Books:

• Thorkildsen, T. A. (2005). Fundamentals of measurement in applied research. Boston, MA: Allyn & Bacon.
• Thorkildsen, T. A., & Nicholls, J. G. (with Bates, A., Brankis, N., & DeBolt, T.). (2002). Motivation and the struggle to learn: Responding to fractured experience. Boston, MA: Allyn & Bacon.
• Thorkildsen, T. A., & Walberg, H. J. (Eds.). (2004). Nurturing morality. New York: Kluwer.

Journal Articles:

• Basu, S., Salisbury, C., & Thorkildsen, T. A. (2010). Measuring collaborative consultation practices in natural environments. Journal of Early Intervention, 32, 127-150.
• Thorkildsen, T. A. (2007). Adolescents’ moral engagement in urban settings. Theory into Practice, 46, 113-120.
• Thorkildsen, T. A. (2002). Literacy as a lifestyle: Negotiating the curriculum to facilitate motivation. Reading and Writing Quarterly, 18, 321-341.
• Thorkildsen, T. A. (1993). Those who can, tutor: High ability students' conceptions of fair ways to organize learning. Journal of Educational Psychology, 85, 182-190.
• Thorkildsen, T. A. (1991). Defining social goods and distributing them fairly: The development of conceptions of fair testing practices. Child Development, 62, 852-862.
• Thorkildsen, T. A. (1989). Justice in the classroom: The student's view. Child Development, 60, 323-334.
• Thorkildsen, T. A. (1989). Pluralism in children's reasoning about social justice. Child Development, 60, 965-972.
• Thorkildsen, T. A., & Nicholls, J. G. (1998). Fifth graders' achievement orientations and beliefs: Individual and classroom differences. Journal of Educational Psychology, 90, 179-201.
• Thorkildsen, T. A., Nolen, S. B., & Fournier, J. (1994). What's fair? Children's critiques of practices that influence motivation. Journal of Educational Psychology, 86, 475-486.
• Thorkildsen, T. A., Reese, D., & Corsino, A. (2002). School ecologies and attitudes about exclusionary behavior among adolescents and young adults. Merrill-Palmer Quarterly, 48, 25-51.
• Thorkildsen, T. A., & Schmahl, C. (1997). Conceptions of fair learning practices among low-income African American and Latin American children: Acknowledging diversity. Journal of Educational Psychology, 89, 719-727.
• Thorkildsen, T. A., Sodonis, A., & White-McNulty, L. (2004). Epistemology and adolescents’ conceptions of procedural justice in school. Journal of Educational Psychology, 96, 347-359.
• Thorkildsen, T. A., & White-McNulty, L. (2002). Developing conceptions of fair contest procedures and the understanding of skill and luck. Journal of Educational Psychology, 94, 316-326.

Other Publications:

• Thorkildsen, T. A. (in press). Validity of measurement. In N. J. Salkind, D. M Dougherty, & B. Frey (Eds.), Encyclopedia of research design. Thousand Oaks, CA: Sage Publications.
• Thorkildsen, T. A. (2007). The role of personal standards in second graders’ moral and academic engagement. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 193-231). New York: Springer.
• Thorkildsen, T. A., Golant, C. J., & Cambray-Engstrom, E. (2008). Essential solidarities for understanding Latino adolescents’ moral and academic engagement. In C. Hudley & A. E. Gottfried (Eds.), Academic motivation and the culture of schooling in childhood and adolescence (pp. 73-98). Oxford: Oxford University Press.
• Thorkildsen, T. A., Golant, C. J., & Richesin, L. D. (2007). Reaping what we sow: Cheating as a mechanism of moral engagement. In E. M. Anderman & T. B. Murdock (Eds.), The psychology of academic cheating (pp. 171-202). San Diego, CA: Elsevier.