Wolff-Michael Roth

Total citations (Google): 13,107 (as of 26-12-12)
h-index (Google): 61
Most cited: 438 (Authentic School Science), 285 ('Vygotsky's neglected legacy), 239 ('Physics students' epistemologies . . .'), 214 (Designing Communities), 201 (Inscriptions: Towards a theory . . .'), 200 ('Knowing and interacting . . .'), 194 (Rethinking Scientific Literacy)

Full Listing of Publications

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[Books] [Chapters] [Proceedings]

Research articles [inpress] [2013] [2012] [2011] [2010] [2009] [2008] [2007] [2006] [2005] [2004] [2003] [2002] [2001] [2000] [1999] [1998] [1997] [1996] [1995] [1994] [1993] [1992] [1991] [1990] [1989] [1980]

books

Roth, W.-M. (2013). Meaning and mental representation: A pragmatic approach. Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M. (2013). What more? in/for science education: An ethnomethodological perspective. Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M., Goulart, M. I. M., & Plakitsi, K. (2013). Science during early childhood: A cultural-historical perspective. Dordrecht, The Netherlands: Springer.
van Eijck, M., & Roth, W.-M. (2013). Images of science in science education: From epics to novelizing discourse. Dordrecht, The Netherlands: Springer.
Mukhopadhyay, S., & Roth, W.-M. (Eds.). (2012). Alternative forms of knowledge construction in mathematics. Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M. (2012). First person methods: Towards an empirical phenomenology of experience. Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M. (2011). Passibility: At the limits of the constructivist metaphor. Dordrecht, The Netherlands: Springer.
Roth, W.-M. (2011). Geometry as objective science in elementary classrooms: Mathematics in the flesh. New York: Routledge.
Roth, W.-M., & Radford, L. (2011). A cultural-historical perspective on mathematics teaching and learning. Rotterdam: Sense Publishers.
Hwang, S-W., & Roth, W.-M. (2011). Scientific and mathematical bodies: Sense-making at the interface of culture and mind. Rotterdam: Sense Publishers.
Roth, W.-M., & Hsu, P-L. (Eds.). (2010). Talk about careers in science. Rotterdam: Sense Publishers.
Pozzer Ardenghi, L., & Roth, W.-M. (2010). Staging & performing scientific concepts: Lecturing is thinking with hands, eyes, body, & signs. Rotterdam: Sense.
Roth, W.-M. (2010). Language, learning, context: Talking the talk. London: Routledge.
Roth, W.-M., & Hsu, P-L. (2010). Analyzing communication: Praxis of method. Rotterdam: Sense Publishers.
Roth, W.-M. (Ed.). (2010). ReUniting sociological and psychological perspectives. Dordrecht, The Netherlands: Springer-Verlag.
Roth, W.-M. (Ed.). (2009). Mathematical representation at the interface of the body and culture. Charlotte, NC: Information Age Publishing.
Roth, W.-M. (2009). Dialogism: A Bakhtinian perspective on science and learning. Rotterdam: Sense Publishers.
Roth, W.-M. (Ed.). (2009). Science education from people for people: Taking a stand(point). New York: Routledge.
Roth, W.-M., van Eijck, M., Reis, G., & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.
Masciotra, D., Roth, W.-M., & Morel, D. (2008). Énaction: apprendre et enseigner en situation. Bruxelles: deBoeck.
Ercikan, K., & Roth, W.-M. (Eds.). (2008). Generalization in educational research. New York: Routledge.
Roth, W.-M., Lee, Y. J., & Boyer, L. (2008). The eternal return: Reproduction and change in complex activity systems. The case of salmon enhancement. Berlin: Lehmanns Media.
Roth, W.-M., & Tobin, K. (Eds.). (2008). The world of science education: Handbook of research in North America. Rotterdam: Sense.
Stith, I., & Roth, W.-M. (2008). Students in action: Cogeneratives dialogues from secondary to elementary schools. Rotterdam: Sense.
Roth, W.-M. (2007). In search of meaning and coherence: A life in research. Rotterdam: Sense.
Roth, W.-M. (2007, February). Doing teacher research: A handbook for perplexed practitioners. Rotterdam: Sense.
Masciotra, D., Roth, W.-M., & Morel, D. (2007). Enaction: Toward a Zen mind in learning and teaching. Rotterdam: Sense.
Roth, W.-M., & Tobin, K. (Eds.). (2007). Science, learning, identity: Sociocultural and cultural historical perspectives. Rotterdam: Sense.
Tobin, K., & Roth, W.-M. (2007). The culture of science education: Historical and biographical perspectives. Rotterdam: Sense.
Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Rotterdam: Sense.
Roth, W.-M. (2006). Learning science: A singular plural perspective. Rotterdam: SensePublishers.
Roth, W.-M., Hwang, S., Lee, Y-J., & Goulart, M.I.M. (2005). Participation, learning, and identity: Dialectical perspectives. Berlin: Lehmanns Media.
Roth, W.-M. (Ed.). (2005). Auto/biography and auto/ethnography: Praxis of research method. Rotterdam: SensePublishers.
Roth, W.-M. (2005). Doing qualitative research: Praxis of methods. Rotterdam: SensePublishers.
Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. (2005). Critical graphicacy: Understanding visual representation practices in school science. Dordrecht, The Nether-lands: Springer-Kluwer.
Roth, W.-M., & Tobin, K. (Eds.). (2005). Teaching together, learning together. New York: Peter Lang.
Roth, W.-M. (2005). Talking science: Language and learning in science. Lanham, MD: Rowman & Littlefield.
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.
Roth, W.-M., & Barton, A. C. (2004). Rethinking scientific literacy. New York: Routledge.
Roth, W.-M. (2003). Toward an anthropology of graphing. Dordrecht, The Netherlands: Kluwer Academic Publishing.
Roth, W.-M. (2002). Being and becoming in the classroom. Ablex/Greenwood.
Roth, W.-M., & Désautels, J. (Eds.). (2002). Science education as/for sociopolitical action. New York: Peter Lang.
Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York: Peter Lang.
Lavoie, D., & Roth, W.-M. (Eds.). (2001). Models of science teacher preparation. Dordrecht, Netherlands: Kluwer Academic Publishing.
Roth, W.-M., Tobin, K. G., & Ritchie, S. M. (2001). Re/Constructing elementary science. New York: Peter Lang.
Roth, W.-M. (1998). Designing communities. Dordrecht, Netherlands: Kluwer Academic Publishers.
Roth, W.-M. (1995). Authentic school science: Knowing and learning in open-inquiry science laboratories. Dordrecht, Netherlands: Kluwer Academic Publishers.

