Wolff-Michael Roth
  Lansdowne Professor, Applied Cognitive Science

publications
update: Nov-18-2006

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Research articles    [inpress] [2006] [2005] [2004] [2003] [2002] [2001] [2000] [1999] [1998] [1997] [1996] [1995] [1994] [1993] [1992] [1991] [1990] [1989] [1980]

books

1. Ercikan, K., & Roth, W.-M. (Eds.). (in preparation). Generalization in educational research.
2. Roth, W.-M., Boyer, L., & Lee, Y. J. (in preparation). Society, institution, and individual: A cultural-historical approach to motive and emotion.
3. Roth, W.-M. (2007, February). Doing teacher research: A handbook for perplexed practitioners. Rotterdam: SensePublishers.
4. Masciotra, D., Roth, W.-M., & Morel, D. (2006, December). Knowing and learning: Enactivist perspectives. Rotterdam: SensePublishers.
5. Roth, W.-M., & Tobin, K. (Eds.). (2006, December). Science, learning, and identity: Sociocultural and cul-tural historical perspectives. Rotterdam: SensePublishers.
6. Tobin, K., & Roth, W.-M. (Eds.). (2006). The culture of science education: Historical and biographical perspec-tives. Rotterdam: SensePublishers.
7. Roth, W.-M. (2006). Learning science: A singular plural perspective. Rotterdam: SensePublishers.
8. Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Rotterdam: SensePublishers.
9. Roth, W.-M., Hwang, S., Lee, Y-J., & Goulart, M.I.M. (2005). Participation, learning, and identity: Dialectical perspectives. Berlin: Lehmanns Media.
10. Roth, W.-M. (Ed.). (2005). Auto/biography and auto/ethnography: Praxis of research method. Rotter-dam: SensePublishers.
11. Roth, W.-M. (2005). Doing qualitative research: Praxis of methods. Rotterdam: SensePublishers.
12. Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. (2005). Critical graphicacy: Understanding visual representa-tion practices in school science. Dordrecht, The Nether-lands: Springer-Kluwer.
13. Roth, W.-M., & Tobin, K. (Eds.). (2005). Teaching to-gether, learning together. New York: Peter Lang.
14. Roth, W.-M. (2005). Talking science: Language and learning in science. Lanham, MD: Rowman & Little-field.
15. Yerrick, R., & Roth, W.-M. (Eds.). (2005). Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
16. Roth, W.-M., & Calabrese Barton, A. (2004). Rethinking scientific literacy. New York: Routledge.
17. Roth, W.-M. (2003). Toward an anthropology of graphing. Dordrecht, The Netherlands: Kluwer Academic Publishing.
18. Roth, W.-M. (2002). Being and becoming in the classroom. Ablex/Greenwood.
19. Roth, W.-M., & Désautels, J. (Eds.). (2002). Science education as/for sociopolitical action. New York: Peter Lang.
20. Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York: Peter Lang.
21. Lavoie, D., & Roth, W.-M. (Eds.). (2001). Models of science teacher preparation. Dordrecht, Netherlands: Kluwer Academic Publishing.
22. Roth, W.-M., Tobin, K. G., & Ritchie, S. M. (2001).Re/Constructing elementary science. New York: Peter Lang.
23. Roth, W.-M. (1998).Designing communities. Dordrecht, Netherlands: Kluwer Academic Publishing.
24. Roth, W.-M. (1995).Authentic school science: Knowing and learning in open-inquiry science laboratories. Dordrecht, Netherlands: Kluwer Academic Publishing.

research articles

in press

2006

1. Yerrick, R., Roth, W.-M., & Tobin, K. (2006). The cultures of schooling and the reproduction of inequity. Cultural Studies of Science Education, 1, 253-272.
2. Boyer, L., & Roth, W.-M. (2006). Learning and teaching as emergent features of informal settings: An ethnographic study in an environmental action group. Science Education, 90, 1028-1049.
3. Roth, W.-M. (2006, August). But does "ethnography by any other name" really promote real ethnography? Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 7(4). Art. 37 .
4. Roth, W.-M., & Lee, Y. J. (2006). Computers and cognitive development at work. Educational Media International, 43, 331-346.
5. Roth, W.-M. (2006). A dialectical materialist reading of the sign. Semiotica, 160, 141-171.
6. Barab, S., & Roth, W.-M. (2006). Curriculum-based ecosystems: Supporting knowing from an ecological perspective. Educational Researcher, 35 (5), 3-13.
7. Ercikan, K., & Roth, W.-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35 (5), 14-23.
8. Roth, W.-M. (2006). A cultural-historical perspective on psychology, human-oriented technology, and activity. History and Philosophy of Psychology Bulletin, 18, 23-36.
9. Roth, W.-M. (2006). Ethical issues when teaching praxis is coextensive with qualitative research praxisÑAn introduction. FQS: Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 7(3).
10. Lee, Y-J., & Roth, W.-M. (2006). Learning about workplace learning and expertise from Jack: A discourse analytic study. Journal of Workplace Learning, 14, 205-219.
11. Roth, W.-M., & Lee, Y. J. (2006). Contradictions in theorizing and implementing "communities." Educational Research Review, 1, 27-40.
12. Lee, S. H., & Roth, W.-M. (2006). Community-level controversy over a natural resource: Towards a more democratic science in society. Society and Natural Resources, 19, 429-445.
13. Stith, I., & Roth, W.-M. (2006). Who gets to ask the questions: The ethics in/of cogenerative dialogue praxis. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2).
14. Roth, W.-M. (2006). Collective responsibility and solidarity: Toward a body-centered ethics. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2).
15. Roth, Wolff-Michael (2006, April). Thinking about open access--Concretely. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2). Art. 29.
16. Roth, W.-M. (2006). Textbooks on qualitative research and method/methodology: Toward a praxis of method. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(1).
17. Lemke, J., Kelly, G., & Roth, W.-M. (2006). Toward a phenomenology of interviews. Cultural Studies of Science Education, 1, 83-106.
18. Roth, W.-M., & Middleton, D. (2006). The making of asymmetries of knowing, identity, and accountability in the sequential organization of graph interpretation. Cultural Studies of Science Education, 1, 11-81.
19. Han, J., & Roth, W.-M. (2006). Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld. Science Education, 90, 173-201.
20. Temple, S. E., Plate, E. M., Ramsden, S., Haimberger, T.J., Roth, W.-M., & Hawryshyn, C. W. (2006). Seasonal cycle in vitamin A1/A2-based visual pigment composition during the life history of coho salmon (Oncorhynchus kisutch). Journal of Comparative Physiology A: Sensory, Neural, and Behavioral Physiology, 192, 301-313.

