Citations

Using Google Scholar Citations, which accesses the Google Scholar database, list 912 sources in a 45-year period extending from 1975 to 2019. The total (personal) citations are 18,607. Calculated statistics are h-index: 71. (06/07/2019).

Publish or Perish, which also accesses Google Scholar database, lists 923 sources and provides 19,299 citations and an h-index of 71.

Works cited in Google Scholar more than 100 times (June 07, 2019) are:

Books (8 >100 cites)

7031: Fraser, B. J., & Tobin, K. G. (1998). International handbook of science education. (Collective citations)

3,860: Fraser, B. J., Tobin, K., & McRobbie (Eds). (2012). Second international handbook of science education. (Collective citations) (603,238 chapter downloads 2011-2018)

2219: Tobin, K. G. (1993). The practice of constructivism in science education. (Collective citations)

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

305: 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)

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

119: Tobin, K., Elmesky, R., & Seiler, G. (Eds). (2005). Improving urban science education: New roles for teachers, students and researchers. NY: Rowman, & Littlefield.

Papers and chapters (47 >100 cites)

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

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

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

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

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

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

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

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

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

236: 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.

236: 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.

229: 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.

225: 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.

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

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

180: 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.

179: 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.

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

170: 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.

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

166: 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.

160: 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.

157: 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.

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

151: 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.

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

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

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

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

136: Roth W-M., & Tobin, K. (2001). Learning to teach science as practice. Journal of Teaching and Teacher Education, 17, 741-762.

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

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

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

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

120: Elmesky, R., & Tobin, K. (2005). Expanding our understandings of urban science education by expanding the roles of students as researchers. Journal of Research in Science Teaching, 42, 807-828.

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

119: 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.

118: 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.

114: 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.

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

113: 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.

113: Roth, W-M., Tobin, K., Zimmermann, A., Bryant, N., & Davis, C. (2002). Lessons on/from the dihybrid cross: An activity theoretical study of learning in coteaching. Journal of Research in Science Teaching, 39, 253-282.

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

106: Roth, W-M. Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools. Journal of Research in Science Teaching, 41, 882-904.

106: Seiler, G., Tobin, K., & Sokolic, J. (2003). Reconstituting resistance in urban science education. Journal of Research in Science Teaching, 40, 101-103.

105: Tobin, K. (2006). Learning to teach through coteaching and cogenerative dialogue. Teaching Education, 17, 133-142.

103: 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.

Kenneth Tobin 2015