| Barriers to faculty pedagogical change: Lack of training, time, incentives, and… tensions with professional identity? SE Brownell, KD Tanner CBE—Life Sciences Education 11 (4), 339-346, 2012 | 967 | 2012 |
| Promoting student metacognition KD Tanner CBE—Life Sciences Education 11 (2), 113-120, 2012 | 910 | 2012 |
| Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity KD Tanner CBE—Life Sciences Education 12 (3), 322-331, 2013 | 616 | 2013 |
| Infusing active learning into the large-enrollment biology class: seven strategies, from the simple to complex D Allen, K Tanner Cell biology education 4 (4), 262-268, 2005 | 499 | 2005 |
| Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity G Trujillo, KD Tanner CBE—Life Sciences Education 13 (1), 6-15, 2014 | 483 | 2014 |
| Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners D Allen, K Tanner CBE—Life Sciences Education 5 (3), 197-203, 2006 | 465 | 2006 |
| Teaching more by grading less (or differently) J Schinske, K Tanner CBE—Life Sciences Education 13 (2), 159-166, 2014 | 382 | 2014 |
| Approaches to biology teaching and learning: understanding the wrong answers—teaching toward conceptual change K Tanner, D Allen Cell biology education 4 (2), 112-117, 2005 | 276 | 2005 |
| Approaches to biology teaching and learning: learning styles and the problem of instructional selection—engaging all students in science courses K Tanner, D Allen Cell biology education 3 (4), 197-201, 2004 | 261 | 2004 |
| “What if students revolt?”—Considering student resistance: Origins, options, and opportunities for investigation SB Seidel, KD Tanner CBE—Life Sciences Education 12 (4), 586-595, 2013 | 258 | 2013 |
| Approaches to cell biology teaching: cooperative learning in the science classroom—beyond students working in groups K Tanner, LS Chatman, D Allen Cell biology education 2 (1), 1-5, 2003 | 253 | 2003 |
| Damage to the cytoskeleton of large diameter sensory neurons and myelinated axons in vincristine‐induced painful peripheral neuropathy in the rat KS Topp, KD Tanner, JD Levine Journal of Comparative Neurology 424 (4), 563-576, 2000 | 230 | 2000 |
| Common origins of diverse misconceptions: Cognitive principles and the development of biology thinking JD Coley, KD Tanner CBE—Life Sciences Education 11 (3), 209-215, 2012 | 220 | 2012 |
| Formalin induces biphasic activity in C-fibers in the rat WD McCall, KD Tanner, JD Levine Neuroscience letters 208 (1), 45-48, 1996 | 220 | 1996 |
| Microtubule disorientation and axonal swelling in unmyelinated sensory axons during vincristine‐induced painful neuropathy in rat KD Tanner, JD Levine, KS Topp Journal of Comparative Neurology 395 (4), 481-492, 1998 | 214 | 1998 |
| Relations between intuitive biological thinking and biological misconceptions in biology majors and nonmajors JD Coley, K Tanner CBE—Life Sciences Education 14 (1), ar8, 2015 | 197 | 2015 |
| Making biology learning relevant to students: integrating people, history, and context into college biology teaching K Chamany, D Allen, K Tanner CBE—Life Sciences Education 7 (3), 267-278, 2008 | 188 | 2008 |
| Approaches to cell biology teaching: learning content in context—problem-based learning D Allen, K Tanner Cell Biology Education 2 (2), 73-81, 2003 | 171 | 2003 |
| Approaches to biology teaching and learning: On integrating pedagogical training into the graduate experiences of future science faculty K Tanner, D Allen CBE—Life Sciences Education 5 (1), 1-6, 2006 | 149 | 2006 |
| Approaches to cell biology teaching: questions about questions D Allen, K Tanner Cell Biology Education 1 (3), 63-67, 2002 | 145 | 2002 |
