Kenneth Tobin

Kenneth Tobin (born 1944, Western Australia) is an Australian-American science educator and **Presidential Professor of Urban Education Emeritus in the doctoral program in Urban Education at the [Graduate Center, CUNY] He retired from active faculty duty in August 2019 after serving on the Graduate Center faculty since 2003, and holds emeritus status there.

Over his career he has published extensively. his own CV lists roughly 394 books, chapters, and journal articles. his own CV lists roughly 394 books, chapters, and journal articles. his own CV lists roughly 394 books, chapters, and journal articles on science education, teacher education, coteaching, emotions, mindfulness/wellness, and research methods.

Early Life Tobin began his career in 1964 as a 19-year-old primary/secondary teacher,having completed a two-year teaching certificate at Graylands Teachers College (Western Australia),which he attended from January 1962 to December 1963. His first postings were in rural Western Australia, including Geraldton and Northampton Junior High School

Teaching Career He taught high school physics, chemistry, biology, general science, and mathematics for about ten years before moving into university level science education in Australia in 1974. In 1970–71 he spent just over a year in England teaching high school science and working with the Nuffield Science curriculum, then returned to the Western Australian Institute of Technology, where he completed a master's degree in applied physics with an emphasis on physics education.

Academic Career • Graylands Teachers College / Mount Lawley College (Western Australia) teacher educator; both later became part of [ Edith Cowan University

• Western Australian Institute of Technology (now [ Curtin University]

• Florida State University tenured full professor, 1987–1997.

•University of Pennsylvania tenured full professor, 1997–2003.

• Graduate Center, CUNY Presidential Professor of Urban Education, 2003–2019; Presidential Professor Emeritus since his 2019 retirement.

Select Books (edited and authored) Roth, Wolff-Michael, and Kenneth George. Tobin. At the Elbow of Another: Learning to Teach by Coteaching. Lang, 2002 Tobin, Kenneth, and Wolff-Michael Roth. Teaching to Learn: a View from the Field. Sense Publishers, 2007. Fraser, B. J., Tobin, K., & McRobbie, C. J. (Eds.). *Second International Handbook of Science Education*. Springer, 2012. Milne, C., Tobin, K., & deGennaro, D. (Eds.). *Sociocultural Studies and Implications for Science Education*. Springer, 2015. Powietrzyńska, M., & Tobin, K. (Eds.). *Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives*. Springer, 2017. Bryan, L., & Tobin, K. (Eds.). *Critical Issues and Bold Visions for Science Education: The Road Ahead*. Brill-Sense, 2018.

Edited volumes Lynn Bryan, and Kenneth Tobin eds. Critical issues and bold visions for science education: The road ahead. Leiden, The Netherlands: Sense-Brill Publishing, 2018. Ritchie, Stephen, and Kenneth Tobin, eds. Eventful learning: Learner emotions Leiden, The Netherlands: Sense-Brill Publishing, 2018. Bryan, Lynn, and Kenneth Tobin, eds. 13 Questions: Reframing education's conversation: Science. New York: Peter Lang, 2018. Powietrzyńska, Małgorzata, and Kenneth Tobin, eds. Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives. Springer, 2017. Powietrzyńska, Malgorzata, and Kenneth Tobin, eds. Mindfulness and educating citizens for everyday life. Springer, 2016. Milne, Catherine, Kenneth Tobin, and Donna deGennaro eds. Sociocultural studies and implications for science education. Dordrecht, The Netherlands: Springer, 2015. Tobin, Kenneth, and Shirley Steinberg, eds. Doing educational research: A handbook (Second edition). Rotterdam, NL: Sense Publishing, 2015. Tobin, Kenneth, and Ashraf Shady, eds. Transforming urban education: Collaborating to produce success in science, mathematics and technology education. Rotterdam, NL: Sense Publishing, 2014. Fraser, Barry J., Kenneth Tobin, and Campbell J. McRobbie, eds. Second international handbook of science education. Dordrecht: Springer, 2012. Hayes, Keica, Shirley Steinberg, and Kenneth Tobin, eds. Key works in critical pedagogy: Joe L. Kincheloe. Rotterdam, NL: Sense Publishing, 2011. Roth, Wolff-Michael, and Kenneth Tobin, eds. World of science education: North America. Rotterdam, NL: Sense Publishing, 2009. Roth, Wolff-Michael, and Kenneth Tobin, eds. Science, learning, and identity: Sociocultural and cultural-historical perspectives. Rotterdam, NL: Sense Publishing, 2007. Roth, Wolff-Michael, and Kenneth Tobin, eds. The culture of science education: Its history in person. Rotterdam, NL: Sense Publishing, 2007. Tobin, Kenneth, and Joe L. Kincheloe, eds. Doing educational research: A handbook. Rotterdam, NL: Sense Publishing, 2006. Tobin, Kenneth. ed. Teaching and Learning Science: A Handbook. Westport, CT: Praeger Press, 2006. Tobin, Kenneth, and Wolff-Michael Roth, Teaching to learn: A view from the field. Rotterdam, NL: Sense Publishing, 2006. Roth, Wolff-Michael and Kenneth Tobin, eds. Teaching together, learning together. New York, NY: Peter Lang, 2005. Tobin, Kenneth, Rowhea Elmesky, and Gale Seiler, eds. Improving urban science education: New roles for teachers, students and researchers. NY: Rowman, & Littlefield, 2005. Taylor, Peter, Penny Gilmer, and Kenneth Tobin, K. eds. Transforming undergraduate science teaching: Social constructivist perspectives. New York, NY: Peter Lang Publishing, 2002. Tobin, Kenneth George, and Barry J. Fraser, eds. International handbook of science education. Vol. 1 & 2. Kluwer Academic, 1998. Tobin, Kenneth ed. The practice of constructivism in science education. Washington, D.C.: American Association for the Advancement of Science Press, 1993. ALSO published by Hillsdale, NJ: Lawrence Erlbaum, & Associates, 1993. Tobin, Kenneth, Jane Butler Kahle, and Barry J. Fraser, eds. Windows into science classrooms: Problems associated with higher-level learning. London: Falmer Press, 1990. Tobin, Kenneth, and Barry J. Fraser, eds. Exemplary practice in science and mathematics education. Perth: Curtin University of Technology, 1987.