research articles

in press

Mavin, T. J., Roth, W.-M., & Dekker, S. W. A. (in press). Understanding variance in pilot performance ratings: Two studies of flight examiners, captains and first officers assessing the performance of peers. Aviation Psychology and Applied Human Factors.
Roth, W.-M. (in press). Personal health – personalized science: a new driver for science education? International Journal of Science Education.
Roth, W.-M., & Jornet, A. G. (2013). Situated cognition. WIREs Cognitive Science, 4, xxx–xxx. doi: 10.1002/wcs.1242
Roth, W.-M., & Hsu, P.-L. (in press). Space, relations, and the learning of science. Cultural Studies of Science Education.
Roth, W.-M. (in press). From information processing to the whole person. Avant.
Hwang, S.-W., & Roth, W.-M. (in press). The work of lecturing in high school chemistry. Cultural Studies in Science Education. DOI: 10.1007/s11422-013-9502-y
Roth, W.-M. (in press). Reading Activity, Consciousness, Personality dialectically: Cultural-historical activity theory and the centrality of society. Mind, Culture, and Activity. doi: 10.1080/10749039.2013.771368
Friesen, N., & Roth, W.-M. (in press). The anatomy lecture then and now: A Foucauldian analysis. Educational Philosophy and Theory.
Roth, W.-M., & Friesen, N. (in press). History and the relationship between scientific and pedagogical knowledge: anatomy lectures then and now. Journal of Curriculum Studies. doi: 10.1080/00220272.2013. 773597
Roth, W.-M. (in press). To event: Towards a post-constructivist approach to theorizing and researching curriculum as event*-in-the-making. Curriculum Inquiry. doi: 10.1111/curi.12016
Hsu, P.-L., & Roth, W.-M. (2012). From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science. Cultural Studies in Science Education. DOI: 10.1007/s11422-012-9475-2
Pozzer-Ardenghi, L., & Roth, W.-M. (in press). A cultural-historical perspective on the development of concepts and ideas in science lectures. Cultural Studies of Science Education
Ercikan, K., Roth, W.-M., Simon, M., Sandilands, D., & Lyons-Thomas, J. (in press). Assessment of linguistic minorities in Canada: Francophone students in linguistic minority contexts. Applied Measurement in Education,
Roth, W.-M. (2012). Data generation in the discovery sciences – learning from the practices in an advanced research laboratory. Research in Science Education, doi: 10.1007/s11165-012-9324-z
Ercikan, K., & Roth, W.-M. (in press). Limits of generalizing in education research: Why criteria for research generalization should include population heterogeneity and users of knowledge claims. Teachers College Record.
Ercikan, K., Roth, W.-M., & Asil, M. (in press). Cautions about inferences from international assessments: The case of PISA 2009. Teachers College Record.
Roth, W.-M. (in press). At the intersection of text and talk: On the reproduction and transformation of language in the multilingual evaluation of multilingual texts. Semiotica.
Roth, W.-M. (2012). Rules of bending, bending the rules: The geometry of conduit bending in college and workplace. Educational Studies in Mathematics. DOI: 10.1007/s10649-011-9376-4
Roth, W.-M. (in press). Critical psychology and the praxis of school transformation: From praxis to theory to praxis . . . Register of Social Critical Theory. (in Chinese translation)

2013

Roth, W.-M. (2013). Technology and science in classroom and interview talk with Swiss lower secondary school students: a Marxist sociological approach. Cultural Studies of Science Education, 8, 433–465. doi: 10.1007/s11422-012-9473-4
Johry, A., Roth, W.-M., & Olds, B. (2013). The role of representations in engineering practices: Taking a turn towards inscriptions. Journal of Engineering Education, 102, 2–19. DOI: 10.1002/jee.20005
Roth, W.-M. (2013). Toward a post-constructivist ethics in/of teaching and learning. Pedagogies: An International Journal, 8, 103–125.
Roth, W.-M. (2013). Translation in qualitative social research: The possible impossible. Forum Qualitative Socialforschung / Forum Qualitative Social Research, 14 (2).
Maheux, J.-F., & Roth, W.-M. (2013). Creating learning opportunities for teachers and students: A cultural-historical understanding of classroom research. Curriculum Inquiry, 43, 233–260.
Roth, W.-M., Oliveri, M. E., Sandilands, D., Lyons-Thomas, J., & Ercikan, K. (2013). Investigating sources of differential item functioning using expert think-aloud protocols. International Journal of Science Education, 35, 546–576.
Ritchie, S. M., Sandhu, M., Sandhu, S., Tobin, K., Henderson, S., & Roth, W.-M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching, 50, 137–161.
Zeyer, A., & Roth, W.-M. (2013). Post-ecological discourse in the making. Public Understanding of Science, 22, 33–48. doi: 10.1177/0963662510394949
Roth, W.-M. (2013). Undoing decontextualization or how scientists come to understand their own data/graphs. Science Education, 97, 80–112. doi: 10.1002/sce.21044

2012

Karpudewan, M., Ismail, Z., & Roth, W.-M. (2012). Fostering pre-service teachers' self-determined environmental motivation through green chemistry experiments. Journal of Science Teacher Education, 23, 673–696.
Roth, W.-M. (2012). Societal mediation of mathematical cognition and learning. Orbis Scholae, 6 (2), 7–22.
Oliveira-Jayme, B., Reis, G., van Eijck, M., & Roth, W.-M. (2012). Aulas de ciencias em laboratorios de informatica: uma construcao discursiva do monopolio participativo. Linhas Criticas, 18, 107–125
Roth, W.-M. (2012). Mathematical learning: the unseen and unforeseen. For the Learning of Mathematics, 32(3), 15–21.
Maheux, J.-F., & Roth, W.-M. (2012). The ethical significance of (mathematically) engaging with students and teachers while collective qualitative data. Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 13 (3).
Roth, W.-M. (2012). Science of learning is learning of science: why we need a dialectical approach to science education research. Cultural Studies of Science Education, 7, 255–277. doi: 10.1007/s11422-012-9390-6
Roth, W.-M. (2012). On the hunt for elusive "meanings." Cultural Studies of Science Education, 7, 607–626. doi:10.1007/s11422-011-9361-3
Karpudewan, M., Ismail, Z., & Roth, W.-M. (2012). Ensuring sustainability of tomorrow through green chemistry integrated with sustainable development (SDCs). Chemistry Education: Research and Practice, 13, 120–127.
Roth, W.-M., & Gardner, R. (2012). "They're gonna explain to us what makes a cube a cube?" Geometrical properties as contingent achievement of sequentially ordered child-centered mathematics lessons. Mathematics Education Research Journal, 24, 323–346.
Roth, W.-M. (2012). Cultural-historical activity theory: Vygotsky's forgotten and suppressed legacy and its implication for mathematics education. Mathematics Education Research Journal, 24, 87–104.
Roth, W.-M. (2012). Through the eyes of the learner. Education & Didactique, 6, 129–142.
Roth, W.-M. (2012). Re/Writing the subject: a contribution to post-structuralist theory in mathematics education. Educational Studies in Mathematics, 80, 451–473.
Roth, W.-M., Radford, L., & LaCroix, L. (2012). Working with cultural-historical activity theory: A conversation. Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 13 (2).
Bautista, A., Roth, W.-M., & Thom, J. (2012). Knowing, insight learning, and the integrity of kinetic learning. Interchange, 42, 363–388.
Karpudewan, M., Ismail, Z., & Roth, W.-M. (2012). Promoting pro-environmental attitudes and reported behaviors of Malaysian pre-service teachers using green chemistry experiments. Environmental Education Research, 18, 375–389. doi: http://dx.doi.org/10.1080/ 13504622.2011. 622841
Karpudewan, M., Ismail, Z., & Roth, W.-M. (2012). The efficacy of a green chemistry laboratory-based pedagogy: Changes in environmental values of Malaysia pre-service teachers. International Journal of Science and Mathematics Education, 10, 497–529. doi: 10.1007/s10763-011-9295-y
Bautista, A., & Roth, W.-M. (2012). The incarnate rhythm of geometrical knowing. Journal of Mathematical Behavior, 31, 91–104. doi: 10.1016/j.jmathb.2011. 09.003
Bautista, A., & Roth, W.-M. (2012). Conceptualizing sound as a form of incarnate mathematical consciousness. Educational Studies in Mathematics, 79, 41–79. doi: 10.1007/s10649-011-9337-y