2005

1. Bowen, G. M., & Roth, W.-M. (2005). Data and graph interpretation practices among preservice science teachers. Journal of Research in Science Teaching, 42 (10), 1063Ð1088.
2. Temple, S. E., Plate, E. M., Ramsden, S., Haimberger, T.J., Roth, W.-M., & Hawryshyn, C. W. (2005). Seasonal cycle in vitamin A1/A2-based visual pigment composition during the life history of coho salmon (Oncorhynchus kisutch). Journal of Comparative Physiology A: Sensory, Neural, and Behavioral Physiology.
3. Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Photographs in lectures: Gestures as meaning-making resources. Linguistics & Education, 15 (3), 275-293.
4. Ardenghi, D., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). The unknowability of actions and the development of phronesis in dentistry practice. Bulleting of the International Dental Ethics and Law Society, 5(1), 3-10.
5. Hwang, S., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). Understanding collaborative practice: Reading between the lines actions. OUTLINES: Critical Social Studies, 7 (1), 50Ð69.
6. Hoffmann, M.H.G., & Roth, W.-M. (2005). What you should know to survive in knowledge societies. On a semiotic understanding of 'knowledge'. Semiotica, 156, 101Ð138.
7. Tobin, K., & Roth, W.-M. (2005). Implementing coteaching / cogenerative dialoguing in urban science education. School Science and Mathematics, 105, 313-322.
8. Roth, W.-M. (2005). Ethnomethodology and the r/evolution of science education. Canadian Journal of Science, Mathematics, and Technology Education, 5 (2), 185-198.
9. Roth, W.-M. (2005). Ethics as social practice: Debating ethics in qualitative research. Historical Social Research / Historische Sozialforschung, 30 (1), 157-167.
10. Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89, 675-702.
11. Lee, Y. J., & Roth, W.-M. (2005). The (unlikely) trajectory of learning in a salmon hatchery. Journal of Workplace Learning, 17, 243-254.
12. Roth, W.-M. (2005). Making classifications (at) work: Ordering practices in science. Social Studies of Science, 35, 581-621.
13. Roth, W.-M. (2005). Publish or stay behind and perhaps perish: Stability of publication practices in (some) social sciences. Soziale Systeme, 11, 129-150.
14. Roth, W.-M. (2005). Mathematical inscriptions and the reflexive elaboration of understanding: An ethnography of graphing and numeracy in a fish hatchery. Mathematical Thinking and Learning, 7, 75-109.
15. Elmose, S., & Roth, W.-M. (2005). AllgemeinbildungÑReadiness for living in risk society. Journal of Curriculum Studies, 37 (1), 11-34.
16. Hwang, S., & Roth, W.-M. (2005). Ethics in research on learning: Dialectics of praxis and praxeology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6 (1).
17. Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Making sense of photographs. Science Education, 89, 219-241.
18. Boyer, L., & Roth, W.-M. (2005). Individual/collective dialectic of free-choice learning in a community-based mapping project. Environmental Education Review, 11 (3), 75-91.

2004

1. Roth, W.-M. (2004). "Tappen Im Dunkeln". Der Umgang mit Unsicherheiten und Unwägbarkeiten während des Forschungsprozesses. Zeitschrift für Qualitative Bildungs-, Beratungs-, und Sozialforschung, 5 (2), 155-178.
2. Lee, Y. J., & Roth, W.-M. (2004). They've gotta learn something unless they're just out to lunch: Becoming an expert in a salmon hatchery. Anthropology of Work Re-view, XXV (1-2), 15-21.
3. Hoffmann, M.H.G., & Roth, W.-M. (2004). Learning by developing knowledge networks: A semiotic approach within a dialectical framework. Zentralblatt für Mathematikdidaktik, 36, 196-205.
4. Roth, W.-M. (2004). Emergence of graphing practices in scientific research. Journal of Cognition and Culture, 4, 595-627.
5. Roth, W.-M., & Lee, Y. J. (2004). Interpreting unfamiliar graphs: A generative, activity-theoretic model. Educational Studies in Mathematics, 57, 265-290.
6. Roth, W.-M. (2004). Ethik als soziale Praxis: Einführung zur Debatte über qualitative Forschung und Ethik. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6 (1). http://www. qualita-tive-research.net/fqs-texte/1-05/05-1-9-d.htm.
7. Roth, W.-M. (2004). Ethics as social practice: introducing the debate on qualitative research and ethics. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6 (1) [On-line Journal]. http://www.qualita-tive-research.net/fqs-texte/1-05/05-1-9-e.htm.
8. Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2004). Coteaching: Creating resources for learning and learning to teach chemistry in urban high schools. Journal of Research in Science Teaching, 41 (9), 882-904.
9. Roth, W.-M. (2004). Perceptual gestalts in workplace communication. Journal of Pragmatics, 36(6), 1037-1069.
10. Roth, W.-M. (2004, September). Unpolitical Political ethics, ethical unethical politics. Forum Qualitative Soz-ialforschung / Forum: Qualitative Social Research, 5 (3). Available at: http://www.qualitative-research. net/fqs-texte/3-04/04-3-35-e.htm
11. Roth, W.-M. (2004, July). Cognitive phenomenology: Marriage of phenomenology and cognitive science. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 5(3). Available at: http://www.qualitative-research.net/fqs-texte/2-04/2-04roth-e.htm
12. Roth, W.-M., & Tobin, K. (2004). Co-generative dia-loguing and metaloguing: Reflexivity of processes and genres. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (3). http://www.qualitative-research.net/fqs-texte/3-04/04-3-7-e.htm
13. Lee, Y. J., & Roth, W.-M. (2004). Making a scientist: Discursive "doing" of identity and self-presentation during research interviews. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (1). http://www.qualitative-research.net/fqs-texte/1-04/1-04leeroth-e.htm
14. Roth, W.-M. (2004). Activity theory in education: An introduction. Mind, Culture, & Activity, 11, 1-8.
15. Roth, W.-M., Tobin, K., Elmesky, R., Carambo, C., McKnight, Y., & Beers, J. (2004). Re/making identities in the praxis of urban schooling: A cultural historical perspective. Mind, Culture, & Activity, 11, 48-69.
16. Roth, W.-M. (2004). Theory and praxis of metacognition. Pragmatics & Cognition, 12 (1), 157-172.
17. Roth, W.-M., & Tobin, K. (2004). Coteaching: From praxis to theory. Teachers and Teaching: Theory and Practice, 10, 161-179.
18. Roth, W.-M. (2004). What is the meaning of meaning? A case study from graphing. Journal of Mathematical Behavior, 23, 75-92.
19. Roth, W.-M. (2004). Vagaries and politics of funding: Beyond "I told you so." Forum Qualitative Sozialfor-schung / Forum: Qualitative Social Research, 5 (1). http://www.qualitative-research.net/fqs-texte/1-04/1-04roth-e.htm
20. Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263-291.
21. Hwang, S., & Roth, W.-M. (2004). Co-evolving with material artifacts: Learning science through technological design. Journal of the Korean Association for Research in Science Education, 24, 76-89.
22. Roth, W.-M., Riecken, J., Pozzer, L. L., McMillan, R., Storr, B., Tait, D., Bradshaw, G. & Pauluth Penner, T. (2004). Those who get hurt aren't always being heard: Scientist-resident interactions over community water. Science, Technology, & Human Values, 29 (2), 153-183.
23. Roth, W.-M. (2004). Autobiography as scientific text: A dialectical approach to the role of experience. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (1). http://www.qualitative-research.net/fqs-texte/1-04/1-04review-roth-e.htm.
24. Roth, W.-M., & Désautels, J. (2004). Educating for citizenship: Reappraising the role of science education Canadian Journal for Science, Mathematics, and Technology Education, 4, 149-168.

