Among Keith's publications, he has written editorials for journal issues:
Taber, K. S. (2019). Taking a pop at Popper: Should Karl Popper's education assignment have been failed? Journal of Trainee Teacher Educational Research, 10, i.
Taber, K. S. (2019). Scholarly publishing: a partnership with mutual benefits and individual responsibilities. Chemistry Education Research and Practice, 20(1), 8-16. doi:10.1039/C8RP90013B [Free access]
Taber, K. S. (2018). Lost and found in translation: guidelines for reporting research data in an 'other' language. Chemistry Education Research and Practice, 19, 646-652 doi:10.1039/C8RP90006J [Free access]
Taber, K. S. (2018). Representations and visualisation in teaching and learning chemistry. Chemistry Education Research and Practice, 19(2), 405-409. doi:10.1039/C8RP90003E [Free access]
Taber, K. S. (2018). The end of academic standards? A lament on the erosion of scholarly values in the post-truth world. Chemistry Education Research and Practice, 19(1), 9-14. doi:10.1039/C7RP90012K [Free access]
Taber, K. S. (2018). Approaches to teacher classroom enquiry. Journal of Trainee Teacher Educational Research, 9, i.
Taber, K. S. (2017). Building a library of chemistry education volumes. Chemistry Education Research and Practice, 18(4), 513-517. [Free access]
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. [Free access]
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. [Free access]
Taber, K. S. (2017). Teaching in the post-truth world: examining some 'alternative facts'. Journal of Trainee Teacher Educational Research, 8, i.
Taber, K. S. (2016). What is wrong with 'practice' papers. Chemistry Education Research and Practice, 17(3), 639-645. doi:10.1039/c6rp90009g. [Free access]
Taber, K. S. (2016). Learning generic skills through chemistry education. Chemistry Education Research and Practice, 17(2), 225-228. [Free access]
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. [Free access]
Taber, K. S. (2016). Another set of insightful enquiries into aspects of classroom teaching and learning. Journal of Trainee Teacher Educational Research, 7, i.
Taber, K. S. (2015). The role of interpretation in inferring student knowledge and understanding from research data. Chemistry Education Research and Practice, 16(3), 423-428. doi:10.1039/C5RP90008E [Free access]
Taber, K. S. (2015). Exploring the language(s) of chemistry education. Chemistry Education Research and Practice, 16(2), 193-197. doi:10.1039/C5RP90003D [Free access]
Taber, K. S. (2015). Advancing chemistry education as a field. Chemistry Education Research and Practice, 16(1), 6-8. doi: 10.1039/C4RP90014F. [Free access]
Taber, K. S. (2015). Why you should publish in JoTTER – an editorial addressed to current PGCE students. Journal of Trainee Teacher Educational Research, 6, i.
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. [Free access]
Taber, K. S. (2014). Ethical considerations of chemistry education research involving "human subjects". Chemistry Education Research and Practice, 15(2), 109-113. [Free access]
Taber, K. S. (2014). Constructing and communicating knowledge about chemistry and chemistry education. Chemistry Education Research and Practice. 15(1), 5-9. doi: 10.1039/c3rp90012f [Free access]
Taber, K. S. (2014). Practitioner research, context-based research, action research and case studies. Journal of Trainee Teacher Educational Research, 4, i.
Taber, K. S. (2013). Non-random thoughts about research. Chemistry Education Research and Practice, 14(4), 359-362. doi: 10.1039/c3rp90009f. [Free access]
Taber, K. S. (2013). Three levels of chemistry educational research. Chemistry Education Research and Practice, 14(2), 151-155. doi:10.1039/C3RP90003G. [Free access]
Taber, K. S. (2013). Who counts as an author when reporting educational research? Chemistry Education Research and Practice, 14(1), 5-8. [Free access]
Taber, K. S. (2013). JoTTER contributions held up as examples of classroom research at home and abroad. Journal of Trainee Teacher Educational Research, 4, i.
Taber, K. S. (2012). The international dimension of Chemistry Education Research and Practice. Chemistry Education Research and Practice, 13(4), 398-400. [Free access]
Taber, K. S. (2012). The nature and scope of chemistry education as a field. Chemistry Education Research and Practice, 13(3), 159-160. [Free access]
Taber, K. S. (2012). Developing personal and public knowledge about education. Journal of Trainee Teacher Educational Research, 3, i.
Taber, K. S. (2012). Recognising quality in reports of chemistry education research and practice. Chemistry Education Research and Practice, 13(1), 4-7. [Free access]
Taber, K. S. (2011). Partnerships to support the development of fully professional teachers. Journal of Trainee Teacher Educational Research, 2, i.
Taber, K. S. (2010). Trainee teachers and educational research – an inevitable combination. Journal of Trainee Teacher Educational Research, 1, i.
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').