2011

Roth, W.-M. (2011). What constitutes evidence in science education research? Journal of Research in Science Teaching, 48, 1225-1232. doi: 10.1002/tea.20448
Maheux, J.-F., & Roth, W.-M. (2011). Relationality and mathematical knowing. For the Learning of Mathematics, 31(3), 36-41.
van Eijck, M., & Roth, W.-M. (2011). Cultural diversity in science education through novelization: Against the epicization of science and cultural centralization. Journal of Research in Science Teaching, 48, 824-847.
Ritchie, S. M., Tobin, K., Hudson, P., Roth, W.-M., & Mergard, V. (2011). Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher. Science Education, 95, 745-765.
Roth, W.-M., Ritchie, S. M., Hudson, P., & Mergard, V. (2011). A study of laughter in science lessons. Journal of Research in Science Teaching, 48, 437-458.
Roth, W.-M. (2011). Conceiving concepts and conceptions: A cultural-historical approach. Journal of Theoretical and Philosophical Psychology, 31, 106-114.
Radford, L., & Roth, W.-M. (2011). Beyond Kantian individualism: An activity perspective on classroom interaction. Educational Studies in Mathematics, 77, 227-245.
Thom, J., & Roth, W.-M. (2011). Radical embodiment and semiotics: Toward a theory of mathematics in the flesh. Educational Studies in Mathematics, 77, 267-284.
Hwang, S-W, & Roth, W.-M. (2011). The (embodied) performance of physics concepts in lectures. Research in Science Education, 41, 461-477.
Roth, W.-M., & Bautista, A. (2011). Transcriptions, mathematical cognition, and epistemology. The Montana Mathematics Enthusiast, 18, 51-76.
Roth, W.-M. (2011). Researching living/lived mathematical work. Forum Qualitative Sozialforschung / Social Research, 12(1).
Kim, M., Roth, W.-M., & Thom, J. (2011). Children's gestures and the embodied knowledge of geometry. International Journal of Science and Mathematics Education, 9, 207-238.
Roth, W.-M. (2011). Commentary 2: Inscriptions: A cultural-historical activity theoretic approach to scientific representation. Journal of Engineering Education, 100, 12-14.

2010

Oliveira, B. J. de, Reis, G., & Roth, W.-M. (2010). Egomorphism in simple words: Discursive pedagogical artifact in/for environmental education. Journal of Education Research, 4 (4), 163-172.
Van Eijck, M., & Roth, W.-M. (2010). Towards a chronotopic theory of "place" in place-based education. Cultural Studies of Science Education, 5, 869-898.
Roth, W.-M., & Tobin, K. (2010). Solidarity and conflict: Aligned and misaligned prosody as a transactional resource in intra- and intercultural communication involving power differences. Cultural Studies of Science Education, 5, 805-847.
Roth, W.-M (2010). An anthropology of reading science texts in online media. Semiotica, 182, 409-442.
Roth, W.-M., & van Eijck, M. (2010). Fullness of life as minimal unit: STEM learning across the life span. Science Education, 94, 1027-1048.
Hsu, P. L., & Roth, W.-M. (2010). From a sense of stereotypically foreign to belonging in a science community: Ways of experiential descriptions about high school students' science internship. Research in Science Education, 40, 291-311.
Krasny, M. Roth, & W.-M. (2010). Bootstrapping into resilience: Science education as/for sustainability. Environmental Education Research, 16, 297-310.
Roth, W.-M. (2010). Activism: A category for theorizing learning. Canadian Journal of Science, Mathematics, and Technology Education, 10, 278-291.
Goulart, M.I.M., & Roth, W.-M. (2010). Engaging young children in collective curriculum design. Cultural Studies of Science Education, 5, 533-562.
van Eijck, M., & Roth, W.-M. (2010). Theorizing literacy in the wild. Educational Research Review, 5, 184-194.
Pozzer-Ardenghi, L., Roth, W.-M. (2010). Reading inscriptions: The work of interpreting graphical representations in school science. Reading Psychology, 31, 228-253.
Roth, W.-M. (2010). A social psychological reading multimodal scientific texts in online media. Reading Psychology, 31, 254-281.
Roth, W.-M. (2010). Incarnation: Radicalizing the embodiment of mathematics. For the Learning of Mathematics, 30 (2), 2-9.
Hsu, P.-L., van Eijck, M., & Roth, W.-M. (2010). Students' representations of scientific practise during a science internship: Reflections from an activity-theoretic perspective. International Journal of Science Education, 32, 1243-1266.
Thom, J., Roth, W.-M., & Bautista, A. (2010). In the flesh: Living, growing conceptual domains in a geometry lesson. Complicity: An International Journal of Complexity and Education, 7, 77-87.
Hwang, S.W., Roth, W.-M., & Kim, M. (2010). Development of mathematical concepts in children's learning geometry: A Vygotskian, Body-centered approach. Pedagogies: An International Journal, 5, 72-85.
Roth, W.-M. (2010). Science and religion in a high school physics class: Revisiting the source materials of "The interaction of scientific and religious discourses." Cultural Studies of Science Education, 5, 163-167.
Roth, W.-M. (2010). Science and religion—what is at stake? Cultural Studies of Science Education, 5, 5-17.
Reis, G., & Roth, W.-M. (2010). A feeling for the environment: Emotion talk in/for the pedagogy of public environmental education. Journal of Environmental Education, 41, 71-87.
Stith, I., & Roth, W.-M. (2010). Teaching as mediation: The cogenerative dialogue and ethical understandings. Teaching and Teacher Education, 26, 363-370.
Roth, W.-M., & Lee, Y-J. (2010). Introduction: Pedagogies—Cultural-historical activity theoretical perspectives. Pedagogies: An International Journal, 5, 1-5.
Roth, W.-M. (2010). Vygotsky's dynamic conception of the thinking-speaking relationship: A case study of science lectures. Pedagogies: An International Journal, 5, 49-60.

2009

Zeyer, A., & Roth, W.-M. (2009). A mirror of society: a discourse analytic study of 14-15-year-old Swiss students' talk about environment and environmental protection. Cultural Studies of Science Education, 4, 961-998.
Roth, W.-M. (2009). Identity and community: Differences at heart and futures-to-come. Éducation et Didactique, 3, 99-118.
Roth, W.-M. (2009). On activism and teaching. Journal of Activist Science and Technology Education, 1 (2), 31-47.
Hsu, P.-L., Roth, W.-M., Marshall, A., & Guenette, F. (2009). To be or not to be? Discursive resources for (dis)identifying with science-related careers. Journal of Research in Science Teaching, 46, 1114-1136.
Roth, W.-M., van Eijck, M., Hsu, P-L., Marshall, A., & Mazumder, A. (2009). What high school students learn during internships in biology laboratories. American Biology Teacher, 71, 479-483.
Van Eijck, M., & Roth, W.-M. (2009). Authentic science experiences as a vehicle to change students' orientation towards science and scientific career choices: Learning from the path followed by Brad. Cultural Studies of Science Education, 4, 611-638.
Roth, W.-M., Lee, Y. J., & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.
Hsu, P-L., & Roth, W.-M. (2009). An analysis of teacher discourse that introduces real science activities to high school students. Research in Science Education, 39, 553-574.
Roth, W.-M. (2009). Realizing Vygotsky's program concerning language and thought: Tracking knowing (ideas, conceptions, beliefs) in real time. Language and Education, 23, 295-311.
van Eijck, M., Hsu, P.-L., & Roth, W.-M. (2009). Translations of scientific practice to "students' images of science." Science Education, 93, 587-610.
Hsu, P-L., Roth, W.-M., & Mazumder, A. (2009). Natural pedagogical conversations in a high school students' internship. Journal of Research in Science Teaching, 46, 481-505. doi: 10.1002/tea.20275
Roth, W.-M. (2009). Radical uncertainty in scientific discovery work. Science, Technology & Human Values, 34, 313-336.
Roth, W.-M. (2009). Cultural-historical activity theory: Toward a social psychology from first principles. History and Philosophy of Psychology Bulletin, 21 (1), 8-22.