2003

1. Roth, W.-M., & Bowen, G. M. (2003). When are graphs ten thousand words worth? An expert/expert study. Cognition and Instruction, 21 (4), 429-473.
2. Roth, W.-M. (2003). Competent workplace mathemat-ics: How signs become transparent in use. International Journal of Computers for Mathematical Learning, 8 (3), 161-189.
3. Roth, W.-M., & Duit, R. (2003). Emergence, flexibil-ity, and stabilization of language in a physics class-room. Journal for Research in Science Teaching, 40, 869-897.
4. Pozzer, L. L., & Roth, W.-M. (2003). Prevalence, func-tion, and structure of photographs in high school biol-ogy textbooks. Journal of Research in Science Teach-ing, 40, 1089-1114.
5. Lee, S. H., & Roth, W.-M. (2003). Becoming and be-longing: Learning qualitative research through legiti-mate peripheral participation. (64 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative So-cial Research, 4(2).
6. Roth, W.-M. (2003). "If somebody's with something every day they've gotta learn somethingÑor they're just out to lunch": The dialectical tensions of ethnography as a way of being. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4 (3).
7. Roth, W.-M. (2003). Gesture-speech phenomena, learn-ing and development. Educational Psychologist, 38 (4), 249-263.
8. Lee, S. H., & Roth, W.-M. (2003). Science and the Ògood citizenÓ: Community based scientific literacy. Science, Technology, & Human Values, 28 (3), 403-424).
9. Roth, W.-M. (2003). On science (education), learning, and hegemony. Journal of Curriculum Studies, 35 (2), 247-262.
10. Roth, W.-M., & Brier, S. (2003). Towards biologically plausible, dialectical theories of knowing and learning science. Cybernetics & Human Knowing, 10 (2), 5-7.
11. Roth, W.-M. (2003). From environmental determina-tion to cultural-historical mediation: Toward biological plausible social theories. Cybernetics & Human Knowing, 10 (2), 8-28.
12. Roth, W.-M. (2003). The dialectic of the general and particular in social science research and teaching praxis. Historical Social Research / Historische Sozialforschung, 28 (4).
13. Lee, S., & Roth, W.-M. (2003). Re-mapping the land-scape: science educators within a community action network. Perspectives in Education, 21 (2), 15-30.
14. Roth, W.-M. (2003). From epistemic (ergotic) actions to scientific discourse: Do gestures obtain a bridging function? Pragmatics & Cognition, 11, 139-168.
15. Lee, S., & Roth, W.-M. (2003). Of traversals and hy-brid spaces: Science in the community. Mind, Culture, & Activity, 10, 120-142.
16. Roth, W.-M. (2003). Scientific literacy as an emergent feature of human practice. Journal of Curriculum Stud-ies, 35, 9-24.
17. Roth, W.-M., & Roychoudhury, A. (2003). Physics studentsÕ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 40, S114-S139. (Reprinted as part of a special issue cele-brating the 13 most influential papers published in the journalÕs 40-year history.)
18. Roth, W.-M. (2003). Culture and identity. (Essay re-view, 94 paragraphs). Forum Qualitative Sozialfor-schung / Forum: Qualitative Social Research, 4(1). .
19. Roth, W.-M. (2003). The dialectic of the general and particular in social science research and teaching praxis. (Essay review, 29 paragraphs). Forum Qualitative Soz-ialforschung / Forum: Qualitative Social Research, 4(2).

2002

1. Bowen, G. M., & Roth, W.-M. (2002). Student teachers' perspectives of their paired practicum placement ex-periences. Journal of Teaching and Learning, 2 (1), 21-37.
2. Tobin, K., & Roth, W.-M. (2002). Concerning the fallibility of judgments from the side, the rear, and on high. Journal of Personnel Evaluation in Education, 16, 307-314.
3. Roth, W.-M. (2002). Evaluation and adjudication of research proposals: Vagaries and politics of funding (92 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(4). ttp://www.qualitative-research.net/fqs/fqs-eng.htm
4. Bowen, G. M., & W.-M. Roth (2002). The "socialization" and enculturation of ecologists: Formal and informal influences. Electronic Journal of Science Education, 6(3).
5. Bowen, G. M., & Roth, W.-M. (2002). Why students may not learn to interpret scientific inscriptions? Research in Science Education, 32, 303-327.
6. Roth, W.-M. (2002). Auto/biography as method: Dialectical sociology of everyday life (50 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(4). http://www.qualitative-research.net/fqs/fqs-eng.htm
7. Roth, W.M. (2002). GrenzgŠnger seeks reflexive methodology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(2). http://www.qualitative-research.net/fqs/fqs-eng.htm
8. Roth, W.-M. (2002). Aprender ciencia en y para la comunidad [Learning science in and for the community]. Ense–anza de las Ciencias, 20 (2), 195-208.
9. Roth, W.-M. (2002). From action to discourse: the bridging function of gestures. Journal of Cognitive Systems Research, 3, 535-554.
10. Breuer, F., Reichertz, J., & Roth, W.-M. (2002). Debatte "Erfolgreich Sozialwissenschaften betreiben--Ethnographie der Karrierepolitiken einer Berufsgruppe." Forum Qualitative Sozialforschung, 3 (3). http://www.qualitative-research.net/fqs/fqs.htm
11. Breuer, F., Reichertz, J., & Roth, W.-M. (2002). Debate "Doing successful research in the social sciences--Ethnography of the career politics of an occupational group." Forum Qualitative Social Research, 3 (3). http://www.qualitative-research.net/fqs/fqs-eng.htm
12. Breuer, F., Mruck, K., & Roth, W.-M. (2002). SubjektivitŠt und Reflexivität: Eine Einleitung. Forum Qualitative SozialForschung, 3 (3). http://www.qualitative-research.net/fqs/fqs.htm
13. Breuer, F., Mruck, K., & Roth, W.-M. (2002). Subjectivity and reflexivity: An introduction. Forum Qualitative Social Research, 3 (3). http://www.qualitative-research.net/fqs/fqs-eng.htm
14. Roth, W.-M., & Lawless, D. (2002). How does the body get into the mind? Human Studies, 25 (3), 333-358.
15. Roth, W.-M. (2002). Editorial power/authorial suffering. Research in Science Education, 32, 215-240.
16. Roth, W.-M., & Tobin, K. (2002). Peer review in science education: An introduction. Research in Science Education, 32, 127-134.
17. Tobin, K., & Roth, W.-M. (2002). The contradictions in science education peer review and possibilities for change. Research in Science Education, 32, 269-280.
18. Roth, W.-M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304.
19. Roth, W.-M., & Tobin, K. (2002). Redesigning an ÒurbanÓ teacher education program: An activity theory perspective. Mind, Culture, & Activity, 9 (2), 108-131.
20. Roth, W.-M. (2002). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365-392.
21. Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11, 33-56.
22. Roth, W.-M. (2002). Taking science education beyond schooling. Canadian Journal of Science, Mathematics, and Technology Education, 2, 37-48.
23. 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.
24. Roth, W.-M., & Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86, 368-385.
25. Roth, W.-M., Bowen, G. M., & Masciotra, D. (2002). From thing to sign and Ônatural objectÕ: Toward a genetic phenomenology of graph interpretation. Science, Technology, & Human Values, 27, 327-356.
26. Roth, W.-M., & Lawless, D. (2002). Signs, deixis, and the emergence of scientific explanations. Semiotica, 138, 95-130.
27. Roth, W.-M. (2002). Reading graphs: Contributions to an integrative concept of literacy. Journal of Curriculum Studies, 34, 1-24.
28. Roth, W.-M., & Lawless, D. (2002).When up is down and down is up: Body orientation, proximity and gestures as resources for listeners. Language in Society, 31, 1-28.
29. Roth, W.-M., Tobin, K., & Zimmermann, A. (2002). Coteaching: Learning environments research as aspect of classroom praxis. Learning Environments Research, 5 (1), 1-28.

