Leading authors review the literature of science education with a particular focus on scholars from and the scholarly community of North America. The book highlights the cultural and historical aspects that shaped science education in Canada and the US.
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Wolff-Michael ROTH and Ken TOBIN (eds), Science, Learning, Identity: Sociocultural and Cultural Historical Perspectives (Rotterdam: SensePublishers, 2007).

This book consists of cutting edge chapters and interactive metalogues authored by leading science education researchers about the different dimensions of identity as these become salient by participating in a variety of science-related settings.
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This book features the auto/biographies of the professional lives of 22 science educators from 11 countries situated in different places along the career ladder within an ongoing narrative of the cultural history of the field. The assumption we explore is that the history of research in science education is represented in the lived lives of science educators.
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Kenneth TOBIN and Wolff-Michael ROTH, Teaching to Learn: A View from the Field (Rotterdam: SensePublishers, 2006).

In our third book on coteaching and cogenerative dialogue we place coteaching and cogenerative dialogues within a theoretical and empirical matrix that shows what it offers above more traditional methods of professional development and teacher education. The rich theoretical underpinnings are supported by thick descriptions of sophisticated analyses and the associated methodologies.
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Tobin, K. & Kincheloe, J. L. (Eds). (2006). Doing educational research: A handbook. Rotterdam, NL: Sense Publishing.

This Handbook consists of 17 chapters, each of which presents a rich set of perspectives on different genre of research. This is a comprehensive text that embraces a bricolage of theories and mixed research methods. The book is designed to be used as a resource of researchers across the career spectrum.

Tobin, K. (Ed.). (2006). Teaching and Learning Science: A Handbook. Westport, CT: Praeger Press.

This Handbook is written for teachers, parents and even advanced students. It also is a resource for prospective teachers involved in professional development programs and teacher preparation programs. Sixty six chapters are authored by leading science educators, scientists and science teachers.

Improving Urban Science Education: New Roles for Teachers, Students, and Researchers Edited by Kenneth Tobin, Rowhea Elmesky, and Gale Seiler

Series: Reverberations: Contemporary Curriculum and Pedagogy (Rowman and Littlefield 2005).

This book received the CHOICE Award for Outstanding Academic Title 2005: "Selected for their excellence in scholarship and presentation, the significance of their contribution to the field, and their value as important--often the first treatment of their subject." Choice Magazine, January 2007.

Wolff-Michael ROTH and Kenneth TOBIN (eds), Teaching Together, Learning Together (New York, Peter Lang, 2005).

Science educators from Australia, Canada, Ireland, and USA report from classrooms in which new and seasoned teachers taught together and, in this, learned from each other. In some classrooms, students and teachers regularly meet to theorize what they are doing for the purpose of improving teaching and learning.

Taylor, P., Gilmer, P. & Tobin, K. (Eds) (2002). Transforming undergraduate science teaching: Social constructivist perspectives. New York, NY: Peter Lang Publishing.

The research described in this edited volume was based on case studies undertaken by college science and mathematics teachers and science and mathematics educators in Florida. The 17 chapters are interconnected by a metalogue involving the three editors. The book was based on research undertaken while Peter Taylor did a sabbatical at Florida State University.

Roth, W.-M., Tobin, K. & Ritchie, S., (2001). Re/constructing elementary science. New York, NY: Peter Lang Publishing.

This book is coauthored with Wolff-Michael Roth and Stephen Ritchie. The nine chapters consist of a pastiche of research that we each undertook separately in elementary classes together with metalogues that draw the chapters together, using what was done and learned as kernels for taking the text to new levels of theorizing and practice in science education.

Fraser, B.J. & Tobin K. (Eds). (1998). International Handbook of Science Education. Dordrecht, The Netherlands: Kluwer.

This two volume, 1271 page Handbook consists of 10 sections and 72 chapters that comprehensively synthesize research in science education in an international context.

Tobin, K (Ed.). (1993). The practice of constructivism in science education. Washington, D.C.: American Association for the Advancement of Science Press.

Nineteen chapters explore the teaching of science education from the perspective of radical constructivism and other various genres of constructivism. The book chapters include one by the father of radical constructivism—Ernst von Glasersfeld.

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

The research described in this book consists of 8 chapters written by researchers who employed mixed methods in a study of two high school science classrooms in Australia. The ground breaking research employed ethnography and research using quantitative data. The studies explored participation in science classrooms, science teachers’ metaphors and beliefs, grouping practices, perceptions of the learning environment, and equity.

Tobin, K. & Fraser, B.J. (Eds). (1987). Exemplary practice in science and mathematics education. Perth: Curtin University of Technology.

My first book was an edited volume consisting of 14 chapters and a foreword from Jim Gallagher. The book was a classroom oriented study of science taught by exemplary teachers—those identified by their peers as outstanding. Case studies spanned elementary through high school grades.

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