Roth, W.-M. (2009). Activism or science/technology education as byproduct of capacity building. Journal for Activist Science and Technology Education, 1 (1), 16-31.
Pozzer-Ardenghi, L., & Roth, W.-M. (2009). How do we know he is not taking about himself? Demonstrations in science classrooms. Journal of Pragmatics, 41, 684-698.
Emad, G., & Roth, W.-M. (2009). Policy as boundary object: A new way to look at educational policy design and implementation. Vocations and Learning, 2, 19-35.
Roth, W.-M., & Thom, J. (2009). The emergence of 3d geometry from children's (teacher-guided) classification tasks. Journal of the Learning Sciences, 18, 45-99.
Roth, W.-M., & Thom, J. (2009). Bodily experience and mathematical conceptions: From classical views to a phenomenological reconceptualization. Educational Studies in Mathematics, 70, 175-189.
Boyer, L., Roth, W.-M., & Wright, N. (2009). Stabilizing performances: The emergence of a community eelgrass mapping network. Public Understanding of Science, 18, 130-148.
Hsu, P.-L., Roth, W.-M. (2009). Lab technicians and high school student interns—who is scaffolding whom?: On forms of emergent expertise. Science Education, 93, 1-25.
Roth, W.-M. (2009). Autho/Ethnography and the question of ethics. FQS: Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 9 (1).

2008

van Eijck, M., & Roth, W.-M. (2008). Representations of scientists in Canadian high school and college textbooks. Journal of Research in Science Teaching, 45, 1059-1082.
Pozzer-Ardenghi, L., & Roth, W.-M. (2008). Catchment, growth points, and the iterability of signs in classroom communication. Semiotica, 172, 321-341.
Roth, W.-M. (2008). Bricolage, métissage, hybridity, heterogeneity, diaspora: Concepts for thinking science education in the 21st century. Cultural Studies in Science Education, 3, 891-916.
Hwang, S.-W., & Roth, W.-M. (2008). Learning science in an era of globalization: A phenomenology of the foreign/strange. Cultural Studies of Science Education, 3, 937-958.
Roth, W.-M. (2008). Klaus Holzkamp in the Americas: A personal account. Journal fuer Psychologie, 16 (2).
Kim, M., & Roth, W.-M. (2008). Envisioning technological literacy in science education: Building sustainable human-technology-lifeworld relationships. Journal of Educational Thought, 42, 185-206.
Lee, Y. J., & Roth, W.-M. (2008). How activity systems evolve: Making | saving salmon in British Columbia. Mind, Culture, and Activity, 15, 296-321.
Pozzer-Ardenghi, L., & Roth, W.-M. (2008). Catchment, growth points, and the iterability of signs in class-room communication. Semiotica, 171, 321-341.
Temple, S. E., Ramsden, S. D., Haimberger, T. J., Veldhoen, K. M., Veldhoen, N. J., Carter, N. L., Roth, W.-M., & Hawryshyn, C. W. (2008). Effects of exogenous thyroid hormones on visual pigment composition in coho salmon (Oncorhynchus kisutch). Journal of Experimental Biology, 211, 2134-2143.
Roth, W.-M. (2008). Constructing community health and safety. Municipal Engineer, 161, 83-92.
Roth, W.-M. (2008). Mathematical cognition and the final report of the National Mathematics Advisory Panel: A critical, cultural-historical activity theoretic analysis. The Montana Mathematics Enthusiast, 5, 371-386.
Roth, W.-M. (2008). A question of competing paradigms? Cultural Studies of Science Education, 3, 373-385.
Roth, W.-M., Lee, Y. J., & Hwang, S.-W. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education, 3, 231-261.
Emad, G., & Roth, W.-M. (2008). Contradictions in practices of training for and assessment of competency: a case study from the maritime domain. Education and Training, 50, 260-272.
Hwang, S., & Roth, W.-M. (2008). Of human bodies in scientific communication and enculturation. Journal of Curriculum Studies, 40, 353-379.
Roth, W.-M. (2008). The nature of scientific conceptions: A discursive psychological perspective. Educational Research Review, 3, 30-50.
Joslin, P., Stiles, K. S., Marshall1, J. S., Anderson, O. R., Gallagher, J. J., Kahle, J. B., Fensham, P., Lazarowitz, R., Rennie, L. J., Fraser, B., Staver, J. R., Gallard, A., Jiménez-Aleixandre, M. P., Dillon, J., Moscovici, H., Tuan, H-L., Emdin, C., Tobin, K., & Roth, W.-M. (2008). NARST: a lived history. Cultural Studies of Science Education, 3 (1), 157-207.
Roth, W.-M. (2008). Historical tidbits, the Shoah, and the teaching of mathematics. The Montana Mathematics Enthusiast, 5, 15-28.
Roth, W.-M. (2008). Situated knowing and learning during science laboratory activities: Models, methods, and examples. Journal of Education Research, 2, 75-100.
Roth, W.-M., Tobin, K., & Ritchie, S. (2008). Time and temporality as mediators of science learning. Science Education, 92, 115-140.
van Eijck, M., & Roth, W.-M. (2008). Keeping the local local: Recalibrating the status of science and Traditional Ecological Knowledge (TEK) in education. Science Education, 91, 926-947.

2007

PLoS Biology, 5 (12), 2763-2769

Roth, W.-M. (2007). The ethico-moral nature of identity: Prolegomena to the development of third-generation cultural-historical activity theory. International Journal of Educational Research, 46, 83-93.
Roth, W.-M. (2007). Toward solidarity as the ground for changing science education. Cultural Studies in Science Education, 2 (4), 721-745.
van Eijck, M., & Roth, W.-M. (2007). Rethinking the role of information technology-based research tools in students' development of scientific literacy. Journal of Science Education and Technology, 16, 225-238.
Roth, W.-M. (2007). On mediation: Toward a cultural-historical understanding of the concept. Theory & Psychology, 15, 655-680.
Roth, W.-M. (2007). Toward a dialectical notion and praxis of scientific literacy. Journal of Curriculum Studies, 39, 377-398.
Tonso, K., & Roth, W.-M. (2007). Of roads less traveled, trails blazed, and garden paths laid in walking. Cultural Studies of Science Education, 2, 309-317.
Roth, W.-M. (2007). Busting boundaries: Rethinking language from an epistemology of difference. Cultural Studies of Science Education, 2, 290-300.
Reis, G., & Roth, W.-M. (2007). Environmental education in action: A discursive approach to curriculum design. Environmental Education Research, 13, 307-327.
Roth, W.-M. (2007). Emotion at work: A contribution to third-generation cultural historical activity theory. Mind, Culture and Activity, 14, 40-63.
Roth, W.-M., & Lee, Y. J. (2007). "Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research, 77, 186-232.
Ardenghi, D., & Roth, W.-M. (2007). Responsibility in dental practice: An activity theoretical practice. Journal of Workplace Learning, 19, 240-255.
Bowen, G. M., & Roth, W.-M. (2007). The practice of field ecology: Insights for science education. Research in Science Education, 37, 171-187.
Hoffmann, M.H.G., & Roth, W.-M. (2007). The complementarity of a representational and an epistemological function of signs in scientific activity. Semiotica, 164, 101-121.
Ritchie, S., Tobin, K., Roth, W-M. & Carambo, C. (2007). Transforming an academy through the enactment of collective curriculum leadership. Journal of Curriculum Studies, 39, 151-175.
Lunsford, E., Melear, C. T., Roth, W.-M., Perkins, M., & Hickock, L. G. (2007). Proliferation of inscriptions and transformations among preservice science teachers engaged in authentic science. Journal of Research in Science Teaching, 44, 538-564.
Lee, Y. J., & Roth, W.-M. (2007). The individual|collective dialectic in the learning organization. The Learning Organization, 14, 92-107.
Pozzer-Ardenghi, L., & Roth, W.-M. (2007). On performing concepts during science lectures. Science Education, 91, 96-114.