2001

1. Roth, W.-M., Tobin, K., & Zimmermann, A. (2001). Coteaching: Learning environments research as aspect of classroom praxis. Learning Environments Research.
2. Roth, W.-M., & Bowen, G. M. (2001). Of disciplined minds and disciplined bodies. Qualitative Sociology, 24 (4), 459-481.
3. Roth, W.-M., & Bowen, G. M. (2001). 'Creative solutions' and 'fibbing results': Enculturation in field ecology. Social Studies of Science, 31, 533-556.
4. Tobin, K., Roth, W.-M., & Zimmermann, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38, 941-964.
5. Roth, W.-M., & Tobin, K. (2001). Learning to teach science as praxis. Teaching and Teacher Education, 17(7), 741-762.
6. Lee, S., & Roth, W.-M. (2001). How ditch and drain become a healthy creek: Representations, translations and agency during the re/design of a watershed. Social Studies of Science, 31, 315-356.
7. Roth, W.-M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38, 768-790.
8. Roth, W.-M. (2001). Designing as distributed process. Learning and Instruction, 11, 211-239.
9. Roth, W.-M., & Tobin, K. (2001). The implications of coteaching/cogenerative dialogue for teacher evaluation: Learning from multiple perspectives of everyday practice. Journal of Personnel Evaluation in Education, 15, 7-29.
10. Roth, W.-M. (2001, May). The politics and rhetoric of conversation and discourse analysis. Review Article [21 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 2(2). Available at: http://qualitative-research.net/fqs/fqs-eng.htm
11. Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.
12. Roth, W.-M., McRobbie, C., & Lucas, K. B. (2001). StudentsÕ talk about circular motion within and across contexts and teacher awareness. International Journal of Science Education, 23, 151-179.
13. Roth, W.-M. (2001). Phenomenology and mathematical experience. Linguistics & Education, 12(2), 239-252.
14. Roth, W.-M., & Lawless, D. (2001). Computer modeling and biological learning. Educational Technology & Society, 4, 13-25. [http://ifets.ieee.org/periodical/vol_1_2001/]
15. Roth, W.-M. (2001). Situating cognition. The Journal of the Learning Sciences, 10, 27-61.
16. Lawless, D., & Roth, W.-M. (2001). The Spiel on 'Spielraum and Teaching'. Curriculum Inquiry, 31(2), 229-235.
17. Roth, W.-M., Lawless, D., & Masciotra, D. (2001). Spielraum and teaching. Curriculum Inquiry, 31(2), 183-207.
18. Roth, W.-M., & Bowen, G. M. (2001). Professionals read graphs: A semiotic analysis. Journal for Research in Mathematics Education, 32, 159-194.
19. Masciotra, D., Ackerman, E., & Roth, W.-M. (2001). ÒMaai:Ó The art of distancing in karate-do mutual attunement in close encounters. Journal of Adult Development, 8 (2), 119-132.
20. Roth, W.-M. (2001). 'Authentic science': Enculturation into the conceptual blind spots of a discipline. British Educational Research Journal, 27(1), 5-27.
21. Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies: Between Scylla and Charybdis. Learning and Instruction, 11 (4-5), 283-303.

2000

1. Roth, W.-M., Lawless, D., & Tobin, K. (2000). Time to teach: Towards a praxeology of teaching. Canadian Journal of Education, 25, 1-15. (Copyright 2001)
2. Roth, W.-M., & Harama, H. (2000). (Standard) English as second language: Tribulations of self. Journal of Curriculum Studies, 32, 757-775.
3. Roth, W.-M., Lawless, D., & Tobin, K. (2000). {Coteaching | cogenerative dialoguing} as praxis of dialectic method. Forum Qualitative Sozialforschung/ Forum Qualitative Social Research, 1(3). Online Journal. [http://qualitative-research.net/fqs/fqs-eng.htm]
4. Roth, W.-M. (2000). From gesture to scientific language. Journal of Pragmatics, 32(11), 1683-1714.
5. Roth, W.-M. (2000). Artificial neural networks for modeling knowing and learning in science. Journal of Research in Science Teaching, 37, 63-80.
6. Roth, W.-M., & Bowen, G. M. (2000). Learning difficulties related to graphing: a hermeneutic phenomenological perspective. Research in Science Education, 30, 123-139.
7. Roth, W.-M. (2000). Autobiography as research strategy. Research in Science Education, 30, 1-12.
8. Lee, S. H., & Roth, W.-M. (2000). Autobiography and the paradox of change: (Dis)locating ourselves in the process. Research in Science Education, 30, 57-73.
9. Roth, W.-M. (2000). Learning environments research, lifeworld analysis, and solidarity in practice. Learning Environments Research, 2, 225-247.

1999

1. Roth, W.-M. (1999). The evolution of umwelt and communication. Cybernetics & Human Knowing, 6(4), 5-23.
2. Désautels, J., & Roth, W.-M. (1999). Demystifying epistemology. Cybernetics & Human Knowing, 6, 33-45. (alphabetical order of authors)
3. Bowen, G. M., Roth, W.-M., & McGinn, M. K. (1999). Interpretations of graphs by university biology students and practicing scientists: towards a social practice view of scientific re-presentation practices. Journal of Research in Science Teaching, 36, 1020-1043.
4. Roth, W.-M., & Bowen, G. M. (1999). Digitizing lizards or the topology of vision in ecological fieldwork. Social Studies of Science, 29, 719-764.
5. McGinn, M. K., & Roth, W.-M. (1999). Towards a new science education: Implications of recent research in science and technology studies. Educational Researcher, 28(3), 14-24.
6. Roth, W.-M., & Bowen, G. M. (1999). Decalages in talk and gesture: Visual and verbal semiotics of ecology lectures. Linguistics & Education, 10(3), 335-358.
7. Roth, W.-M., & McRobbie, C. (1999). Lifeworlds and the 'w/ri(gh)ting' of classroom research. Journal of Curriculum Studies, 31, 501-522.
8. Roth, W.-M. (1999). Discourse and agency in school science laboratories. Discourse Processes, 28, 27-60.
9. Roth, W.-M., Bowen, G. M., & McGinn, M. K. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 36, 977-1019.
10. Roth, W.-M., Masciotra, D., & Boyd, N. (1999). Becoming-in-the-classroom: a case study of teacher development through coteaching. Teaching and Teacher Education, 17, 771-784.
11. Roth, W.-M., & Bowen, G. M. (1999). Complexities of graphical representations during lectures: A phenomenological approach. Learning and Instruction, 9, 235-255.
12. Roth, W.-M., & Bowen, G. M. (1999). Of cannibals, missionaries, and converts: graphing competencies from grade 8 to professional science inside (classrooms) and outside (field/laboratory). Science, Technology, & Human Values, 24, 179-212.
13. Roth, W.-M. (1999). Science, irony, and the inescapability from language. Studies in Science Education, 31, 141-148.
14. Roth, W.-M., McGinn, M. K., Woszczyna, C., & Boutonné, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configuration, and physical arrangements. The Journal of the Learning Sciences, 8, 293-347.
15. Surry, C., & Roth, W.-M. (1999). An analysis of student self-evaluation of open-ended projects in a science 9 classroom. Research in Science Education, 29, 431-443.
16. Roth, W.-M., & Boyd, N. (1999). Coteaching, as colearning, in practice. Research in Science Education, 29, 51-67.
17. Bowen, G. M., & Roth, W.-M. (1999). Performance and confidence on science tests: Quantitative and qualitative relationships. Research in Science Education, 29, 209-226.
18. Roth, W.-M., Boutonné, S., McRobbie, C., & Lucas, K. B. (1999). One class, many worlds. International Journal of Science Education, 21, 59-75.

1998

1. Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (1998). Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science. International Journal of Science Education, 20, 1059-1073.
2. Roth, W.-M. (1998). An integration of perspectives on learning process studies in physics. International Journal of Science Education, 20, 1019-1024.
3. Roth, W.-M. (1998). Starting small and with uncertainty: Toward a neurocomputational account of knowing and learning in science. International Journal of Science Education, 20, 1089-1105.
4. McGinn, M. K., & Roth, W.-M. (1998). Assessing students' understandings about levers: better test instruments are not enough. International Journal of Science Education, 20, 813-832.
5. Roth, W.-M. (1998). Situated cognition and assessment of competence in science. Evaluation and Program Planning, 21, 155-169.
6. Roth, W.-M. (1998). Battling windmills and straw persons. Electronic Journal of Science Education. [http://unr.edu/homepage/jcannon/ejse/ejsv2n4cov.html]
7. Roth, W.-M., & McGinn, M. K. (1998). Inscriptions: a social practice approach to "representations." Review of Educational Research, 68, 35-59.
8. Roth, W.-M. (1998). Science and technology studies and science education: a natural match? Research in Science Education, 28, 1-7.
9. Roth, W.-M., McRobbie, C., & Lucas, K. B. (1998). Four dialogues and metalogues about the nature of science. Research in Science Education, 28, 107-118.
10. Bowen, G. M., & Roth, W.-M. (1998). Lecturing graphing: What features of lectures contribute to student difficulties in learning to interpret graphs? Research in Science Education, 28, 77-90.
11. Roth, W.-M. (1998). Science teaching as knowledgeability: a case study of knowing and learning during coteaching . Science Education, 82, 357-377.
12. Roth, W.-M., & McGinn, M. K. (1998). >unDELETE science education: /lives/work/voices. Journal of Research in Science Teaching, 35, 399-421.
13. Roth, W.-M. (1998). Teacher-as-researcher reform: Students' achievement and perceptions of learning environment. International Journal of Research on Learning Environments, 1, 75-93.
14. Roth, W.-M., McGinn, M. K., & Bowen, G. M. (1998). How prepared are preservice teachers to teach scientific inquiry? Levels of performance in scientific representation practices. Journal of Science Teacher Education, 9, 25-48.
15. Roth, W.-M., & McGinn, M. K. (1998). Knowing, researching, and reporting science education: Lessons from science and technology studies. Journal of Research in Science Teaching, 35, 213-235.
16. Welzel, M., & Roth, W.-M. (1998). Do interviews really assess students' knowledge? International Journal of Science Education, 20, 25-44.

