• Tobin, K. & Roth, W-M. (2002). Concerning the fallibility of judgments from the side, the rear, and on high: A dialogue about Scriven’s critique. Journal of Personnel Evaluation in Education,16, 307-314.

• Roth, W.-M., & Tobin, K. (2002). Redesigning an "urban" teacher education program: An activity
theory perspective. Mind, Culture, & Activity, 9 (2), 108-131.

• Tobin, K., & Roth, W-M. (2002). The contradictions in science education peer review
and possibilities for change. Research in Science Education, 32, 269-280.

• Tobin, K. (2002). The multiple faces of peer review in science education. Research in Science Education, 32, 135-156.

• Roth, W-M., Tobin, K., & Zimmermann, A. (2002). Coteaching/cogenerative dialoguing: learning environments research as classroom praxis. Learning Environments Research, 5, 1-28.

• Roth, W-M., Tobin, K., Zimmermann, A., Bryant, N., & Davis, C. (2002). Lessons on/from the dihybrid cross: An activity theoretical study of learning in coteaching. Journal of Research in Science Teaching, 39, 253-282.

• Roth, W-M., & Tobin, K. (2002). Peer review in science education: An introduction. Research in Science Education, 32, 127-134.

• Barton, A. C., & Tobin, K. (2002). Learning about transformative research through others' stories: What does it mean to involve "others" in science education reform? Journal of Research in Science Teaching, 39, 110-113.

• Roth, W-M., & Tobin, K. (2002). At the elbows of another: Learning to teach through coteaching. New York, NY: Peter Lang Publishing.

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

• Tobin, K., Elmesky, R. & Carambo, C. (2002). Learning environments in urban science classrooms: Contradictions, conflict and the reproduction of social inequality. In S. C Goh, & S. K. Myint (Eds). Studies in educational learning environment: An international perspective (101-129). Singapore: World Scientific Publishing Co.

• Tobin, K. & Roth, W-M. (2002). Evaluation of science teaching performance through
coteaching and cogenerative dialoguing. In J. Altschuld & D. Kumar (Eds). Evaluation in science education in the 21st century (187-217). Dordrecht, Netherlands: Kluwer Academic Publishing.

• Tobin, K. (2002). Learning to teach science using the internet to connect communities of learners. In Taylor, P., Gilmer, P. & Tobin, K. (Eds). Transforming undergraduate science teaching: Social constructivist perspectives (pp. 323-348). New York, NY: Peter Lang Publishing.

• Roth, W.-M. & Tobin, K. (2002) College physics teaching: From boundary work to border crossing and community building. In Taylor, P., Gilmer, P. & Tobin, K. (Eds). Transforming undergraduate science teaching: Social constructivist perspectives (pp. 145-180). New York, NY: Peter Lang Publishing.

• Tobin, K. (2002). Beyond the bold rhetoric of reform: (Re)Learning to teach science appropriately. In W-M. Roth and J. Desautels. Science education as/for sociopolitical action (pp. 125-150). NY: Peter Lang Publishing.

• Tobin, K. (2002, April). Urban science education: Issues, answers and measures. Paper presented at the annual meeting of the National Association for Research in Science Teaching.

• Tobin, K. (2002, April). Dilemmas of science teaching: Perspectives on problems of practice. Paper presented at the annual meeting of the National Association for Research in Science Teaching.

• Tobin, K. (2002, April). Equity and urban school science: Possibilities and challenges. Paper presented at the annual meeting of the National Association for Research in Science Teaching.

• Tobin, K. (2002, April). The laboratory in science education: Foundations for the 21st century. Paper presented at the annual meeting of the National Association for Research in Science Teaching.

• Tobin, K. & Roth, W-M. (2002, April). Macro and micro methods in research on the teaching and learning of science. Paper presented at the annual meeting of the National Association for Research in Science Teaching.

• Tobin, K. (2002, April). Students as researchers: Agency and the breaching of inequities in urban science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching.

• . Tobin, K. & Carambo, C. (2002, April). Coherence and contradictions in teaching and learning to teach science in urban schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

• Tobin, K. (2002, April). Learning to teach transformatively in urban schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

• Milne, C. E., Otieno, T., & Tobin, K. (2002, March). The learned curriculum in a professional education program for practicing teachers: The importance of agency and context. Paper presented at the Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA.

• Tobin, K. (2002, March). Social and cultural perspectives on the teaching and learning of science in urban high schools. Paper presented at the Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA.

• Tobin, K. (2002, January). The transformative potential of science teacher education for the teaching and learning of science in urban high schools. Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Charlotte, NC.