2006

Langemeyer, I., & Roth, W.-M. (2006). Is cultural-historical activity theory threatened to fall short of its own principles and possibilities in empirical research? OUTLINES: Critical Social Studies, 9 (2), 20-42.
Roth, W.-M. (2006). Analogical learning in computer-mediated collaborative settings. WSEAS Transactions on Computers Research, 2, 119-126.
Barab, S., Ritchie, S., Hwang, S.-W., & Roth, W.-M. (2006). Toward a non-reductionist perspective of thinking in science. Cultural Studies of Science Education, 1 (3), 451-465.
Hwang, S.-W., & Roth, W.-M. (2006). From designing artifacts to learning science: A dialectical perspective. Cultural Studies of Science Education, 1, 423-450.
Roth, W.-M., & Hwang, S.-W. (2006). Does mathematical learning occur in going from concrete to abstract or in going from abstract to concrete? Journal of Mathematical Behavior, 25, 334-344.
Roth, W.-M., & Hwang, S.-W. (2006). On the relation of abstract and concrete in scientists' graph interpretations: A case study. Journal of Mathematical Behavior, 25, 318-333.
Givry, D., & Roth, W.-M. (2006). Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting. Journal of Research in Science Teaching, 43, 1089-1109.
Goulart, M.I.M., & Roth, W.-M. (2006). Margin|center: Toward a dialectic view of participation. Journal of Curriculum Studies, 38, 679-700.
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.
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.
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 .
Roth, W.-M., & Lee, Y. J. (2006). Computers and cognitive development at work. Educational Media International, 43, 331-346.
Roth, W.-M. (2006). A dialectical materialist reading of the sign. Semiotica, 160, 141-171.
Barab, S., & Roth, W.-M. (2006). Curriculum-based ecosystems: Supporting knowing from an ecological perspective. Educational Researcher, 35 (5), 3-13.
Ercikan, K., & Roth, W.-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35 (5), 14-23.
Roth, W.-M. (2006). A cultural-historical perspective on psychology, human-oriented technology, and activity. History and Philosophy of Psychology Bulletin, 18, 23-36.
Roth, W.-M. (2006). Ethical issues when teaching praxis is coextensive with qualitative research praxis--An introduction. FQS: Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 7(3).
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.
Roth, W.-M., & Lee, Y. J. (2006). Contradictions in theorizing and implementing "communities." Educational Research Review, 1, 27-40.
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.
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).
Roth, W.-M. (2006). Collective responsibility and solidarity: Toward a body-centered ethics. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2).
Roth, Wolff-Michael (2006, April). Thinking about open access--Concretely. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2). Art. 29.
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).
Lemke, J., Kelly, G., & Roth, W.-M. (2006). Toward a phenomenology of interviews. Cultural Studies of Science Education, 1, 83-106.
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.
Han, J., & Roth, W.-M. (2006). Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld. Science Education, 90, 173-201.
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

Bowen, G. M., & Roth, W.-M. (2005). Data and graph interpretation practices among preservice science teachers. Journal of Research in Science Teaching, 42 (10), 1063-1088.
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.
Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Photographs in lectures: Gestures as meaning-making resources. Linguistics & Education, 15 (3), 275-293.
Ardenghi, D., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). The unknowability of actions and the development of phronesis in dentistry practice. Bulletin of the International Dental Ethics and Law Society, 5(1), 3-10.
Hwang, S., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). Understanding collaborative practice: Reading between the lines actions. OUTLINES: Critical Social Studies, 7 (1), 50-69.
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, 101-138.
Tobin, K., & Roth, W.-M. (2005). Implementing coteaching / cogenerative dialoguing in urban science education. School Science and Mathematics, 105, 313-322.
Roth, W.-M. (2005). Ethnomethodology and the r/evolution of science education. Canadian Journal of Science, Mathematics, and Technology Education, 5 (2), 185-198.
Roth, W.-M. (2005). Ethics as social practice: Debating ethics in qualitative research. Historical Social Research / Historische Sozialforschung, 30 (1), 157-167.
Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89, 675-702.
Lee, Y. J., & Roth, W.-M. (2005). The (unlikely) trajectory of learning in a salmon hatchery. Journal of Workplace Learning, 17, 243-254.
Roth, W.-M. (2005). Making classifications (at) work: Ordering practices in science. Social Studies of Science, 35, 581-621.
Roth, W.-M. (2005). Publish or stay behind and perhaps perish: Stability of publication practices in (some) social sciences. Soziale Systeme, 11, 129-150.
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.
Elmose, S., & Roth, W.-M. (2005). Allgemeinbildung--Readiness for living in risk society. Journal of Curriculum Studies, 37 (1), 11-34.
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).
Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Making sense of photographs. Science Education, 89, 219-241.
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

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.
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 Review, XXV (1-2), 15-21.
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.
Roth, W.-M. (2004). Emergence of graphing practices in scientific research. Journal of Cognition and Culture, 4, 595-627.
Roth, W.-M., & Lee, Y. J. (2004). Interpreting unfamiliar graphs: A generative, activity-theoretic model. Educational Studies in Mathematics, 57, 265-290.
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).
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).
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.
Roth, W.-M. (2004). Perceptual gestalts in workplace communication. Journal of Pragmatics, 36(6), 1037-1069.
Roth, W.-M. (2004, September). Unpolitical Political ethics, ethical unethical politics. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (3).
Roth, W.-M. (2004, July). Cognitive phenomenology: Marriage of phenomenology and cognitive science. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5(3).
Roth, W.-M., & Tobin, K. (2004). Co-generative dialoguing and metaloguing: Reflexivity of processes and genres. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (3).
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).
Roth, W.-M. (2004). Activity theory in education: An introduction. Mind, Culture, & Activity, 11, 1-8.
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.
Roth, W.-M. (2004). Theory and praxis of metacognition. Pragmatics & Cognition, 12 (1), 157-172.
Roth, W.-M., & Tobin, K. (2004). Coteaching: From praxis to theory. Teachers and Teaching: Theory and Practice, 10, 161-179.
Roth, W.-M. (2004). What is the meaning of meaning? A case study from graphing. Journal of Mathematical Behavior, 23, 75-92.
Roth, W.-M. (2004). Vagaries and politics of funding: Beyond "I told you so." Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (1).
Roth, W.-M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263-291.
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.
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.
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).
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

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.
Roth, W.-M. (2003). Competent workplace mathematics: How signs become transparent in use. International Journal of Computers for Mathematical Learning, 8 (3), 161-189.
Roth, W.-M., & Duit, R. (2003). Emergence, flexibility, and stabilization of language in a physics class-room. Journal for Research in Science Teaching, 40, 869-897.
Pozzer, L. L., & Roth, W.-M. (2003). Prevalence, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40, 1089-1114.
Lee, S. H., & Roth, W.-M. (2003). Becoming and belonging: Learning qualitative research through legitimate peripheral participation. (64 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4(2).
Roth, W.-M. (2003). "If somebody's with something every day they've gotta learn something--or 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).
Roth, W.-M. (2003). Gesture-speech phenomena, learn-ing and development. Educational Psychologist, 38 (4), 249-263.
Lee, S. H., & Roth, W.-M. (2003). Science and the "good citizen": Community based scientific literacy. Science, Technology, & Human Values, 28 (3), 403-424).
Roth, W.-M. (2003). On science (education), learning, and hegemony. Journal of Curriculum Studies, 35 (2), 247-262.
Roth, W.-M., & Brier, S. (2003). Towards biologically plausible, dialectical theories of knowing and learning science. Cybernetics & Human Knowing, 10 (2), 5-7.
Roth, W.-M. (2003). From environmental determination to cultural-historical mediation: Toward biological plausible social theories. Cybernetics & Human Knowing, 10 (2), 8-28.
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), 203-213.
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.
Roth, W.-M. (2003). From epistemic (ergotic) actions to scientific discourse: Do gestures obtain a bridging function? Pragmatics & Cognition, 11, 139-168.
Lee, S., & Roth, W.-M. (2003). Of traversals and hybrid spaces: Science in the community. Mind, Culture, & Activity, 10, 120-142.
Roth, W.-M. (2003). Scientific literacy as an emergent feature of human practice. Journal of Curriculum Studies, 35, 9-24.
Roth, W.-M., & Roychoudhury, A. (2003). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 40, S114-S139. (Reprinted as part of a special issue celebrating the 13 most influential papers published in the journal's 40-year history.)
Roth, W.-M. (2003). Culture and identity. (Essay review, 94 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4(1).
Roth, W.-M. (2003). The dialectic of the general and particular in social science research and teaching praxis. (Essay review, 29 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4(2).