1997

1. Roth, W.-M., & McGinn, M. K. (1997). Deinstitutionalizing school science: Implications of a strong view of situated cognition. Research in Science Education, 27, 497-513.
2. Roth, W.-M., Tobin, K., & Shaw, K. (1997). Cascades of inscriptions and the re-presentation of nature: How numbers, tables, graphs, and money come to re-present a rolling ball. International Journal of Science Education, 19, 1075-1091.
3. Kamen, M., Roth, W.-M., Flick, L., Shapiro, B., Barden, L., Kean, E., Marble, S., & Lemke, J. (1997). A multiple perspective analysis of the role of language in inquiry science learning: To build a tower. Electronic Journal of Science Education.[http://unr.edu/homepage/jcannon/ejse/ kamen_etal.html]
4. McRobbie, C. J., Roth, W.-M., & Lucas, K. B. (1997). Multiple learning environments in a physics classroom. International Journal of Educational Research, 27, 333-342.
5. Roth, W.-M. (1997). The interaction of learning environment and student discourse about knowing, learning, and the nature of science: Two longitudinal case studies. International Journal of Educational Research, 27, 311-320.
6. Roth, W.-M. (1997). From everyday science to science education: How science and technology studies inspired curriculum design and classroom research. Science & Education, 6, 373-396.
7. Roth, W.-M., & McGinn, M. K. (1997). Science in schools and everywhere else: what science educators should know about science and technology studies. Studies in Science Education, 29, 1-44.
8. Roth, W.-M., McRobbie, C., Lucas, K. B., & Boutonné, S. (1997). Why do students fail to learn from demonstrations? A social practice perspective on learning in physics. Journal of Research in Science Teaching, 34, 509-533.
9. Roth, W.-M. (1997). Being-in-the-world and the horizons of learning: Heidegger, Wittgenstein and cognition. Interchange, 28, 145-157.
10. Roth, W.-M., & Alexander, T. (1997). The interaction of students' scientific and religious discourses: Two case studies. International Journal of Science Education, 19, 125-146.
11. Roth, W.-M., & McGinn, M. K. (1997). Toward a new perspective on problem solving. Canadian Journal of Education, 22, 18-32.
12. Roth, W.-M. (1997). Interactional structures during a grade 4-5 open-design engineering unit. Journal of Research in Science Teaching, 34, 273-302.
13. Roth, W.-M., & Lucas, K. B. (1997). From ÒtruthÓ to Òinvented realityÓ: A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.
14. Roth, W.-M., McRobbie, C., Lucas, K. B., & Boutonné, S. (1997). The local production of order in traditional science laboratories: A phenomenological analysis. Learning and Instruction, 7, 107-136.
15. Roth, W.-M., & McGinn, M. K. (1997). Graphing: A cognitive ability or cultural practice? Science Education, 81, 91-106.

1996

1. Roth, W.-M. (1996). Engineering talk in a grade 4/5 classroom: A pre- and post-unit assessment. International Journal of Technology and Design Education, 6, 107-135.
2. Roth, W.-M., Woszczyna, C., & Smith, G. (1996). Affordances and constraints of computers in science education. Journal of Research in Science Teaching, 33, 995-1017.
3. Roychoudhury, A., & Roth, W.-M. (1996). Interactional processes in a constructivist physics lab. International Journal of Science Education, 18, 423-445.
4. Roth, W.-M. (1996). Teacher questioning in an open-inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33, 709-736.
5. Roth, W.-M. (1996). Guest editorial: Tests, representations, and power. Journal of Research in Science Teaching, 33, 817-819.
6. Roth, W.-M., McGinn, M. K., & Bowen, G. M. (1996). Applications of science and technology studies: Effecting change in science education. Science, Technology, & Human Values, 21, 454-484.
7. Roth, W.-M. (1996). Where is the context in contextual word problems?: Mathematical practices and products in Grade 8 students' answers to story problems. Cognition and Instruction, 14, 487-527.
8. Lucas, K. B., & Roth, W.-M. (1996). The nature of scientific knowledge and student learning: Two longitudinal case studies. Research in Science Education, 26, 103-129.
9. Roth, W.-M. (1996). The Co-evolution of situated language and physics knowing. Journal of Science Education and Technology, 5, 171-191.
10. Roth, W.-M., & Tobin, K. (1996). Aristotle and natural observation versus Galileo and scientific experiment: An analysis of lectures in physics for elementary teachers in terms of discourse and inscriptions. Journal of Research in Science Teaching, 33, 135-157.
11. Roth, W.-M. (1996). Art and artifact of children's designing: A situated cognition perspective. The Journal of the Learning Sciences, 5, 129-166.
12. Roth, W.-M. (1996). Thinking with hands, eyes, and signs: Multimodal science talk in a grade 6/7 unit on simple machines. Interactive Learning Environments, 4, 170-187.
13. Roth, W.-M. (1996). Knowledge diffusion* in a grade 4-5 classroom during a unit on civil engineering: An analysis of a classroom community in terms of its changing resources and practices. Cognition and Instruction, 14, 179-220.
14. Roth, W.-M. (1996). Unterricht Ÿber einfache Maschinen im 6. und 7. Schuljahr - geplant und analysiert aus einer sozial-konstruktivistischen Perspektive des Lernens [Learning about simple machines in Grade 6/7: A social-constructivist perspective]. Zeitschrift fŸr Didaktik der Naturwissenschaften, 2, 39-52.

1995

1. Roth, W.-M. (1995). From 'wiggly structures' to 'unshaky towers': Problem framing, solution finding, and negotiation of courses of actions during a civil engineering unit for elementary students. Research in Science Education, 25, 365-381.
2. Tobin, K., Roth, W.-M., & Brush, S. (1995). Teaching physics to prospective elementary teachers: Bridging gaps or widening chasms? Research in Science Education, 25, 267-281.
3. Roth, W.-M. (1995). Inventors, copycats, and everyone else: The emergence of shared (arti)facts and concepts as defining aspects of classroom communities. Science Education, 79, 475-502.
4. Roth, W.-M. (1995). About self-serving interests, trickle-down processes, ends-in-themselves, and 'true' democracies: A response to Richardson. Journal of Research in Science Teaching, 32, 891-893.
5. McGinn, M. K., Roth, W.-M., Boutonné, S., & Woszczyna, C. (1995). The transformation of individual and collective knowledge in elementary science classrooms that are organized as knowledge-building communities. Research in Science Education, 25, 163-189.
6. Kyle, W. C., Jr., Abell, S. K., Roth, W.-M., & Gallagher, J. J. (1995). Emancipatory interests: A reply to French. Journal of Research in Science Teaching, 32, 887-889.
7. Roth, W.-M. (1995). Affordances of computers in teacher-student interactions: The case of Interactive Physicsª. Journal of Research in Science Teaching, 32, 329-347.
8. Roth, W.-M. (1995). Ethnographische Studien zum Offenen Experimentieren im Physikunterricht [Ethnographic studies on open inquiry in physics instruction]. Unterrichtswissenschaften: Zeitschrift fŸr Lernforschung, 23, 146-161.
9. Roth, W.-M., & Bowen, G. M. (1995). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.

