Bill Capie

When I selected the University of Georgia to do my doctoral studies I envisioned myself working with David Butts who was the science educator I knew most about and had read his work on problem solving, especially in elementary education. However, the selection of a major professor has as much to do with interpersonal relationships as scholarly productivity and Bill Capie and I were well suited and agreed to work together. He was involved in the development of a beginning teacher assessment system for the state of Georgia and so my research assistantship was oriented toward the development, validation, and subsequent use of "high inference" teacher assessment tools. Since I came to the United States with a background in psychometrics, I had many of the skills needed to do this work and with Bill's encouragement I continued to study multivariate and logisticstatistics, applying themin data analysis of teacher assessment data.

Bill Capie encouraged me to build on the work I had done on wait time in Australia as a focal point for my dissertation research. I did this, expanding the initial study significantly to include the use of observation protocols to measure teacher and student processes in science classes oriented toward the teaching and learning of integrated process skills. Another aspect that I expanded in my doctoral dissertation work was to develop a Test of Logical Thinking, to enable differences in student reasoning ability to be factored into a study that utilized statistical analyses and associated modeldevelopmentandtesting. The continuing influence of Mary Budd Rowe on my research was evident in my use of locus of control measures (or fate control as she referred to it) as a covariate in a process-product study situated in middle schools in and around Athens Georgia.

My research at the University of Georgia (1978-80) was largely undertaken with Bill Capie andChad Ellett, a colleague with whom I have remained friends to the present day. Unfortunately, my time at the University was so focused that I did not co-author research with Chad.

I returned to the University of Georgia in 1986 as part of a Fulbright award and undertook collaborative research, initially with Bill Capie, but increasingly with Russell Yeany and a group of doctoral students, many of whom are close colleagues and friends to the present day (e.g., Mariona Espinet, Chao-Ti Hsiung, Hsiao-Lin Tuan, and Nancy Davis).

Relevant publications

Tobin, K., Capie, W., & Bettencourt, A. (1988). Active teaching for higher cognitive learning in science. International Journal of Science Education, 10(1), 17-27.

Tobin, K., & Capie, W. (1984). The test of logical thinking: Development and Applications. The Journal of Science and Mathematics in South East Asia, 7(1), 5-9.

Tobin, K., & Capie, W. (1984). Relationships between classroom processes and science learning. In Anderson, C. Observing science classrooms: Perspectives from research and practice (1984 AETS Yearbook) (pp. 205-229). ERIC/SMEAC, Ohio State University.

Tobin, K., & Capie, W. (1983). The influence of wait time on classroom learning. European Journal of Science Education, 5(1), 35-48.

Tobin, K., & Capie, W. (1982). Relationships between classroom process variables and middle school science achievement. Journal of Educational Psychology, 74, 441-454.

Tobin, K., & Capie, W. (1982). Development and validation of a group test of integrated processes. Journal of Research in Science Teaching, 19, 133-142.

Tobin, K., & Capie, W. (1982). Relationships between formal reasoning ability, locus of control, academic engagement and integrated process skill achievement. Journal of Research in Science Teaching, 19, 113-122.

Tobin, K., & Capie, W. (March, 1982). Lessons with an emphasis on process skills. Science and Children, 26-28.

Tobin, K., & Capie, W. (1981, September). Using wait time in science classes. Science Scope.

Capie, W., & Tobin, K. (1981). Pupil engagement in learning tasks: A fertile area for research in science teaching. Journal of Research in Science Teaching, l8, 409-417.

Tobin, K., & Capie, W. (1981). Development and validation of a group test of logical thinking. Educational and Psychological Measurement, 4l(2), 4l3-424.

Tobin, K., & Capie, W. (1980). Teaching process skills in the middle school. School Science and Mathematics, 80, 590-600.

Papers co-authored with doctoral students at the University of Georgia

Tobin, K., & Espinet, M. (1990). Teachers helping teachers to improve high school mathematics teaching. School Science and Mathematics, 90, 232-244.

Tobin, K., & Espinet, M. (1989). Impediments to change: An application of peer coaching in high school science. Journal of Research in Science Teaching, 26, 105-120.

Tobin, K., Espinet, M., Byrd, S.E., & Adams, D. (1988). Alternative perspectives of effective science teaching. Science Education, 72, 433-451.

Kenneth Tobin 2015