Kenneth Tobin

Biographic Data

ID101758
NAMEKenneth Tobin
GIVEN NAMESKenneth
FAMILY NAMETobin
SIGNATURETOBIN K
AFFILIATIONSFlorida State University
ORCID0000-0001-9962-2309
VERIFIEDYes
TOTAL WORKS16
TOTAL CITATIONS78
AUTHOR COUNT15
EDITOR COUNT1
FIRST PUBLICATION YEAR1981
LATEST PUBLICATION YEAR2011
H-INDEX5

  • Key Works in Critical Pedagogy

    Open AccessSpringerLink, Kecia Hayes et al.BOOKKey Works in Critical Pedagogy2011

    Bold Visions in Educational Research is international in scope and includes books from two areas: teaching and learning to teach and research methods in education.Each area contains multi-authored handbooks of

  • Key Works in Critical Pedagogy: Joe L. Kincheloe

    Freire/Kincheloe Project, Kecia Hayes et al.BOOKKey Works in Critical Pedagogy2011

  • Making the Most of Difference

    Open AccessKenneth TobinARTICLECulture Studies ↔ Critical…2010References: 8

  • The World of Science Education: Handbook of Research in North America

    Wolff-Michael Roth, Kenneth TobinBOOKThe World of Science Education2009

    Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa. The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the resear…

  • Breaching the Colonial Contract: Anti-Colonialism in the US and Canada

    Open AccessShirley R Steinberg, Kenneth Tobin et al.BOOKBreaching the Colonial Contract2009

  • The much exaggerated death of positivism

    Open AccessJoe L Kincheloe, Kenneth TobinARTICLECultural studies of science…2009Cited by: 15References: 3

  • Re/Making Identities in the Praxis of Urban Schooling: A Cultural Historical Perspective

    Wolff-Michael Roth, Kenneth Tobin et al.ARTICLEMind Culture and Activity2004

    In cultural historical activity theory, the entities that make a system are not conceived as independent but as aspects of mediated relations. Consequently, an individual, a tool, or a community cannot be theorized in an independent manner but must be understood in terms of the historically changing, mediated relations in which they are integral and constitutive parts. Drawing on a case study that focuses on the identities of two of the authors, …

  • Redesigning an "Urban" Teacher Education Program: An Activity Theory Perspective

    Wolff-Michael Roth, Kenneth TobinARTICLEMind Culture and Activity2002

    In this article, we use activity theory to frame the redesign of an urban teacher education program. Some of the contradictions that we had to deal with are endemic to traditional teacher education programs while others were particular to this program, which has as its goal to prepare teachers to work in urban (inner-city) schools. Our intervention consisted of a change to coteaching, a collective form of teaching, and cogenerative dialoguing, a …

  • Learning to teach science as practice

    Open AccessWolff-Michael Roth, Kenneth TobinARTICLETeaching and Teacher Education2001Cited by: 9References: 10

  • Towards a Praxeology of Teaching

    Open AccessWolff-Michael Roth, Daniel Lawle et al.ARTICLECanadian Journal of Education /…2000Cited by: 6References: 4

    Both preservice and seasoned teachers experience a considerable gap between theory and prescriptions for teaching and their day-to-day practice. We concep- tualize this gap in terms of the difference between descriptions of practice and practice itself. Descriptions cannot include the tacit understanding against which specific acts of teaching become meaningful; thus, they are inherently out of syn- chrony with practice. We illustrate how Bourdie…

  • Changing metaphors and beliefs: A master switch for teaching

    Kenneth TobinARTICLETheory Into Practice1990Cited by: 33References: 4

    1990). Changing metaphors and beliefs: A master switch for teaching? Theory Into Practice: Vol. 29, Metaphors We Learn By, pp. 122-127

  • Evaluating alternative high schools in terms of their classroom environments

    Open AccessBarry J Fraser, John Williamson et al.ARTICLEStudies In Educational Evaluation1987

  • Forces which shape the implemented curriculum in high school science and mathematics

    Open AccessKenneth TobinARTICLETeaching and Teacher Education1987Cited by: 9References: 2

  • Use of classroom and school climate scales in evaluating alternative high schools

    Open AccessBarry J Fraser, John Williamson et al.ARTICLETeaching and Teacher Education1987Cited by: 1References: 2

  • Effects of Teacher Wait Time on Discourse Characteristics in Mathematics and Language Arts Classes

    Open AccessKenneth TobinARTICLEAmerican Educational Research…1986Cited by: 5References: 5

    Ten classes were randomly assigned to a group that received feedback and assistance to maintain an average teacher wait time of between 3 and 5 seconds during a sequence of mathematics lessons. A control group of 10 teachers maintained a regular wait time and received placebo feedback. The study was replicated in a sequence of language arts lessons. The use of an average teacher wait time of between 3 and 5 seconds in whole class instructional se…

  • The Development and Validation of a Group Test of Logical Thinking

    Open AccessKenneth Tobin, Kenneth G Tobin et al.ARTICLEEducational and Psychological…1981

    The paper describes the development of the Test of Logical Thinking (TOLT) to measure five modes of formal reasoning: controlling variables, proportional reasoning, combinatorial reasoning, probabilistic reasoning, and correlational reasoning. Each of the 10 items requires participants to select a correct response and justification from a number of alternatives. Analysis of data from 682 students from grades 6 through college indicated high test …