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Kenneth Tobin is a Presidential Professor of Urban Education in the doctoral program at CUNY Graduate Centerin New York, NY. Throughout his career, he has published numerous books and book chapters as well as hundreds of journal articles in the topics of science education, teacher education, emotions, wellness, and research methods.

Career
After graduating from Graylands Teacher College in December of 1963 at the age of nineteen, Kenneth Tobin began teaching middle school science at Northampton Junior High School, 50 miles or so north of Geraldton in Western Australia. Two years after teaching at Northampton, Tobin was transferred to a senior high school in a suburb of Perth, Australia. While teaching senior high school science and physics, Tobin enrolled in Western Australian Institute of Technology, where he obtained a bachelor's degree in applied physics. After a year teaching physics in England, Tobin returned to Western Australian Institute of Technology in 1971, where he pursued a masters degree. It was only after completing his coursework component of the degree that switched his major from mass spectroscopy to physics education.

In 1971 Tobin began to serve on the curriculum branch of the state education department where he produced curriculum materials for high school teachers. In 1974 he was appointed as a lecturer in science and mathematics education at Graylands Teachers College. Clear that in order to pursue a career in teacher education he was going to need a doctoral degree in education, in 1978 Tobin left Australia to pursue a Doctoral Degree in Education at the University of Georgia in the United States.

After obtaining a Ed. D. at University of Georgia, Tobin returned Australia in 1981 and taught at Mount Lawley College. In 1983 Tobin was appointed senior lecturer in science education at the Western Australian Institute of Technology in the Science and Mathematics Education Centre. Tobin refers to this appointment as his "dream job" as SMEC "offered master's degrees in science and mathematics education and was research orientated".

Kenneth Tobin was awarded Fulbright and returned to University of Georgia. From there, Tobin applied for a position at Florida State University and offered the position as a full professor in science education. Tobin moved with his family to the United States in 1987. He was a science educator at Florida State University for 10 years.

After being involved in an urban science education project situated in Miami, Florida, Tobin decided seek a position in an urban university. He was nominated for a position at the University of Pennsylvania and in 1997, he accepted tenured full professor position in the Graduate School of Education. Within the Graduate School of Education, he created a doctoral program in Teaching, Learning, and Curriculum (TLC) and most of the doctoral students he supervised undertook science education oriented degrees within the TLC program.

In 2003 Joe Kincheloe, from Graduate Center of CUNY, contacted Kenneth Tobin. He advised he that he was "being recruited" and to "enjoy the ride." He was eventually offered a position in Urban Education, accepted it, and began teaching at the CUNY Graduate Center in the Fall of 2003 where was the coordinator of Science, Mathematics, and Technology (SMT). As the nature of Tobin's research began to encompass teaching and learning beyond the confines of Science, Mathematics, and Technology, the strand of Urban Education at the CUNY Graduate Center was renamed "Learning Sciences". Currently, Tobin is a Presidential Professor at the CUNY Graduate Center and leads the Learning Sciences Strand.

Academic Appointments
The Graduate Center, City University of New York 2003-present Presidential Professor, Program in Urban Education

University of Pennsylvania 1997-2003 Graduate School of Education, Professor

Florida State University 1987-1997 Professor

Western Australian Institute of Technology 1984-1986 Senior Lecturer

Western Australian College of Advanced Education 1974-1983 Lecturer

Selected Publications
Powietrzyńska, Małgorzata, and Kenneth Tobin, eds. Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives. Springer, 2017.

Powietrzynska, Malgorzata, and Kenneth Tobin, eds. Mindfulness and Educating Citizens for Everyday Life: Mindfulness and Educating Citizens for Everyday Life. Springer, 2016.

Tobin, Kenneth. "The sociocultural turn in science education and its transformative potential." Sociocultural studies and implications for science education. Springer Netherlands, 2015. 3-31.

Winchell, Melissa, Tricia M. Kress, and Ken Tobin. "Teaching/learning radical listening: Joe’s legacy among three generations of practitioners." Practicing critical pedagogy. Springer International Publishing, 2016. 99-112.