2002

Bowen, G. M., & Roth, W.-M. (2002). Student teachers' perspectives of their paired practicum placement experiences. Journal of Teaching and Learning, 2 (1), 21-37.
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.
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).
Bowen, G. M., & W.-M. Roth (2002). The "socialization" and enculturation of ecologists: Formal and informal influences. Electronic Journal of Science Education, 6(3).
Bowen, G. M., & Roth, W.-M. (2002). Why students may not learn to interpret scientific inscriptions? Research in Science Education, 32, 303-327.
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
Roth, W.M. (2002). Grenzgänger seeks reflexive methodology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(2). http://www.qualitative-research.net/fqs/fqs-eng.htm
Roth, W.-M. (2002). Aprender ciencia en y para la comunidad [Learning science in and for the community]. Enseñanza de las Ciencias, 20 (2), 195-208.
Roth, W.-M. (2002). From action to discourse: the bridging function of gestures. Journal of Cognitive Systems Research, 3, 535-554.
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
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
Breuer, F., Mruck, K., & Roth, W.-M. (2002). Subjektivität und Reflexivität: Eine Einleitung. Forum Qualitative SozialForschung, 3 (3).
Breuer, F., Mruck, K., & Roth, W.-M. (2002). Subjectivity and reflexivity: An introduction. Forum Qualitative Social Research, 3 (3).
Roth, W.-M., & Lawless, D. (2002). How does the body get into the mind? Human Studies, 25 (3), 333-358.
Roth, W.-M. (2002). Editorial power/authorial suffering. Research in Science Education, 32, 215-240.
Roth, W.-M., & Tobin, K. (2002). Peer review in science education: An introduction. Research in Science Education, 32, 127-134.
Tobin, K., & Roth, W.-M. (2002). The contradictions in science education peer review and possibilities for change. Research in Science Education, 32, 269-280.
Roth, W.-M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304.
Roth, W.-M., & Tobin, K. (2002). Redesigning an "urban" teacher education program: An activity theory perspective. Mind, Culture, & Activity, 9 (2), 108-131.
Roth, W.-M. (2002). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365-392.
Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11, 33-56.
Roth, W.-M. (2002). Taking science education beyond schooling. Canadian Journal of Science, Mathematics, and Technology Education, 2, 37-48.
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.
Roth, W.-M., & Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86, 368-385.
Roth, W.-M., Bowen, G. M., & Masciotra, D. (2002). From thing to sign and 'natural object': Toward a genetic phenomenology of graph interpretation. Science, Technology, & Human Values, 27, 327-356.
Roth, W.-M., & Lawless, D. (2002). Signs, deixis, and the emergence of scientific explanations. Semiotica, 138, 95-130.
Roth, W.-M. (2002). Reading graphs: Contributions to an integrative concept of literacy. Journal of Curriculum Studies, 34, 1-24.
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.
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

Roth, W.-M., Tobin, K., & Zimmermann, A. (2001). Coteaching: Learning environments research as aspect of classroom praxis. Learning Environments Research.
Roth, W.-M., & Bowen, G. M. (2001). Of disciplined minds and disciplined bodies. Qualitative Sociology, 24 (4), 459-481.
Roth, W.-M., & Bowen, G. M. (2001). 'Creative solutions' and 'fibbing results': Enculturation in field ecology. Social Studies of Science, 31, 533-556.
Tobin, K., Roth, W.-M., & Zimmermann, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38, 941-964.
Roth, W.-M., & Tobin, K. (2001). Learning to teach science as praxis. Teaching and Teacher Education, 17(7), 741-762.
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.
Roth, W.-M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38, 768-790.
Roth, W.-M. (2001). Designing as distributed process. Learning and Instruction, 11, 211-239.
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.
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
Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.
Roth, W.-M., McRobbie, C., & Lucas, K. B. (2001). Students' talk about circular motion within and across contexts and teacher awareness. International Journal of Science Education, 23, 151-179.
Roth, W.-M. (2001). Phenomenology and mathematical experience. Linguistics & Education, 12(2), 239-252.
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/]
Roth, W.-M. (2001). Situating cognition. The Journal of the Learning Sciences, 10, 27-61.
Lawless, D., & Roth, W.-M. (2001). The Spiel on 'Spielraum and Teaching'. Curriculum Inquiry, 31(2), 229-235.
Roth, W.-M., Lawless, D., & Masciotra, D. (2001). Spielraum and teaching. Curriculum Inquiry, 31(2), 183-207.
Roth, W.-M., & Bowen, G. M. (2001). Professionals read graphs: A semiotic analysis. Journal for Research in Mathematics Education, 32, 159-194.
Masciotra, D., Ackerman, E., & Roth, W.-M. (2001). "Maai:" The art of distancing in karate-do mutual attunement in close encounters. Journal of Adult Development, 8 (2), 119-132.
Roth, W.-M. (2001). 'Authentic science': Enculturation into the conceptual blind spots of a discipline. British Educational Research Journal, 27(1), 5-27.
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

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)
Roth, W.-M., & Harama, H. (2000). (Standard) English as second language: Tribulations of self. Journal of Curriculum Studies, 32, 757-775.
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).
Roth, W.-M. (2000). From gesture to scientific language. Journal of Pragmatics, 32(11), 1683-1714.
Roth, W.-M. (2000). Artificial neural networks for modeling knowing and learning in science. Journal of Research in Science Teaching, 37, 63-80.
Roth, W.-M., & Bowen, G. M. (2000). Learning difficulties related to graphing: a hermeneutic phenomenological perspective. Research in Science Education, 30, 123-139.
Roth, W.-M. (2000). Autobiography as research strategy. Research in Science Education, 30, 1-12.
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.
Roth, W.-M. (2000). Learning environments research, lifeworld analysis, and solidarity in practice. Learning Environments Research, 2, 225-247.

1999

Roth, W.-M. (1999). The evolution of umwelt and communication. Cybernetics & Human Knowing, 6(4), 5-23.
Désautels, J., & Roth, W.-M. (1999). Demystifying epistemology. Cybernetics & Human Knowing, 6, 33-45. (alphabetical order of authors)
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.
Roth, W.-M., & Bowen, G. M. (1999). Digitizing lizards or the topology of vision in ecological fieldwork. Social Studies of Science, 29, 719-764.
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.
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.
Roth, W.-M., & McRobbie, C. (1999). Lifeworlds and the 'w/ri(gh)ting' of classroom research. Journal of Curriculum Studies, 31, 501-522.
Roth, W.-M. (1999). Discourse and agency in school science laboratories. Discourse Processes, 28, 27-60.
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.
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.
Roth, W.-M., & Bowen, G. M. (1999). Complexities of graphical representations during lectures: A phenomenological approach. Learning and Instruction, 9, 235-255.
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.
Roth, W.-M. (1999). Science, irony, and the inescapability from language. Studies in Science Education, 31, 141-148.
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.
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.
Roth, W.-M., & Boyd, N. (1999). Coteaching, as colearning, in practice. Research in Science Education, 29, 51-67.
Bowen, G. M., & Roth, W.-M. (1999). Performance and confidence on science tests: Quantitative and qualitative relationships. Research in Science Education, 29, 209-226.
Roth, W.-M., Boutonné, S., McRobbie, C., & Lucas, K. B. (1999). One class, many worlds. International Journal of Science Education, 21, 59-75.