1994

1. Roth, W.-M., & Roychoudhury, A. (1994). Science discourse through collaborative concept mapping: New perspectives for the teacher. International Journal of Science Education, 16, 437-455.
2. Roth, W.M. (1994). Student views of collaborative concept mapping: An emancipatory research project. Science Education, 78, 1-34.
3. Roth, W.-M., & Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
4. Roth, W.-M. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31, 197-223.
5. Roth, W.-M., & Bowen, G. M. (1994). Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science. Journal of Research in Science Teaching, 31, 293-318.

1993

1. Morgan, R. L., Eagle, S. G., Esser, E., & Roth, W.-M. (1993). Moral reasoning in adjudicated youth residing at a boys' ranch. Journal of Correctional Education, 44, 62-66.
2. Roth, W.-M., & Bowen, G. M. (1993). An investigation of problem solving in the context of a grade 8 open-inquiry science program. The Journal of the Learning Sciences, 3, 165-204.
3. Roth, W.-M. (1993). Metaphors and conversational analysis as tools in reflection on teaching practice: Two perspectives on teacher-student interactions in open-inquiry science. Science Education, 77, 351-373.
4. Roth, W.-M., & Roychoudhury, A. (1993). Using vee and concept maps in collaborative settings: Elementary education majors construct meaning in physical science courses. School Science and Mathematics, 93, 237-244.
5. Roth, W.-M. (1993). In the name of constructivism? Science education research and the construction of local knowledge. Journal of Research in Science Teaching, 30, 799-803.
6. Roth, W.-M. (1993). Problem-centered learning or the integration of mathematics and science in a constructivist laboratory: A case study. School Science and Mathematics, 93, 113-122.
7. Roth, W.-M. (1993). The Heisenberg Uncertainty Principle and interpretive research in science education. Journal of Research in Science Teaching, 30, 669-680.
8. Roth, W.-M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30, 503-534.
9. Roth, W.-M., & Roychoudhury, A. (1993). The nature of scientific knowledge, knowing, and learning: The perspectives of four students. International Journal of Science Education, 15, 27-44.
10. Roth, W.-M. (1993). Processing capacity then, relevance now: In response to Pulos. Journal of Research in Science Teaching, 30, 215-217.
11. Roth, W.-M., & Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30, 127-152.

1992

1. Roth, W.-M. (1992). The particulate theory of matter for preservice elementary teachers. Journal of Science Teacher Education, 3, 115-122.
2. Roychoudhury, A., & Roth, W.-M. (1992). Student involvement in learning: Collaborative learning in physical science for preservice elementary teachers.
3. Journal of Science Teacher Education, 3, 47-52.
4. Roth, W.-M. (1992). Bridging the gap between school and real life: Toward an integration of science, mathematics, and technology in the context of authentic practice. School Science and Mathematics, 92, 307-317.
5. Kyle, W.C., Abell, S. K., Roth, W.-M., & Gallagher, J.J. (1992). Toward a mature discipline of science education. Journal of Research in Science Teaching, 29, 1015-1018.
6. Roth, W.-M., & Roychoudhury, A. (1992). The social construction of scientific concepts or The concept map as conscription device and tool for social thinking in high school science. Science Education, 76, 531-557.
7. Roth, W.-M., Gabel, D., Brown, L., & Rice, D. (1992). A combined method of INDSCAL and cognitive mapping for describing changes in students' cognitive structure. Journal of Educational and Psychological Measurement, 52, 769-779.
8. Roth, W.-M. (1992). Comments to the ÒMethodological limitations for the use of expert systems techniques in science education research.Ó Journal of Research in Science Teaching, 29, 629-632.
9. Roth, W.-M. (1992). On the implications of the neo-Piagetian Theory for college science instruction. Journal of College Science Teaching, 21, 210-213.

1991

1. Roth, W.-M. (1991). The development of reasoning on the balance beam. Journal of Research in Science Teaching, 28, 631-645.
2. Roth, W.-M., & Milkent, M. M. (1991). Factors in the development of proportional reasoning by concrete operational college students. Journal of Research in Science Teaching, 28, 553-566.
3. Roth, W.-M., & Roychoudhury, A. (1991). Nonmetric multidimensional item analysis in the construction of an anxiety attitude survey. Journal of Educational and Psychological Measurement, 51, 931-942.

1990

1. Roth, W.-M. (1990). Neo-Piagetian predictors of achievement in physical science. Journal of Research in Science Teaching, 27, 509-521.
2. Roth, W.-M. (1990). Short-term memory limitations in the problem solving of students in college level physical science. School Science and Mathematics, 90, 271-282.

1989

1. Roth, W.-M. (1989). Confirmatory factor analysis for validity considerations: A critique. Science Education, 73, 649-655.
2. Milkent, M. M., & Roth, W.-M. (1989). Enhancing student achievement through computer-generated homework. Journal of Research in Science Teaching, 26, 567-573.

1980

1. Bruner, K., Hink, W., & Roth, W.-M. (1980). Stopping power for He+ (20-120 keV). Nuclear Instruments and Methods, 173, 357-362.

