Citations

Using the software package Publish or Perish, which accesses the Google Scholar database, list 859 sources in a 45-year period extending from 1973 to 2017. The total (personal) citations are 16,814. Calculated statistics are h-index: 67.

Works cited in Google Scholar more than 100 times (September 29, 2017) are:

Books (6 >100 cites)

6795: Fraser, B. J., & Tobin, K. G. (1998). International handbook of science education. (Collective citations)

2,806: Fraser, B. J., Tobin, K., & McRobbie (Eds). (2012). Second international handbook of science education. (Collective citations) (470,996 downloads)

2,074: Tobin, K. G. (1993). The practice of constructivism in science education. (Collective citations)

285: Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching.

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

165: Tobin, K. & Roth, W.-M. (2006). Teaching to learn: A view from the field. Sense publishers.

Papers and chapters (40 >100 cites)

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

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

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

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

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

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

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

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

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

232: 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.

224: 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.

222: 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.

205: 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.

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

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

166: 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.

162: 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.

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

159: Tobin, K., & LaMaster, S. (1995). Relationships between metaphors, beliefs and actions in a context of science curriculum change. Journal of Research in Science Teaching 32(3), 225-242.

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

155: 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.

149: Chandran, S., Treagust, D.F., & Tobin, K. (1987). The role of cognitive factors in chemistry achievement. Journal of Research in Science Teaching, 24(2), 145-160.

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

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

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

128: Roth, W.-M., & Tobin, K. (2002). Redesigning an "urban" teacher education program: An activity

theory perspective. Mind, Culture, & Activity, 9 (2), 108-131.

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

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

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

117: Kincheloe, J. L., & Tobin, K. (2009). The much exaggerated death of positivism. Cultural Studies of Science Education, 4, 513-528. DOI 10.1007/s11422-009-9178-5.

115: Roth, W-M., & Tobin, K. (2004). Coteaching: From praxis to theory. Teachers and Teaching: Theory and Practice, 10(2), 161-180.

115: Tobin, K., & Garnett, Pamela (1987). Gender related differences in classroom processes in science activities, Science Education, 71(1), 91-103.

114: 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.

111: Tobin, K. (1993). Referents for making sense of science teaching. International Journal of Science Teaching, 15(3), 241-254.

108: Fraser, B. J., Williamson, J. C., & Tobin, K. (1987). Use of classroom and school climate scales in evaluating alternative high schools. Teaching and Teacher Education, 3(3), 219-231.

107: Tobin, K., & Roth, W-M. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science and Mathematics, 105, 313-322.

107: Tobin, K. (1987). Forces which shape the implemented curriculum in high school science and mathematics. Teaching and Teacher Education, 4, 287-298.

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

101: Fraser, B.J., & Tobin, K. (1989). Exemplary science and mathematics teachers. What Research Says to the Science and Mathematics Teacher, Number 1. Perth, Australia: Key Centre for School Science and Mathematics, Curtin University.

101: Tobin, K. (1998). Issues and trends in the teaching of science. In B.J. Fraser and K. Tobin (Eds). International handbook of science education (pp. 129-151). Dordrecht, The Netherlands: Kluwer.

Kenneth Tobin 2015