008). A cognitive framework for the analysis of online chemistry courses. Journal of Science Education and Technology, 17(2), 100-120.
• Evans, K., Yaron, D., & Leinhardt, G. (2008). Learning stoichiometry: A comparison of text and multimedia formats. Chemical Education Research and Practice, 9(3), 208-218. (Online journal available at www.rsc.org/Publishing/Journals/RP/index.asp)
• Leinhardt, G. & Ravi, A. (2008). Changing historical conceptions of history. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 328-341). London: Routledge (Taylor & Francis).
• van de Sande, C., & Leinhardt, G. (2008). The Good Samaritan effect: A lens for understanding patterns of participation. In Proceedings of the Eighth International Conference for the Learning Sciences, 2 (pp. 240-247). Utrecht, Netherlands: International Society of the Learning Sciences. (Available online at www.fi.uu.nl/en/icls2008/574/paper574.pdf)
• Leinhardt, G. & Knutson, K. (2006). Grandparents speak: Museum conversations across the generations. Curator, 49(2), 235-252.
• Leinhardt, G. & Knutson, K. (2004). Listening in on Museum Conversations. Walnut Creek, CA: Altamira Press.
• Leinhardt, G., & Knutson, K. (2004). Listening in on museum conversations. Walnut Creek, CA: Altamira Press.
• Leinhardt, G., Knutson, K., Crowley, K. (2003). Museum Learning Collaborative redux. Journal of Museum Education, 28(1), 23-31.
• Leinhardt, G., & McQuaide, J. M. (2003). Finding and building the joinable society. Journal of Educational Computing Research, 28(2), 163-188.
• Leinhardt, G., Knutson, K., Crowley, K. (2003). Museum Learning Collaborative Redux, Journal of Museum Education
• Leinhardt, G., Crowley, K., & Knutson, K. (Eds.). (2002). Learning Conversations in Museums. Mahwah, NJ: Lawrence Erlbaum.
• 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 - 132). Mahwah, NJ: Lawrence Erlbaum Associates.
• 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
• 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., & Knutson, K. (Eds.) (2002). Learning conversations in museums. 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.
• Gregg, M., & Leinhardt, G. (2002). Learning from the Birmingham Civil Rights Institute: Documenting teacher development. American Educational Research Journal, 39 (2), 553-587.
• Fienberg, J., & Leinhardt, G. (2002) Looking through the glass: Reflections of identity in conversations at a history museum. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 167-212). Mahwah, NJ: Lawrence Erlbaum Associates.
• Anderson, K.C., & Leinhardt, G. (2002). Maps as representations: Comparison of expert/novice projection understanding. Cognition and Instruction, 20(3), 283-321.
• 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. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook of research on teaching (4th Ed., pp. 333-357). Washington, DC: American Educational Research Association.
• 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
• Leinhardt, G. (2000). Lessons on teaching and learning in history from Paul's pen. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.) Knowing, teaching and learning history (pp. 223-245). New York: New York University Press.
• McQuaide, J., Leinhardt, G., & Stainton, C. (1999). Ethical reasoning: Real and simulated. Journal of Educational Computing Research, 21(4), 433-474.
• 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 (Vol. 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). Writing from primary documents: A way of knowing in history. Written Communication, 15(1), 25-86.
• Schauble, L., Leinhardt, G., & Martin, L. (1998). A framework for organizing a cumulative research agenda in informal learning contexts. Journal of Museum Education, 22(2&3), 3-8. (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.)
• Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing maps collaboratively. Journal of Geography, 97(1), 19-30.
• Leinhardt, G., & Crowley, K. (1998). Museum learning as conversational elaboration: A proposal to capture, code and analyze museum talk. (Museum Learning Collaborative Technical Report MLC-01). Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center (http://museumlearning.com/paperresearch.html).
• Leinhardt, G. (1998). On the messiness of overlapping goals and real settings. Issues in Education, 4(1), 125-132.
• 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.
• 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., & Schwarz, B. B. (1997). Seeing the problem: An explanation from Pólya. Cognition and Instruction, 15(3), 395-434.
• Leinhardt, G. (1997). Instructional explanations in history. International Journal of Educational Research, 27(3), 221-232.
• 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.
• 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., Stainton, C., & Virji, S. M. (1994). A sense of history. Educational Psychologist, 29(2), 79-88.
• 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., Beck, I. L., & Stainton, C. (Eds.). (1994). Teaching and learning in history. 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. (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
• Gregg, M., & Leinhardt, G. (1994). Mapping out geography: An example of epistemology and education. Review of Educational Research, 64(2), 311-361.
• Leinhardt, G. (1993). Weaving instructional explanations in history. British Journal of Educational Psychology, 63, 46-74
• 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.
• Gregg, M., & Leinhardt, G. (1993). Geography in history: What is the where? Journal of Geography, 92(2), 56-63
• Stein, M.K., Baxter, J., & Leinhardt, G. (1990). Subject matter knowledge for elementary instruction: A case from functions and graphing. American Educational Research Journal, 27(4), 639-663.
• Leinhardt, G., Zaslavsky, O., & Stein, M.K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching. Review of Educational Research, 60(1), 1-64.
• Stein, M.K., Leinhardt, G, & Bickel, W. (1989). Instructional issues for teaching students at risk. In R. Slavin (Ed.), Preventing school failure: Effective programs for students at risk (pp. 145-194). Boston: Allyn Bacon.
• Leinhardt, G., Putnam, R., Stein, M.K., & Baxter, J. (1989). Where subject knowledge matters. In J. Brophy (Ed.), Advances in research on teaching: Vol.2. Teachers' subject matter knowledge and classroom instruction (pp. 87 - 113). Greenwich, CT: JAI Press.

There are 53 publications total. View All

Honors and Awards

• Contributing Researchers Award, American Federation of Teachers Educational Research and Dissemination Program, 2000
• Award for Best Geographic Educational Article in a Non-geographic Periodical, National Council for Geographic Education, 1994
• Journal of Geography Award, National Council for Geographic Education, 1993
• Spencer Fellow at the Center for Advanced Study in the Behavioral Sciences, 1990-91
• Palmer O. Johnson Memorial Award, American Educational Research Association, 1989
• Scholarship in Urban Education, University of Chicago, 1967-1968
• New York State Regents Scholarship, 1962-1966

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