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Fraser, B. J., Tobin, K., & McRobbie, C. J. (Eds). (second edition). Dordrecht: Springer
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Fraser, B. J., Tobin, K., & McRobbie, C. J. (Eds). (2009). The international handbook of research in science education (second edition). Dordrecht: Springer.
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Tobin, K. & Kincheloe, J. L. (Eds). Rotterdam, NL: Sense Publishing
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Tobin, K. & Kincheloe, J. L. (Eds). (2006). Doing educational research: A handbook. Rotterdam, NL: Sense Publishing.
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Doing educational research: A handbook
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Tobin, K., Elmesky, R. & Seiler, G. (Eds). NY: Rowman & Littlefield
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Fraser, B.J. & Tobin K. (Eds). Dordrecht, The Netherlands: Kluwer
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Fraser, B.J. & Tobin K. (Eds). (1998). International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.
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Tobin, K. (Ed.). Hillsdale, NJ: Lawrence Erlbaum & Associates
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Tobin, K. (Ed.). (1993). The practice of constructivism in science education. Hillsdale, NJ: Lawrence Erlbaum & Associates.
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Tobin, K., Kahle, J.B., & Fraser, B.J. (Eds). London: Falmer Press
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Tobin, K., Kahle, J.B., & Fraser, B.J. (Eds). (1990). Windows into science classrooms: Problems associated with higher-level learning. London: Falmer Press.
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Windows into science classrooms: Problems associated with higher-level learning
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12
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Solidarity and conflict: Prosody as a transactional resource in intra-and intercultural communication involving power differences
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Roth, W.-M., & Tobin, K. (2009). Solidarity and conflict: Prosody as a transactional resource in intra-and intercultural communication involving power differences. Cultural Studies of Science Education, DOI 10.1007/s11422-009-9203-8.
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Aligning the cultures of teaching and learning science in urban high schools
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Implementing coteaching and cogenerative dialoguing in urban science education
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Tobin, K. & Roth, W-M. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science and Mathematics, 105, 313-322.
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Building enacted science curricula on the capital of learners
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Tobin, K. (2005). Building enacted science curricula on the capital of learners. Science Education, 89, 577-594.
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Learning to teach through coteaching and cogenerative dialogue
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Tobin, K., Zurbano, R., Ford, A., & Carambo, C. (2003). Learning to teach through coteaching and cogenerative dialogue. Cybernetics & Human Knowing 10, 51-73.
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Learning to teach in urban schools
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Tobin, K., Roth W-M., & Zimmermann, A. (2001). Learning to teach in urban schools. Journal of Research in Science Teaching, 38, 941-964.
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Becoming an urban science educator
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Metaphors as seeds for learning and the improvement of science teaching
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Tobin, K. & Tippins, D. (1996). Metaphors as seeds for learning and the improvement of science teaching. Science Education, 80, 711-730.
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Cultural myths as restraints to the enacted science curriculum
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Tobin, K. & McRobbie, C.J. (1996). Cultural myths as restraints to the enacted science curriculum. Science Education, 80, 223-241.
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Science Education
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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, 225-242.
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Impediments to change: An application of peer coaching in high school science
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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.
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Alternative perspectives of effective science teaching
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Tobin, K., Espinet, M., Byrd, S.E. & Adams, D. (1988). Alternative perspectives of effective science teaching. Science Education, 72, 433-451.
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What happens in high school science classrooms?
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The role of wait time in higher cognitive level learning
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