1998

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.
Roth, W.-M. (1998). An integration of perspectives on learning process studies in physics. International Journal of Science Education, 20, 1019-1024.
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.
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.
Roth, W.-M. (1998). Situated cognition and assessment of competence in science. Evaluation and Program Planning, 21, 155-169.
Roth, W.-M. (1998). Battling windmills and straw persons. Electronic Journal of Science Education. [http://unr.edu/homepage/jcannon/ejse/ejsv2n4cov.html]
Roth, W.-M., & McGinn, M. K. (1998). Inscriptions: a social practice approach to "representations." Review of Educational Research, 68, 35-59.
Roth, W.-M. (1998). Science and technology studies and science education: a natural match? Research in Science Education, 28, 1-7.
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.
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.
Roth, W.-M. (1998). Science teaching as knowledgeability: a case study of knowing and learning during coteaching . Science Education, 82, 357-377.
Roth, W.-M., & McGinn, M. K. (1998). >unDELETE science education: /lives/work/voices. Journal of Research in Science Teaching, 35, 399-421.
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.
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.
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.
Welzel, M., & Roth, W.-M. (1998). Do interviews really assess students' knowledge? International Journal of Science Education, 20, 25-44.

1997

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.
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.
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, 2(1).
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.
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.
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.
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.
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.
Roth, W.-M. (1997). Being-in-the-world and the horizons of learning: Heidegger, Wittgenstein and cognition. Interchange, 28, 145-157.
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.
Roth, W.-M., & McGinn, M. K. (1997). Toward a new perspective on problem solving. Canadian Journal of Education, 22, 18-32.
Roth, W.-M. (1997). Interactional structures during a grade 4-5 open-design engineering unit. Journal of Research in Science Teaching, 34, 273-302.
Roth, W.-M., & Lucas, K. B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.
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.
Roth, W.-M., & McGinn, M. K. (1997). Graphing: A cognitive ability or cultural practice? Science Education, 81, 91-106.

1996

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.
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.
Roychoudhury, A., & Roth, W.-M. (1996). Interactional processes in a constructivist physics lab. International Journal of Science Education, 18, 423-445.
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.
Roth, W.-M. (1996). Guest editorial: Tests, representations, and power. Journal of Research in Science Teaching, 33, 817-819.
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.
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.
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.
Roth, W.-M. (1996). The Co-evolution of situated language and physics knowing. Journal of Science Education and Technology, 5, 171-191.
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.
Roth, W.-M. (1996). Art and artifact of children's designing: A situated cognition perspective. The Journal of the Learning Sciences, 5, 129-166.
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.
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.
Roth, W.-M. (1996). Unterricht über 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 für Didaktik der Naturwissenschaften, 2, 39-52.

1995

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.
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.
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.
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.
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.
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.
Roth, W.-M. (1995). Affordances of computers in teacher-student interactions: The case of Interactive Physics™. Journal of Research in Science Teaching, 32, 329-347.
Roth, W.-M. (1995). Ethnographische Studien zum Offenen Experimentieren im Physikunterricht [Ethnographic studies on open inquiry in physics instruction]. Unterrichtswissenschaften: Zeitschrift für Lernforschung, 23, 146-161.
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

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.
Roth, W.M. (1994). Student views of collaborative concept mapping: An emancipatory research project. Science Education, 78, 1-34.
Roth, W.-M., & Roychoudhury, A. (1994). Physics students' epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31, 5-30.
Roth, W.-M. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31, 197-223.
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

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.
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.
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.
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.
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.
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.
Roth, W.-M. (1993). The Heisenberg Uncertainty Principle and interpretive research in science education. Journal of Research in Science Teaching, 30, 669-680.
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.
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.
Roth, W.-M. (1993). Processing capacity then, relevance now: In response to Pulos. Journal of Research in Science Teaching, 30, 215-217.
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

Roth, W.-M. (1992). The particulate theory of matter for preservice elementary teachers. Journal of Science Teacher Education, 3, 115-122.
Roychoudhury, A., & Roth, W.-M. (1992). Student involvement in learning: Collaborative learning in physical science for preservice elementary teachers.
Journal of Science Teacher Education, 3, 47-52.
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.
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.
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.
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.
Roth, W.-M. (1992). Comments to the "Methodological limitations for the use of expert systems techniques in science education research." Journal of Research in Science Teaching, 29, 629-632.
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

Roth, W.-M. (1991). The development of reasoning on the balance beam. Journal of Research in Science Teaching, 28, 631-645.
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.
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

Roth, W.-M. (1990). Neo-Piagetian predictors of achievement in physical science. Journal of Research in Science Teaching, 27, 509-521.
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

