Among Keith's publications are a number of books and monographs:
Taber (forthcoming) Chemical pedagogy. Instructional approaches and teaching techniques in chemistry. Royal Society of Chemistry.
Taber, K. S., & Sumida, M. (Eds.). China Science Publishing & Media Ltd. (Chinese translation of International Perspectives on Science Education for the Gifted: Key issues and challenges.)
Taber, K. S. (2020). Foundations for Teaching Chemistry: Chemical knowledge for teaching. Abingdon, Oxon.: Routledge. [Download the publisher's sample chapter]
Taber, K. S. (2019). The Nature of the Chemical Concept: Constructing chemical knowledge in teaching and learning. Cambridge: Royal Society of Chemistry.
K.S. Taber (2019) MasterClass in Science Education: Transforming teaching and learning. London, Bloomsbury.
K.S. Taber, Sumida, M. & McClure, L. (Eds.), (2018) Teaching Gifted Learners in STEM Subjects: Developing talent in science, technology, engineering and mathematics. Abingdon, Oxon: Routledge.
Taber, K. S. (Ed.) (2017). Üstün Yetenekliler İçin Fen Eğitimi. Ankara: Pegem Akademi Publishing. (Turkish translation of Science Education for Gifted Learners.)
Sumida, M., & Taber, K. S. (Eds.). (2017). Policy and Practice in Science Education for the Gifted: Approaches from diverse national contexts. Abingdon, Oxon.: Routledge.
Taber, K. S. & Akpan, B. (Eds.) (2017) Science Education: An international course companion. Rotterdam: Sense Publishers.
Taber, K. S., & Sumida, M. (Eds.). (2016). International Perspectives on Science Education for the Gifted: Key issues and challenges. Abingdon, Oxon.: Routledge.
Taber, K. S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learners' Ideas. New York: Routledge.
Taber, K. S. (2013). Modelling Learners and Learning in Science Education: Developing representations of concepts, conceptual structure and conceptual change to inform teaching and research. Dordrecht: Springer.
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
Taber, K. S. (Ed.). (2012). Teaching Secondary Chemistry (2nd ed.). London: Hodder Education.
Taber, K. S. (2009). Progressing Science Education: Constructing the scientific research programme into the contingent nature of learning science. Dordrecht: Springer.
Taber, K. S. (2007) Classroom-based Research and Evidence-based Practice: A Guide for Teachers, SAGE Publications.
Taber, K. S. (Editor) (2007) Science Education for Gifted Learners, London: Routledge.
Taber, K. S. (2007) Enriching School Science for the Gifted Learner, London: Gatsby Science Enhancement Programme.
Mclaughlin, C., Black Hawkins, K., Brindley. S., McIntyre, D. & Taber, K. S. (editors) (2006) Researching Schools: Stories from a schools-university partnership for educational research, Abingdon: Routledge. (212 pages)
Kind, V. & Taber, K. S. (2005) Science: Teaching School Subjects 11-19, London: Routledge. [Open Access – free download available]
Tan, D., Goh N. K. & Chia L. S. & Taber, K. S. (2005) Development of a Two-Tier Multiple Choice Diagnostic Instrument to Determine A-Level Students' Understanding of Ionisation Energy, Singapore: National Institute of Education, Nanyang Technological University. ISBN: 981-05-2995-3 [Download full report]
Taber, K. S. (2002) Chemical misconceptions – prevention, diagnosis and cure: Volume 1: theoretical background, London: Royal Society of Chemistry.
Taber, K. S. (2002) Chemical misconceptions – prevention, diagnosis and cure: Volume 2: classroom resources, London: Royal Society of Chemistry .
