Publications:

editorials

 

Journal Editorials:



Taber, K. S. (2017). Building a library of chemistry education volumes. Chemistry Education Research and Practice, 18(4), 513-517.


Taber, K. S. (2017). Researching moving targets: studying learning progressions and teaching sequences. Chemistry Education Research and Practice, 18(2), 283-287. doi:10.1039/c7rp90003a


Taber, K. S. (2017). Always a matter of interpretation: inferring student knowledge and understanding from research data. Chemistry Education Research and Practice, 18(1), 7-12. doi:DOI: 10.1039/c6rp90012g


Taber, K. S. (2016). What is wrong with ‘practice’ papers. Chemistry Education Research and Practice, 17(3), 639-645. doi:10.1039/c6rp90009g


Taber, K. S. (2016). Learning generic skills through chemistry education. Chemistry Education Research and Practice, 17(2), 225-228.


Taber, K. S. (2016). Supplementing the text: the role of appendices in academic papers. Chemistry Education Research and Practice, 17(1), 6-9. doi:10.1039/C5RP90014J


Taber, K. S. (2015). Advancing chemistry education as a field. Chemistry Education Research and Practice, 16(1), 6-8. doi: 10.1039/C4RP90014F


Taber, K. S. (2014). The impact of chemistry education research on practice: a cautionary tale. Chemistry Education Research and Practice. doi: DOI: 10.1039/c4rp90009j


Taber, K. S. (2014). Ethical considerations of chemistry education research involving ''human subjects''. Chemistry Education Research and Practice, 15(2), 109-113.


Taber, K. S. (2014). Constructing and communicating knowledge about chemistry and chemistry education. [10.1039/C3RP90012F]. Chemistry Education Research and Practice. doi: 10.1039/c3rp90012f


Taber, K. S. (2013). Non-random thoughts about research. Chemistry Education Research and Practice, 14(4), 359-362. doi: 10.1039/c3rp90009f


Taber, K. S. (2013). Three levels of chemistry educational research. Chemistry Education Research and Practice, 14(2), 151-155. doi:10.1039/C3RP90003G


Taber, K. S. (2013). Who counts as an author when reporting educational research? Chemistry Education Research and Practice, 14(1), 5-8.


Taber, K. S. (2012). The international dimension of Chemistry Education Research and Practice. Chemistry Education Research and Practice, 13(4), 398-400.


Taber, K. S. (2012). The nature and scope of chemistry education as a field. Chemistry Education Research and Practice, 13(3), 159-160.


Taber, K. S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7.


Taber, K. S. (2006) Teaching about ideas and evidence in science – towards a genuinely broad and balanced ‘science for all’, School Science Review, June 2006, 87 (321), pp.26-28 (Special editorial for theme issue on ‘Ideas and Evidence’).



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