Kincheloe, Joe L., and Kenneth Tobin. "The much exaggerated death of positivism." Cultural Studies of Science Education 4.3 (2009): 513-528.

Tobin, Kenneth, and Wolff-Michael Roth. Teaching to Learn: a View from the Field. Sense Publishers, 2007.

Tobin, Kenneth, and Wolff‐Michael Roth. "Implementing coteaching and cogenerative dialoguing in urban science education." School Science and Mathematics 105.6 (2005): 313-322

Tobin, Kenneth George, and Barry J. Fraser. International handbook of science education. Vol. 2. Kluwer Academic, 2003.

Roth, Wolff-Michael, and Kenneth George. Tobin. At the Elbow of Another: Learning to Teach by Coteaching. Lang, 2002. Tobin, Kenneth, Wolff‐Michael Roth, and Andrea Zimmermann. "Learning to teach science in urban schools." Journal of research in science teaching 38.8 (2001): 941-964.

Tobin, Kenneth, and Campbell J. McRobbie. "Cultural myths as constraints to the enacted science curriculum." Science education 80.2 (1996): 223-241.

Tobin, Kenneth, Deborah J. Tippins, and Alejandro José Gallard. "Research on instructional strategies for teaching science." Handbook of research on science teaching and learning 45 (1994): 93.

Tobin, Kenneth, and Deborah Tippins. "Constructivism as a referent for teaching and learning." The practice of constructivism in science education 1 (1993): 3-22.

Tobin, Kenneth. "The role of wait time in higher cognitive level learning." Review of educational research 57.1 (1987): 69-95.

References/Notes and references
Powietrzyńska, Małgorzata, and Kenneth Tobin, eds. Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives. Springer, 2017.

Powietrzynska, Malgorzata, and Kenneth Tobin, eds. Mindfulness and Educating Citizens for Everyday Life: Mindfulness and Educating Citizens for Everyday Life. Springer, 2016.

Tobin, Kenneth. "The sociocultural turn in science education and its transformative potential." Sociocultural studies and implications for science education. Springer Netherlands, 2015. 3-31.

Winchell, Melissa, Tricia M. Kress, and Ken Tobin. "Teaching/learning radical listening: Joe’s legacy among three generations of practitioners." Practicing critical pedagogy. Springer International Publishing, 2016. 99-112.

Kincheloe, Joe L., and Kenneth Tobin. "The much exaggerated death of positivism." Cultural Studies of Science Education 4.3 (2009): 513-528.

Tobin, Kenneth, and Wolff-Michael Roth. Teaching to Learn: a View from the Field. Sense Publishers, 2007.

Tobin, Kenneth, and Wolff‐Michael Roth. "Implementing coteaching and cogenerative dialoguing in urban science education." School Science and Mathematics 105.6 (2005): 313-322

Tobin, Kenneth George, and Barry J. Fraser. International handbook of science education. Vol. 2. Kluwer Academic, 2003.

Roth, Wolff-Michael, and Kenneth George. Tobin. At the Elbow of Another: Learning to Teach by Coteaching. Lang, 2002.

Tobin, Kenneth, Wolff‐Michael Roth, and Andrea Zimmermann. "Learning to teach science in urban schools." Journal of research in science teaching 38.8 (2001): 941-964.

Tobin, Kenneth, and Campbell J. McRobbie. "Cultural myths as constraints to the enacted science curriculum." Science education 80.2 (1996): 223-241.

Tobin, Kenneth, Deborah J. Tippins, and Alejandro José Gallard. "Research on instructional strategies for teaching science." Handbook of research on science teaching and learning 45 (1994): 93.

Tobin, Kenneth, and Deborah Tippins. "Constructivism as a referent for teaching and learning." The practice of constructivism in science education 1 (1993): 3-22.

Tobin, Kenneth. "The role of wait time in higher cognitive level learning." Review of educational research 57.1 (1987): 69-95.