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Kane, J. (Ed.). (in press). Education, Information, and Transformation. Englewood Cliffs, N.J.: Prentice Hall.

Kaplan, J. A., & Gardner, H. (1989). Artistry after unilateral brain disease. In F. Boller & J. Graffman (Eds.), Handbook of neuropsychology (Vol. 2). Elsevier Science Publishers.

Kaplan, J. A., Brownell, H. H., Jacobs, J. R., & Gardner, H. (1990, February). The effects of right-hemisphere-damage on the pragmatic interpretation of conversational remarks. Brain & Language, 38(2), 315-333.

Keating, Daniel, P. (1990). Charting pathways to the development of expertise. Educational Psychologist, 25(3&4), 246-267.

Kennedy, Margaret (1994, October 1). Finding the smart part in every child (different styles of learning). Good Housekeeping, 219, pp. 222-224.

Kinsella, K., & Velkoff, V. A. (2001). An aging world: 2001 (U. S. Census Bureau, Series P95/01-1). Washington, DC: U.S. Government Printing Office.

Klein, Perry D. (1997, Autumn). Multiplying the problems of intelligence by eight: A critique of Gardner's theory. Canadian Journal of Education, 22(4), 377-394.

Abstract: Howard Gardner has theorized that the mind comprises eight intelligences. Multiple intelligence theory has inspired educational innovations across North America, but has received little critical analysis. I contend that Gardner is on the horns of a dilemma. A "weak" version of multiple intelligence theory would be uninteresting, whereas a "strong" version is not adequately supported by the evidence Gardner presents. Pedagogically, multiple intelligence theory has inspired diverse practices, including balanced programming, matching instruction to learning styles, and student specialization. However, the theory shares the limitations of general intelligence theory: it is too broad to be useful for planning curriculum, and as a theory of ability, it presents a static view of student competence. Research on the knowledge and strategies that learners use in specific activities, and on how they construct this knowledge, may prove more relevant to classroom practice.

Gardner, Howard. (1998). A Reply to Perry D. Klein's "Multiplying the problems of intelligence by eight". Canadian Journal of Education, 23(1), 96-102.

Klein, Perry, D. (1998). A response to Howard Gardner: Falsifibality, empirical evidence, and pedagogical usefulness in educational psychology. Canadian Journal of Education, 23(1), 103-112.

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Kornhaber, Mindy, Krechevsky, Mara, & Gardner, H. (1990, Summer-Fall). Engaging intelligence. Special Issue: Intelligence and intelligence testing. Educational Psychologist, 25(3&4), 177-199.

Kornhaber, Mindy, L., & Gardner, H. (1991). Varieties of excellence: Identifying and assessing children's talents. A series on authentic assessment and accountability. (ERIC Document Reproduction Service No. ED 363 396)

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Krampe, R. Th., & Ericsson, K. A.. (1996). Maintaining excellence: Deliberate practice and elite performance in younger and older pianists. Journal of Experimental Psychology: General, 125, 331-359.

Krechevsky, M. (1991). Project Spectrum: An innovative assessment alternative. Educational Leadership, 43 (5), 43-48.

Krechevsky, M., Hoerr, T. & Gardner, H. (1995). Complementary energies: Implementing MI theory from the lab and from the field. In Jeannie Oakes & Karen Hunter Quartz (Eds.), Creating new educational communities: Schools and classrooms where all children can be smart: 94th NSSE Yearbook (pp. 166-186). Chicago, Ill: National Society for the Study of Education: University of Chicago Press.

Krechevsky, M. & Gardner, H. (1990). Approaching school intelligently: An infusion approach. In Deanne Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills: Series of contributions to human development: Vol. 21. (pp. 79-94). Basel, Switzerland: S. Karger, AG.

Krechevsky, M. & Gardner, H. (1990). The emergence and nurturance of multiple intelligences: The Project Spectrum approach. In Michael John Anthony Howe (Ed.), Encouraging the development of exceptional abilities/skills and talents (pp. 221-245). Leicester, England: The British Psychological Society.

Krechevsky, M. & Gardner, H. (1990). Multiple intelligences, multiple chances. In Dan E. Inbar (Ed.), Second chance in education: An interdisciplinary and international perspective (pp. 69-88). London, England: The Falmer Press / Taylor & Francis, Inc.

Krechevsky, M. & Gardner, H. (In press). Multiple intelligences in multiple contexts. In D. Detterman (Ed.). Current topics in human intelligence: Vol. 4. Theories of intelligence.

Krechevsky, M. & Gardner, H. (in press). Enhancing scholastic performance: An infusion approach. In D. Kuhn (Ed.), Developmental perspective on teaching and learning thinking skills. Basel: S. Karger..

Krechevsky, M., & Seidel, S. (in press). Minds at work: Applying multiple intelligences in the classroom. In R. J. Sternberg & W. M. Williams (Eds.), Intelligence, instruction, and assessment. Hillsdale, NJ: Erlbaum.