Publications

Books:

Booklets/Pamphlets:

Transform the Military Budget Blog :

Quaker Higher Education (FAHE Publication):

Refereed Journal Articles

  • Houle, J. and Weinholtz, D. (2006) “Bridging Theory to Practice with Action Research in Educational Leadership Programs.” School Leadership Review, 2 (1), pp. 73-85.
  • Weinholtz, D., Kacer, B. and Rocklin, T. (1995) “Salvaging Quantitative Research with Qualitative Data.” Qualitative Health Research 5 (3), pp. 388-397.
  • Kacer, B., Rocklin T., and Weinholtz, D. (1992) ” Individual Versus Small Group Instruction of Computer Applications.” Journal of Computing in Teacher Education, 9:(1), pp. 6-12.
  • Kacer, B., Weinholtz, D. and Rocklin, T. (1991). “The Impact of Small Group Instruction Upon Attitude and Achievement of Students Learning Computer Applications.” Computers in the Schools, 8(3), pp. 357-360.
  • Weinholtz, D. (1991). “The socialization of physicians during attending rounds: A study of team learning among medical students, interns and residents.” Qualitative Health Research, 1(2), pp. 152-177.
  • Weinholtz, D. (1989). “Conducting Research Using Qualitative and Quantitative Methods.” Journal of Healthcare Education and Training, 4(2), 22-27.
  • Weinholtz, D., Albanese, M., Zeitler, R., & Everett, G. (1989). “Effects of Individualized Observation with Feedback on Attending Physician Clinical Teaching.” Teaching and Learning in Medicine, 1 (3), 128-134.
  • Weinholtz, D., Everett, G., Albanese, M., & Shymansky, J. (1986). “The attending round observation system: A procedure for describing teaching during attending rounds.” Evaluation & the Health Professions, 9, 75-89.
  • Schwabbauer, M., Weinholtz, D., Parlette, N., & Bramson, R. (1985). “Medical Technologist Thinking Styles.” Journal of Medical Technology, 2(8), 517-520.
  • Weinholtz, D., & Friedman, C.P. (1985). “Conducting qualitative studies using theory and previous research: A study re-examined.” Evaluation & the Health Professions, 8(2), 149-176.
  • Weinholtz, D. (1983). “Directing Medical Student Clinical Case Presentations.” Medical Education, 17, 364-368.
  • Weinholtz, D. (1983). “Student as attending: An instructional innovation.” Journal of Medical Education, 58(7), 590. (Brief Communication.)
  • Mattern, W.D., Weinholtz, D., & Friedman, C.P. (1983). “The Attending Physician as Teacher.” New England Journal of Medicine, 308(19), 1129-1132.
  • Marian, R., Niehbur, B., Petrusa, E., & Weinholtz, D. (1982). ” Computer-based Instruction in the Basic Medical Sciences.” Journal of Medical Education, 57(7), 521-526.
  • Weinholtz, D., & Stritter, F. (1982). ” How to Plan an Assessment of Student Attitudes.” Medical Teacher, 4(3), 95-101.

Other Refereed Publications

  • Weinholtz, D., Albanese, M., Zeitler, R., Everett, G., & Shymansky, J. (1986). “Effective attending physician teaching: The correlation of observed instructional activities and learner ratings of teaching effectiveness.” Proceedings of the Twenty-fifth Annual Research in Medical Education Conference. Washington, D.C., Association of American Medical Colleges, pp. 273-278.

Non-Refereed Publications

  • Weinholtz, D. (2010) Remembering Ralph Abernathy. Quaker Higher Education, 4 (1) 28-42.
  • Olzacki, J. and Weinholtz, D. (2005) Guidance From Above: College Presidents’ Roles in Facilitating Performance-Based Education. Inside Higher Education (www.insideighered.com)
  • Weinholtz, D. (1990). Medical curriculoma revisited: The breakthrough in medical education. Professions Education Researcher Quarterly (AERA – Division I Publication), 12(1) 13-14.
  • Weinholtz, D., Freeman, R.M., & Waickman, L.A. (1986). Factors Influencing
    Teaching During Attending Rounds. Professions Education Researcher Notes (AERA – Division I Publication), 7(4), 3-4.
  • Weinholtz, D., Everett, G. & Shymansky, J. (1985). Improving Clinical Teaching Through Extensive Observation and Intensive Feedback. Professions Education
    Researcher Notes (AERA – Division I Publication), 7(2), 4-6.
  • Weinholtz, D., Friedman, C.P. & Watson, E. (1985). A Model for Teaching in Experiential Learning Settings. Professions Education Researcher Notes (AERA –
    Division I Publication), 6(4), 3-6.
  • Weinholtz, D. (1983). Medical curriculoma: A terminal disease? Professions Education Researcher Notes (AERA – Division I Publication), 5(2), 15.
  • Weinholtz, D., & Stritter, F. (1979). Teaching Student Attitudes: A case study. Physical Therapy Education, 4(3), 14-17.

