Books: 04
Foreword: 02
Editorials: 03
Refereed Journals: 05
Chapters: 10

04. Tobin, K. & Roth, W-M. (Eds). (2006). The culture of science education: Its history in person. Rotterdam, NL: Sense Publishing.

03. Tobin, K. & Kincheloe, J. L. (Eds). (2006). Doing educational research: A handbook. Rotterdam, NL: Sense Publishing.

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

01. Tobin, K. & Roth, W-M. (2006). Teaching to learn: A view from the field. Rotterdam, NL: Sense Publishing.

01. Tobin, K. (2006). Foreword. In J. L. Kincheloe & K. Hayes, Metropedagogy: Power, justice, and the urban classroom. Rotterdam, Netherlands: Sense Publishing.

02. Tobin, K. (2006). Foreword. In B. Wassell & I. Stith, Infinite potential: Becoming an urban math and physics teacher. Dordrecht, The Netherlands: Springer.

03. Tobin, K. (2006). Collective responsibilities for research in science education—The tenure process. Cultural Studies of Science Education, 1, xx-yy.

02. Tobin, K. (2006). Toward a cultural turn in science education, Cultural Studies of Science Education, 1, 7-10.

01. Roth, W-M, & Tobin, K. (2006). Announcing Cultural Studies of Science Education, Cultural Studies of Science Education, 1, 1-5.

05. Elmesky, R., Olitsky, S., & Tobin, K. (2006). Forum: Structure, agency, and the development of students’ identities as learners. Cultural Studies of Science Education, 1, xyz-abc.

04. Yerrick, R., Roth, W-M., & Tobin, K. (2006). Forum: The cultures of schooling and the reproduction of inequity. Cultural Studies of Science Education, 1, 253-272.

03. Tobin, K. (2006). Aligning the cultures of teaching and learning science in urban high schools. Cultural Studies of Science Education, 1, 219-252.

02. Tobin, K. (2006). Learning to teach in diverse and dynamic classrooms. Pedagogies: An International Journal, 1, 123-133.

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

09. Tobin, K. (2006). Qualitative research in classrooms: Pushing the boundaries of theory and methodology. In K. Tobin & J. L. Kincheloe, (Eds). Doing educational research: A handbook. (pp. 15-59).Rotterdam, NL: Sense Publishing.

08. Kincheloe, J. L. & Tobin, K. (2006). Doing educational research in a complex world: Preface. In K. Tobin & J. L. Kincheloe (Eds). Doing educational research: A handbook. (pp. 3-14).Rotterdam, NL: Sense Publishing.

07. Tobin, K. (2006). Verbal and non-verbal interactions in science classrooms. In K.Tobin, (Ed.). Teaching and learning science: A handbook (pp. 79-89). Westport, CT: Praeger Press.

06. Tobin, K. (2006). Analyses of current trends and practices in science education. In K.Tobin, (Ed.). Teaching and learning science: A handbook (pp. 3-16). Westport, CT: Praeger Press.

05. Tobin, K. & Milne, C. (2006). Preface. In K.Tobin, (Ed.). Teaching and learning science: A handbook (pp. xi-xv). Westport, CT: Praeger Press.

04. Tobin, K. (2006). Teaching for improved learning. In K. Borman, S. Cahill, & B. Cotner (Eds). The Praeger Handbook of American High Schools (pp. xx-yy). Westport, CT: Praeger Press.

03. Tobin, K. (2006). Crash or crash through: Part 2—Structures that inhibit learning. In J. L. Kincheloe and R. Horn (Eds). The Praeger Handbook of Educational Psychology (pp. xx-yy). Westport, CT: Praeger Press.

02. Tobin, K. (2006). Crash or crash through: Part 1—Learning from enacted curricula. In J. L. Kincheloe and R. Horn (Eds). The Praeger Handbook of Educational Psychology (pp. xx-yy). Westport, CT: Praeger Press.

01. Tobin, K. (2006). Why do science teachers teach the way they do and how can they improve practice? In P. Aubusson, A. Harrison, & S. M. Ritchie (Eds). Metaphor and analogy in science education (pp. 155-164). Dordrecht, The Netherlands: Springer.