Citations

Using the software package Publish or Perish, which accesses the Google Scholar database together with Google Citation, I list 315 sources in a 39-year period extending from 1977 to 2016. The total citations are 14,744 (Google Scholar). Calculated statistics are h-index: 64; i10 index 190.

Works cited in Google Scholar more than 100 times (August 18, 2016) are:

Books (6 > 100 cites)

5499: Fraser, B. J., & Tobin, K. G. (1998). International handbook of science education.

1547: Tobin, K. G. (1993). The practice of constructivism in science education.

2060: Fraser, B. J., Tobin, K., & McRobbie (Eds). (2012). Second international handbook of science education.

235: Tobin, K., Kahle, J.B., & Fraser, B.J. (Eds). (1990). Windows into science classrooms: Problems associated with higher-level cognitive learning. London: Falmer Press.

225: Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching.Rotterdam, NL: Sense Publishing.

145:Tobin, K.& Roth, W.-M. (2002). Teaching to learn: A view from the field.Rotterdam, NL: Sense Publishing.

Papers and chapters (31 > 100 cites listed)

797: Tobin, K., & Tippins, D. J., & Gallard, A. J. (1994). Research on instructional strategies for teaching science.

513: Tobin, K., & Tippins, D. (1993). Constructivism as a referent for teaching and learning.

459: Tobin, K. (1990). Research on science laboratory activities: In pursuit of better … School Science and Mathematics.

349: Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research.

292: Tobin, K. G., & Capie, W. (1981). The development and validation of a group test of logical thinking. Educational and Psychological Measurement.

285: Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education.

249: Tobin, K., & Gallagher, J. J. (1987). What happens in high school science classrooms? Journal of Curriculum Studies.

266: Tobin, K. (1990). Changing metaphors and beliefs: A master switch for teaching? Theory into Practice.

192:Roth, W-M. Tobin, K., Elmesky, R., Carambo, C., McKnight, Y., & Beers, J. (2004). Re/making identities in the praxis of urban schooling: A cultural historical perspective. Mind, Culture and Activity, 11, 48-69.

192: Fraser, B.J., & Tobin, K. (1991). Combining qualitative and quantitative methods in classroom environment research. In B.J. Fraser, & H.J. Walberg (Eds). Educational environments: Evaluation, antecedents and consequences. London: Pergamon Press.

189:Lorsbach, A., & Tobin, K. (1992). Constructivism as a referent for science teaching. In Lawrenz, F. Research matters ... to the science teacher. Monograph number 5. Kansas State University: National Association for Research in Science Teaching.

179:Fraser, B.J., & Tobin, K. (1998).Qualitative and quantitative landscapes of classroom learning

168: Tobin, K., & Fraser, B.J. (1990). What does it mean to be an exemplary science teacher? Journal of Research in Science Teaching, 27, 3-25.

164:Tobin, K., Roth W-M., & Zimmermann, A. (2001). Learning to teach in urban schools. Journal of Research in Science Teaching, 38, 941-964.

155:Tobin, K., & McRobbie, C. (1997). Beliefs about the nature of science and the enacted science curriculum. Science and Education, 6, 355-371.

154: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.

150:Tobin, K., Briscoe, C., & Holman, J.R. (1990). Overcoming constraints to effective elementary science teaching. Science Education, 74(4), 409-420.

147: Tobin, K., & Dawson, G. (1992) Constraints to curriculum reform: Teachers and the myths of schooling. Educational Technology Research and Development, 40(1), 81-92.

142: McRobbie, C.J., & Tobin, K. (1995). Restraints to reform: The congruence of teacher and student actions in a chemistry classroom. Journal of Research in Science Teaching, 32(4), 373-385.

139: Tobin, K. & Lamaster, S. U. (1995). Relationships between metaphors, beliefs. and actions in a context of science curriculum change.Journal of Research in Science Teaching, 32, 225-242.

137: Chandran, S., Treagust, D. F., and Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24, 145-160.

135:Tobin, K., & Gallagher, J.J. (1987). The role of target students in the science classroom. Journal of Research in Science Teaching, 24(1), 61-75.

115: Gallagher, J. & Tobin, K. (1987). Teacher management and student engagement in high school science. Science Education, 71, 535-555.

113:Roth, W.-M., & Tobin, K. (2002). Redesigning an "urban" teacher education program: An activitytheory perspective. Mind, Culture, & Activity, 9 (2), 108-131.

110:Tobin, K., & Tippins, D. (1996). Metaphors as seeds for learning and the improvement of science teaching. Science Education, 80, 711-730.

110:McRobbie, C., & Tobin, K. (1997). A social constructivist perspective on learning environments International Journal of Science Education, 19, 193-208.

110: Tobin, K. (1990). Social constructivist perspectives on the reform of science education, Australian Science Teachers Journal, 36(4), 29-35.

109: Tobin, K. (1980). The effect of an extended wait-time on science achievement. Journal of Research in Science Teaching, l7, 469-475.

109: Tobin, K. (1990). Social constructivist perspectives on the reform of science education, Australian Science Teachers Journal, 36(4), 29-35.

108: Tobin, K., Seiler, G., & Walls, E. (1999). Reproduction of social class in the teaching and learning of science in urban high schools. Research in Science Education, 29, 171-187.

105:Tobin, K. (1986).Effects of teacher wait time on discourse characteristics in mathematics and language arts classes.American Educational Research Journal, 23(2),191-200.

Kenneth Tobin 2015