Select Articles Tobin, Kenneth "The role of mindfulness in harmonizing sustainable lifestyles." Learning: Research and Practice,4, (2018): 112-125. DOI: 10.1080/23735082.2018.1435039. Tobin, Kenneth "Connecting science education to a world in crisis." Asia-Pacific Science Education, 1, (2016). DOI 10.1186/s41029-015-0003-z. Kincheloe, Joe L., and Kenneth Tobin. "The much exaggerated death of positivism." Cultural Studies of Science Education 4.3 (2009): 513-528. 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. 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. "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 Kenneth Tobin. "Teaching/learning radical listening: Joe’s legacy among three generations of practitioners." Practicing critical pedagogy. Springer International Publishing, 2016. 99-112.

Research • Tobin's research draws on cultural sociology, the sociology of emotions, and cultural-historical activity theory. Areas of focus have included the teaching and learning of science in urban schools (with an emphasis on schools serving predominantly African American students in conditions of poverty), coteaching and cogenerative dialogue as models of teacher preparation, and — in later years — emotion, mindfulness, and wellness in education. He also researched and practiced complementary wellness modalities including Jin Shin Jyutsu and iridology as part of this later work.

New PathWays Tobin began formal studies of Jin Shin Jyutsu in 2014 and continues to learn through practice of the art of JSJ, undertaking research on use of JSJ and dis-ease such as diabetes 2, and participation in classes offered by Jin Shin Jyutsu (Scottsdale, AZ). As part of his focus on different complementary modalities, Tobin also has studied Integrated Iridology with Toni Miller (Brisbane, Australia). Presently he uses both JSJ and iridology in ongoing studies of wellness, mindfulness, and more broadly, contemplative inquiry. Tobin, Kenneth (2018). The role of mindfulness in harmonizing sustainable lifestyles. Learning: Research and Practice,4, 112-125. DOI: 10.1080/23735082.2018.1435039.

Tobin, Kenneth (2018). Mindfulness in education. Learning: Research and Practice, 4, 1-9. DOI: 10.1080/23735082.2018.1433623.

Tobin, Kenneth & Nick Ansari (2017). Complementary perspectives on the enigma of Diabetes mellitus. In M. Powietrzynska, & K. Tobin (Eds). Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives (pp. 345–369). Leiden, The Netherlands: Brill |Sense Publishing.

Tobin, Kenneth (2017). Researching mindfulness and wellness. In M. Powietrzynska, & K. Tobin (Eds). Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives (pp. 1–19). Leiden, The Netherlands: Brill | Sense Publishing.

Tobin, Kenneth, Konstantinos Alexakos, Anna Malyukova, & Karim A.- H. Gangji, (2016). Jin Shin Jyutsu and ameliorating emotion, enhancing mindfulness, and sustaining productive learning environments. In A. Bellocchi, K. Otrel-Cass, & C. Quigley (Eds). Beyond cognition in science education. Springer: NL, Dordrecht.

Tobin, Kenneth (2016). Connecting science education to a world in crisis. Asia-Pacific Science Education, 1, DOI 10.1186/s41029-015-0003-z.

Tobin, Kenneth, King, D., Henderson, S., Bellocchi, A., & Ritchie, S. M. (2016). Expression of emotions and physiological changes during teaching. Cultural Studies of Science Education. DOI: 10.1007/s11422-016-9778-9 (view published version at:

Tobin, Kenneth (2016). Collaborating on global priorities: Science education for everyone – any time and everywhere. Cultural Studies of Science Education, 11(1), 27-40. DOI: 10.1007/s11422-015-9708-2

Tobin, Kenneth (2015). The sociocultural turn: Beyond theoretical imperialism and the imperative of learning from difference. In Catherine Milne, Kenneth Tobin, & Donna deGennaro (Eds). Sociocultural studies and implications for science education (pp. 3–31). Dordrecht, The Netherlands: Springer. DOI: 10.1007/978-94-007-4240-6_1

Tobin, Kenneth, Konstantinos Alexakos, & Malgorzata Powietrzynska, (2015). Mindfulness and wellness: Central components of a science of learning. Innovación Educativa, 15(67), 61-87.