1. Roth, W.-M. (in press). Apprenticeship: Introduction to research through praxis of method. In M. Garner, C. Wagner, & B. Kawulich (Eds.), Teaching research methods in the humanities and social sciences.
2. Roth, W.-M. (in press). Graphing Hagan Creek: A case of relations in sociomaterial practice. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.), Notational knowledge: Developmental and historical perspectives. Rotterdam: SensePublishers.
3. Roth, W.-M. (in press). Une approche pratique dans la reforme de l'enseignement des sciences. In A. Hasni, Y. Lenoir, & Y. Cartonnet (Eds.), La formation ˆ l'enseignement des sciences et contexte des rŽformes par compŽtences.
4. Roth, W.-M. (in press). Conversation analysis: Deconstructing social relations in the making. In K. Tobin & J. Kincheloe (Ed.), Doing educational research: A handbook. Rotterdam: SensePublishers.
5. Pozzer-Ardenghi, L., & Roth, W.-M. (in press). Understanding visuals in science textbooks. In K. Tobin (Ed.), Teaching and learning science: A handboo. Westport, CT: Praeger.
6. Roth, W.-M. (in press). Getting the most from labs. In K. Tobin (Ed.), Teaching and learning science: A handbook. Westport, CT: Praeger.
7. Roth, W.-M. (in press). Scientific literacy. In K. Tobin (Ed.), Teaching and learning science: A handbook. Westport, CT: Praeger.
8. Ercikan, K., & Roth, W.-M. (in press). Constructing data. In C. Conrad & R. Serlin (Eds.), SAGE handbook for research in education. Thousand Oaks, CA: Sage.
9. Roth, W.-M. (in press). Mathematical modeling 'in the wild': A case of hot cognition. In R. Lesh, J. J. Kaput, E. Hamilton, & J. Zawojewski (Eds.), Users of mathematics: Foundations for the future. Mahwah, NJ: Lawrence Erlbaum Associates.
10. Roth, W.-M. (in press). Communication as situated, embodied practice. In T. Ziemke, J. Zlatev, R. Frank & R. Dirven (Eds.), Body, language and mind. Berlin: Walter De Gruyter.
11. Roth, W.-M. (in press). Fundamentalist and scientific discourse: Beyond the war metaphors and rhetoric. In L. Jones & M. Reiss (Eds.), Teaching about scientific origins: Taking account of creationism. New York: Peter Lang.
12. Roth, W.-M. (in press). Situating situated cognition. In J. Kincheloe & R. Horn (Eds.), Encyclopedia of educational psychology. Westport, CT: Greenwood.
13. Roth, W.-M. (in press). Making and remaking self in urban schooling: Identity as dialectic. In J. Kincheloe, P. Anderson, K. Rose, D. Griffith, & K. Hayes (Eds.), Urban education: An encyclopedia. Westport, CT: Greenwood.
14. Roth, W.-M. (in press). Teachers as learning sciences researchers: Video as means of objectification. In R. Goldman, R. Pea, B. Barron, S. Derry (Eds.), Video research in the learning sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
15. Laroche, L., & Roth, W.-M. (in press). Teaching and learning qualitative research: Educational space as fluid. In S. Kouritzin, N. Piquemal, & R. Norman (Eds.), Qualitative research: Challenging the orthodoxies. Mahwah, NJ: Lawrence Erlbaum Associates.
16. Roth, W.-M. (2005). Activity theory. In N. J. Salkind (Ed.), Encyclopedia of human development. Thousand Oaks, CA: Sage.
17. Roth, W.-M., & Pozzer-Ardenghi, L. (2005). Tracking situated, distributed, and embodied communication in real time. In M. A. Vanchevsky (Ed.), Focus on cognitive psychology research. Hauppauge, NY: Nova Science.
18. Roth, W.-M. (2005). Situated knowing and learning during science laboratory activities: Models, methods, and examples. In F. Columbus (Ed.), Progress in learning research . Hauppauge, NY: Nova Science.
19. Roth, W.-M. (2005). From normal to revolutionary science education. In K. Boersma, M. Goedhart, O. de Jong, & H. Eijkelhof (Eds.), Research and the quality of science education (pp. 3-14). Dordrecht, The Netherlands: Springer.
20. Breuer, F., & Roth, W.-M. (2005). What bang for the buck? Gains from auto/biography and auto/ethnography to collective knowledge. In W.-M. Roth (Ed.), Auto/biography and auto/ethnography: Praxis of research method (pp. 423-442). Rotterdam: SensePublishers.
21. Roth, W.-M. (2005). Vagaries and politics of funding educational research. In W.-M. Roth (Ed.), Auto/Âbiography and auto/ethnography: Praxis of research method (pp. 301-329). Rotterdam: SensePublishers.
22. Roth, W.-M. (2005). Auto/method: Toward a dialectical sociology of everyday life. In W.-M. Roth (Ed.), Auto/biography and auto/ethnography: Praxis of research method (pp. 75-97). Rotterdam: SensePublishers.
23. Roth, W.-M. (2005). Auto/biography and ideological blindness. In W.-M. Roth (Ed.), Auto/biography and auto/ethnography: Praxis of research method (pp. 131-154). Rotterdam: SensePublishers.
24. Lee, S., & Roth, W.-M. (2005). Becoming and belonging: Learning to do qualitative research. In W.-M. Roth (Ed.), Auto/biography and auto/ethnography: Praxis of research method (pp. 379-402). Rotterdam: SensePublishers.
25. Roth, W.-M. (2005). Auto/biography and auto/ethnoÂgraphy: Finding the generalized other in the self. In W.-M. Roth (Ed.), Auto/biography and auto/ethnography: Praxis of research method (pp. 3-16). Rotterdam: SensePublishers.
26. Roth, W.-M. (2005). Body and emotion in knowing and learning. In J. Kincheloe (Ed.), Classroom teaching (pp. 371-396). New York: Peter Lang.
27. Roth, W.-M., & Tobin, K. (2005). Introduction. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. ix-xviii). New York: Peter Lang.
28. Roth, W.-M., & Tobin, K. (2005). Coteaching: From praxis to theory. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 5-26). New York: Peter Lang.
29. Roth, W.-M. (2005). Becoming like the other. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 27-51). New York: Peter Lang.
30. Tobin, K., & Roth, W.-M. (2005). Coteaching/coÂgenÂerative dialoguing in an urban science teacher preparation program. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 59-77). New York: Peter Lang.
31. Roth, W.-M., & Tobin, K. (2005). Epilogue. In W.-M. Roth & K. Tobin (Eds.), Teaching together, learning together (pp. 249-263). New York: Peter Lang.
32. Roth, W.-M. (2005). Telling in purposeful activity and the emergence of scientific language. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 45-71). Mahwah, NJ: Lawrence Erlbaum Associates.
33. Gallego, M., Magnusson, S. J., Collins, K., Palincsar, A. S., Roth, W.-M., & Yerrick, R. (2005). Metalogue: A question of perspective in supporting the learning of student thinking iin inclusive classrooms. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 225-230). Mahwah, NJ: Lawrence Erlbaum Associates.
34. Bowen, G. M., Varelas, M., Roth, W.-M., & Yerrick, R. (2005). Metalogue: Lifeworld language, scientific literacy, and intertextuality. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 135-138). Mahwah, NJ: Lawrence Erlbaum Associates.
35. Bowen, G. M., Roth, W.-M., & Yerrick, R. (2005). Metalogue: Authentic science education: Contradictions and possibilities. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 135-138). Mahwah, NJ: Lawrence Erlbaum Associates.
36. Gee, J. P., Roth, W.-M., & Yerrick, R. (2005). Metalogue: Understanding, of science and teaching. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 73-77). Mahwah, NJ: Lawrence Erlbaum Associates.
37. Kelly, G. J., Roth, W.-M., & Yerrick, R. (2005). Metalogue: Contrasting sociolinguistic and normative approaches to redesigning school. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 105-108). Mahwah, NJ: Lawrence Erlbaum Associates.
38. Tobin, K., Yerrick, R., & Roth, W.-M. (2005). Metalogue: Expanding agency and changing social structures. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 287-291). Mahwah, NJ: Lawrence Erlbaum Associates.
39. Varelas, M., Gallego, M. A., Yerrick, R., & Roth, W.-M. (2005). Metalogue: Scientific versus spontaneous concepts at work in student learning. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 315-320). Mahwah, NJ: Lawrence Erlbaum Associates.
40. Ballenger, C., Gee, J. P., Yerrick, R., & Roth, W.-M. (2005). Metalogue: Emergent nature of classroom talk and the game of science. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 259-264). Mahwah, NJ: Lawrence Erlbaum Associates.
41. Ballenger, C., Yerrick, R., & Roth, W.-M. (2005). Metalogue: Balancing our view of science with language usage and culture. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 193-197). Mahwah, NJ: Lawrence Erlbaum Associates.