Book Chapters

  • Weinholtz, D. (1997) Commentary on “The Erosion of Site-Based, Shared Decision Making.” In N. Adelman and K. Walking Eagle (Eds.) Teachers, Time and Reform: A Casebook of Teacher Experiences. New York: Teachers College Press.
  • Weinholtz, D. (1988). “How is Clinical Teaching Studied?” In J.C. Edwards and R.L. Marier (Eds), Clinical teaching for residents: Roles, techniques and programs. New
    York: Springer Publishing Company.
  • Weinholtz, D., & Friedman, C.P. (1986). “Conducting qualitative studies using theory and previous research: A study re-examined.” In D. Cordray (Ed.), Evaluation Studies Review Annual (Vol. 11). Beverly Hills: Sage Publications. (This chapter is a reprint of a previously published article.)
  • Weinholtz, D., & Ostmoe, P. (1986). “Selecting Clinical Teaching Strategies.” In H. Van Hoozer, B. Bratton, P. Ostmoe, D. Weinholtz, M. Craft, M. Albanese, & C. Gjerde. The teaching process: Theory and practice in nursing. East Norwalk, CT: Appleton-Century-Crofts.

Selected Technical Reports

  • Weinholtz, D (2005, 2006, 2007) “Internal Evaluation of the University of Hartford High School of Science and Engineering.” (Whole-school evaluation completed for the President of the University of Hartford and the Dean of the University of Hartford College of Engneering, Technology and Architecture.)
  • Weinholtz, D. (2000 & 2001). “Federal Magnet School Assistance Program Annual Evaluation of the Metropolitan Learning Center.” Completed for the Capital Region Education Council. Hartford, CT. (Whole-school evaluation of the 2nd and 3rd years of an evolving 6-12 Global Studies magnet school.)
  • Weinholtz, D. (2000). “Evaluation of the Greater Hartford Public Affairs Academy.” Completed for the Capital Region Education Council. Hartford, CT. (Evaluation of a semester-long, voluntary, desegregation program focusing on the workings of state government.)
  • Weinholtz, D. (2000). “Evaluation of the Winter 2000 PACE Program.” Completed for the Capital Region Education Council. Hartford, CT. (Evaluation of an after-school, voluntary, desegregation enrichment program.)
  • Weinholtz, D. (2000) “Evaluation of the Summer 2000 EQUAL Program.” Completed for the Capital Region Education Council. Hartford, CT. (Evaluation of a month-long, voluntary, desegregation program combining academics, arts and athletics.)
  • Weinholtz, D. (2000) “Evaluation of the 2000 Metropolitan Learning Center Summer Academy. Completed for the Capital Region Education Council. (Evaluation of a month-long basic skills enhancement program for selected magnet school students.)
  • Weinholtz, D. (2000) “Evaluation of the Summer 2000 Project Choice Academy” Completed for the Capital Region Education Council. Hartford, CT. (Evaluation of a summer basic skills program for City of Hartford students participating in the academic year “Choice” voluntary desegregation program.)
  • Weinholtz, D. (1999). “Federal Magnet School Assistance Program Annual Evaluation of the Metropolitan Learning Center.” Completed for the Capital Region Education Council. Hartford, CT. (Whole-school evaluation of the first year of an evolving 6-12 Global Studies magnet school.)
  • Weinholtz, D. (1999) “Evaluation of the Summer 1999 EQUAL Program.” Completed for the Capital Region Education Council. Hartford, CT. (Evaluation of a month-long, voluntary, desegregation program combining academics, arts and athletics.)
  • Weinholtz, D. (1993). Students Speak out on School Reform. (Follow-up to 1993 “Taking Charge and Making Change” student conference held at the University of Hartford.) West Hartford, CT: University of Hartford.

Op Editorials

  • Weinholtz, D. (2005) “No Child Left Behind Charts Dangerous Course.” Hartford Courant. April, 2005.
  • Weinholtz, D. (1996) “Hartford’s Schools Need Stable Leadership for a Change.” Hartford Courant, February, 1996.
  • Weinholtz, D. (1994) “Trust is Key to Managing Schools” Hartford Courant, July, 1994.
  • Weinholtz, D. (1993) “Hartford Remains an Educational Leader” Hartford Courant, May, 1993.
  • Weinholtz, D. (1991) “What are the ‘New’ Basic Skills?” Hartford Courant, October, 1991.