42. Yerrick, R., & Roth, W.-M. (2005). Introduction: The role of language in science learning and teaching. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 1-18). Mahwah, NJ: Lawrence Erlbaum Associates.
43. Gee, J. P., Kelly, G. J., Roth, W.-M. & Yerrick, R. (2005). Metalogue: Situating identity and science discourse. In R. Yerrick & W.-M. Roth (Eds.), Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (pp. 39-44). Mahwah, NJ: Lawrence Erlbaum Associates.
44. Roth, W.-M. (2005). Das Video als Mittel der Reflektion Ÿber die Unterrichtsp. In M. Welzel & H. Stadler (Hrsg.), Nimm doch mal die Kamera: Zur Nutzung von Videos in der LehrerausbildungÑBeispiele und EmÂpfehÂlungen aus den Naturwissenschaften (pp. 11-28). MŸnster: Waxman-Verlag.
45. Roth, W.-M. (2005). Organizational mediation of urban science. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Maximizing the transformative potential of science education: Learning from research in inner city high schools (pp. 91-115). Lanham, MD: Rowman & Littlefield.
46. Roth, W-M., & Alexander, T. (2004). The interaction of studentsÕ scientific and religious discourses: two case studies. In J. Gilbert (Ed.), RoutledgeFalmer reader in science education (pp. 168-188). London: RoutledgeFalmer.
47. Roth, W.-M. (2004). Against the grade: Student assessment of learning. In T. R. Koballa & D. J. Tippins (Eds.), Cases in middle and secondary science education: The promise and dilemmas (pp. 252-257). Upper Saddle River, NJ: Pearson.
48. Roth, W.-M., & Masciotra, D. (2004). Apprendre c'est faire émerger. In P. Jonnaert et D. Masciotra (dir.), ConstructivismeÑchoix contemporains en éducation: Hommage à Ernst von Glasersfeld (pp. 225-253). Ste-Foy : Presse de l'Université du Québec.
49. Roth, W.-M. (2004). A phenomenological anthropology of texts and literacy. In A. Peacock & A. Cleghorn (Eds.), Missing the meaning: the development and use of print and non-print learning materials (pp. 253-266). Houndmills, Basingstoke, Hampshire: Palgrave.
50. Roth, W.-M. (2004). Gestures: The leading edge in literacy development. In W. Saul (Ed.), Border crossing: Essays on literacy and science (pp. 48-70). International Reading Association & National Science Teachers Association.
51. Roth, W.-M. (2004). Against the grade: Student assessment of learning. In T. R. Koballa & D. J. Tippins (Eds.), Cases in middle and secondary science educa-tion: The promise and dilemmas (pp. 252-257). Upper Saddle River, NJ: Pearson.
52. Bowen, G. M., & Roth, W.-M. (2003). Bridging the practice gap using practicum placements in secondary science teacher education. In D. Hodson (Ed.), OISE Papers in STSE Education. Volume 4 (pp. 215-225). Toronto: OISE.
53. Bowen, G. M., & Roth, W -M. (2002). Of lizards, out-doors and indoors: Constructing lifeworlds in ecological fieldwork. In D. Hodson (Ed.), OISE Papers in STSE Education. Volume 3 (pp. 167-189). Toronto: OISE.
54. Roth, W.-M. (2002). Learning in Moussac. In L. M. Richter & R. Engelhart (Eds.), Life of science: Whitebook on educational initiatives in natural sciences and technology (pp. 45-55). Copenhagen: Learning Lab Denmark.
55. Roth, W.-M. (2002). Henderson Creek. In L. M. Richter & R. Engelhart (Eds.), Life of science: Whitebook on educational initiatives in natural sciences and technology (pp. 155-166). Copenhagen: Learning Lab Denmark.
56. Roth, W.-M. (2002). Constructing constructivism and checking reality checks. In D. Tippins, T. Koballa & B. Payne (Eds.), Learning from cases: Unraveling the complexities of elementary science teaching (pp. 97-100). Neadham Heights, MA: Allyn & Bacon.
57. 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 (pp. 187-217). Dordrecht, Netherlands: Kluwer Academic Press.
58. Roth, W.-M., & Désautels, J. (2002). What scientific literacy for the 21st century? In W.-M. Roth & J. Désautels (Eds.), Science education for/as socio-political action (pp. 1-15). New York: Peter Lang.
59. Roth, W.-M., & Bowen, G. M. (2002). From science to epistemology and back. In W.-M. Roth & J. Désautels (Eds.), Science education for/as socio-political action (pp. 257-285). New York: Peter Lang.
60. Roth, W.-M., & Lee, S. (2002). Breaking the spell: Science education for a free society. In W.-M. Roth & J. Désautels (Eds.), Science education for/as socio-political action (pp. 65-91). New York: Peter Lang.
61. Lee, S., & Roth, W.-M. (2002). Learning science in the community. In W.-M. Roth & J. Désautels (Eds.), Science education for/as socio-political action (pp. 37-64). New York: Peter Lang.
62. Roth, W.-M. (2001). Phenomenology, knowledgeability, and authentic science. In J. Wallace & B. Louden (Eds.), Dilemmas of science teaching: Multiple perspectives (pp. 44-48, 54-55). New York: Teachers College Press.
63. Roth, W.-M., & Welzel, M. (2001). Die Geste: Das fehlende Bindeglied zwischen Handlung und Sprache [Gestures: The missing link between action and language]. In S. von Aufschnaiter & M. Welzel (Eds.), Die Nutzung von Videodaten zur Untersuchung von Lehr-Lern-Prozessen (pp. 129-141). Münster, Germany: Waxman.
64. Masciotra, D., & Roth, W.-M. (2001). Penser avec l'autre: la dynamique du situé, du situant et du résultant dans la construction du contexte. In M. Lebrun (Ed.), Les représentations sociales: Des méthodes de recherche aux problèmes de société (pp. 43-62). Outremont, Québec: Les Éditions Logiques.
65. Roth, W.-M., & D. R. Lavoie (2001). Introduction. In D. R. Lavoie & W.-M. Roth (Eds.), Models for science teacher preparation: Bridging the gap between research and practice (pp. 1-8). Dordrecht, Netherlands: Kluwer Academic Publishers.
66. Roth, W.-M. (2001). Becoming-in-the-classroom: Learning to teach in/as praxis. In D. R. Lavoie & W.-M. Roth (Eds.), Models for science teacher preparation: Bridging the gap between research and practice (pp. 11-30). Dordrecht, Netherlands: Kluwer Academic Publishers.
67. Roth, W.-M., & Tobin, K. G. (2001). College physics teaching: From boundary work to border crossing and community building. In Taylor, P. C., Gilmer, P. J., & Tobin, K. G. (Eds.), Transforming undergraduate science teaching: Social constructivist perspectives (pp. 44-64). New York: Peter Lang.
68. Duit, R., Komorek, M., Wilbers, J., & Roth, W.-M. (1999). Zur Rolle von Analogien bei der Vermittlung von Grundideen der Chaostheorie [On the function of analogies in teaching fundamentals of chaos theory]. In R. Duit & J. Mayer (Eds.), Studien zur naturwissenschaftsdidaktischen Lern- und Interessenforschung (pp. 44-64). Kiel, Germany: IPN.
69. Roth, W.-M., & McGinn, M. K. (1998). Legitimate peripheral participation in the education of researchers. In J. A. Malone, B. Atweh, & J. R. Northfield (Eds.), Research and supervision in mathematics and science education (pp. 215-230). Mahwah, NJ: Lawrence Erlbaum Associates.
70. Roth, W.-M. (1998). Teaching and learning as everyday activity. In K. Tobin & B. Fraser (Ed.), International handbook of science education (pp. 169-181). Dordrecht, Netherlands: Kluwer Academic Publishing.
71. Roth, W.-M. (1996). Situated cognition. In R. Duit & C. von Rhöneck (Eds.), Lernen in den naturwissenschaften [Learning in the sciences] (pp. 161-177). Kiel, Germany: IPN.
72. Roth, W.-M. (1995). What happens to a rock when you throw in the water? Doing high school physics the physicists' way. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving (NARST Monograph Number Six) (pp. 80-111). Manhattan, KS: National Association for Research in Science Teaching.
73. Roychoudhury, A., Roth, W.-M., & Ebbing, J. (1993). Becoming a reflective science teacher: An exemplary endeavor by a preservice elementary teacher. In Rubba, P. A., Campbell, L. M., & Dana, T. M. (Eds.), Excellence in educating teachers of science (pp. 69-88). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
74. Roth, W.-M. (1993). Construction sites: Science labs and classrooms. In K. Tobin (Ed.), The practice of constructivism in science education (pp. 145-170). Washington, D.C.: American Association for the Advancement of Science.
75. Roth, W.-M. (1993). Constructing knowledge from science laboratory activities. In J.H. Clarke & A.W. Biddle (Eds.), Teaching critical thinking: Reports from across the curriculum (pp. 238-253). Englewood Cliffs, CA: Prentice Hall.