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

1980

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

Chapters

Roth, W.-M. (in press). Socio-cultural perspectives on learning science. In R. Gunstone (Ed.), Encyclopedia of science education. Berlin Heidelberg: Springer-Verlag.
Roth, W.-M. (in press). Learning Bayesian statistics in adulthood. In E. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: Presenting plural perspectives (pp. ). Dordrecht, The Netherlands: Springer.
Ercikan, K., & Roth, W.-M. (in preparation). Qualitative and quantitative evidence in health – the critics view. In K. Olson, R. A. Young, & I. Z. Schultz (Eds.), Handbook of qualitative health research for evidence-based practice. Dordrecht, The Netherlands: Springer.
Roth, W.-M. (in press). Scientists read graphs. In E. A. Silver & P. A. Kenney (Eds.), Lessons learned from research vol. 1: Useful and useable research related to core mathematical practices (pp. ???–???). Reston, VA: National Council of Teachers of Mathematics.
Roth, W.-M. (in press). The emergence of signs in hands-on science. In P. Trifonas (Ed.), International handbook of semiotics (pp. xxx–xxx). Dordrecht, The Netherlands: Springer.
Roth, W.-M. (in press). Activity, subjectification, and personality: Science education from a diversity of life perspective. In N. Mansour & R. Wegerif (Eds.), Science education for diversity in knowledge society (pp. xxx–xxx). Dordrecht, The Netherlands: Springer.
Roth, W.-M. (in press). Dwelling: Toward a phenomenological foundation for science and environmental education. In C. Russell, J. Dillon, & M. Breunig (Eds.), Environmental education reader. New York: Peter Lang.
Roth, W.-M. (in press). From-within-the-event: A post-constructivist perspective on activism, ethics, and science education. In S. Alsop & L. Bencze (Eds.), Activist science and technology education (pp. xxx–xxx). Dordrecht, The Netherlands: Springer.
Roth, W.-M. (in press). Inscriptions in educational research. In C. Russell, A. Reid, P. Hart, & M. Peters (Eds.), Companion to research in education. Dordrecht: Springer Verlag.
Roth, W.-M. (in press). The social nature of representational engineering knowledge. A. Johri & B. Olds (Eds.), Cambridge handbook of engineering education research (pp. xxx–xxx). Cambridge, UK: Cambridge University Press.
Roth, W.-M. (2013). Conversation analysis: Deconstructing societal relations in the making. In K. Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook (2nd, rev. ed., pp. ???–???). Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M., & Pozzer-Ardenghi, L. (2013). Pictures in biology education. In D. F. Treagust & C.-Y. Tsui (Eds.), Multiple representations in biological education (pp. 39–53). Dordrecht, The Netherlands: Springer.
Roth, W.-M. (2012). Zone of proximal development. In T. Teo (Ed.), Encyclopedia of critical psychology. Berlin: Springer. doi: 10.1007/SpringerReference_304985
Roth, W.-M. (2012). Nonverbal communication. In T. Teo (Ed.), Encyclopedia of critical psychology. Berlin: Springer. doi: 10.1007/SpringerReference_304854
Roth, W.-M. (2012). Activity theory. In T. Teo (Ed.), Encyclopedia of critical psychology. Berlin, Heidelberg: Springer. doi: 10.1007/SpringerReference_304656
Roth, W.-M. (2012). Habitus. In T. Teo (Ed.), Encyclopedia of critical psychology. Berlin, Heidelberg: Springer. doi: 10.1007/SpringerReference_304780
Roth, W.-M. (2012). Activity theory in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education. Berlin, Heidelberg: Springer. doi: DOI: 10.1007/SpringerReference_313183
Roth, W.-M. (2012). Zone of proximal development in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education. Berlin, Heidelberg: Springer. doi: 10.1007/SpringerReference_313335
Roth, W.-M. (2012). Interdisciplinary approaches in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education. Berlin, Heidelberg: Springer. doi: 10.1007/SpringerReference_313261
Roth, W.-M. (2012). Postmodernism in science education. In R. Gunstone (Ed.), Encyclopedia of science education. Berlin Heidelberg: Springer-Verlag. DOI: 10.1007/SpringerReference_303228.
Roth, W.-M. (2012). Cognitive phenomenology of cognition: Tracking the microtonality in/of learning. In N. Friesen, T. Saevi, & C. Henriksson (Eds.), Hermeneutic phenomenology in education (pp. 79–103). Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M. (2012). Tracking the origins of signs in mathematical activity: A material phenomenological approach. In M. Bockarova, M. Danesi, & R. N��ez (Eds.), Cognitive science and interdisciplinary approaches to mathematical cognition (pp. 182–215). Munich, Germany: LINCOM EUROPA.
Roth, W.-M. (2012). Apprenticeship: Toward a reflexive method for researching "education in 'non-formal' settings." In S. Delamont (Ed.), Handbook of qualitative research in education (pp. 195–208). Heatherley House, UK: Edward Elgar.
Mukhopadhyay, S., Roth, W.-M., & Greer, B. (2012). Why bother about diversity of mathematical practices. In S. Mukhopadyay & W.-M. Roth (Eds.), Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices (pp. 305–315). Rotterdam, The Netherlands: Sense Publishers.
Greer, B., Mukhopadhyay, S., & Roth, W.-M. (2012). Celebrating diversity, realizing alternatives: An introduction. In S. Mukhopadyay & W.-M. Roth (Eds.), Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices (pp. 1–8). Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M. (2012). The work of seeing mathematically. In S. Mukhopadyay & W.-M. Roth (Eds.), Alternative forms of knowing (in) mathematics: Celebrations of diversity of mathematical practices (pp. 223–242). Rotterdam, The Netherlands: Sense Publishers.
Roth, W.-M. (2012). Activity theory, teacher education, and diversity. In J. E. Banks (Ed.), Encyclopedia of diversity in education (pp. 28–29). London: Sage. doi: 10.4135/9781452218533.n10
Roth, W.-M (2012). Limits to general expertise: A study of in- and out-of-field graph interpretation. In C. A. Wilhelm (Ed.), Encyclopedia of cognitive psychology (pp. 1–38). Hauppauge, NY: Nova Science. (ISBN: 978-1-61324-546-0)
Hsu, P.-L., & Roth, W.-M. (2012). Understanding beliefs, identity, conceptions, and motivations from a discursive psychology perspective. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 1435–1447). Dordrecht, The Netherlands: Springer-Verlag.
Roth, W.-M., & Hsu, P.-L. (2012). Analyzing verbal data: An object lesson. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 1501–1513). Dordrecht, The Netherlands: Springer-Verlag.
Weishaupt, H., & Roth, W.-M. (2012). Forschungsethik. In K.-P. Horn, H. Kemnitz, W. Marotzki, & U. Sandfuchs (Eds.), Klinkhardt Lexikon Erziehungswissenschaft (pp. 407–408). Bad Heilbrunn, Germany: Klinkhardt-Verlag. (ISBN: 978-3-8252-8468-8)
Roth, W.-M. (2011). The praxis of expansive learning in teaching. In C. Day (Ed.), The Routledge international handbook on teacher and school development (pp. 271–280) London: Routledge.
Roth, W.-M. (2011). Foreword: Realizing Vygotsky's program. In P. Smagorinsky, Vygotsky and literacy research: A methodological framework (pp. vii–xxvi). Rotterdam, The Netherlands: Sense Publishers.
Krasny, M. Roth, & W.-M. (2011). Bootstrapping into resilience: Science education as/for sustainability. In M. Krasny, C. Lundholm, & R. Plummer (Eds.), Resilience in social-ecological systems: The role of learning and education (pp. 78–90). New York, NY: Taylor & Francis.
Roth, W.-M. (2011). Motives and emotion: A cultural-historical activity theoretic approach to motivation in learning and work. In D. M. McInerney, R. A. Walker, & G. A. A. Liem (Eds.), Sociocultural theories of learning and motivation: Looking back, looking forward (pp. 43–63). Greenwich, CT: Information Age Publishing.
Oliveira, B. J. de, Reis, G., & Roth, W.-M. (2011). Egomorphism in simple words: Discursive pedagogical artifact in/for environmental education. In R. V. Nata (Ed.), Progress in education (pp. 163–172). Hauppauge, NY: Nova Science
Roth, W.-M., & Bowen, G. M. (2011). "Creative solutions" and "fibbing results": Enculturation in field ecology. In S. Delamont (Ed.), Ethnographic methods in education vol. 3 (pp. 1–26). London: Sage. (Reprinted from Social Studies of Science, 2001)
Lee, S. L., & Roth, W.-M. (2011). How ditch and drain become a healthy creek: Re-presentations, translations and agency during the re/design of a watershed. In L. Prior (Ed.), Using documents and records in social research vol. 2 (pp. 335–378). London: Sage. (Reprinted from Social Studies of Science, 2001)
Roth, W.-M., & McGinn, M. K. (2011). Inscriptions: Toward a theory of representing as social practice. In L. Prior (Ed.), Using documents and records in social research vol. 2 (pp. 307–333). London: Sage. (Reprinted from Review of Education Research, 1998)
Roth, W.-M., Bowen, G. M., & Masciotra, D. (2011). From thing to sign and "natural object": Toward a genetic phenomenology of graph interpretation. In L. Prior (Ed.), Using documents and records in social research vol. 3 (pp. 331–357). London: Sage. (Reprinted from Science, Technology, and Human Values, 2002)
Roth, W.-M. (2011). Situated knowing and learning during science laboratory activities: Models, methods and examples. In R. V. Nata (Ed.), Progress in education (pp. 15–40). Happauge, NY: NOVA Publishers.
Roth, W.-M. (2011). Science in/for early childhood: More than lip service. In K. Plakitsi (Ed.), Sociocognitive and sociocultural approaches to science in early childhood (pp. 29–40). Athens: Patakis.
Roth, W.-M. (2011). Color me badly: A cultural historical approach to science in early childhood. In K. Plakitsi (Ed.), Sociocognitive and sociocultural approaches to science in early childhood (pp. 41–68). Athens: Patakis.
Roth, W.-M. (2010). Learning in praxis, learning for praxis. In S. Billett (Ed.), Learning through practice: models, traditions, orientations (pp. 21-36) Dordrecht, The Netherlands: Springer-Verlag.
Roth, W.-M (2010). Mathematics in the everyday world and at work: Prolegomena for rethinking the concept of interdisciplinarity. In B. Sriraman & V. Freiman (Eds.), Interdisciplinarity for the 21st century (pp. 67-108). Charlotte, NC: Information Age Publishers.
Roth, W.-M. (2010). Local matters, ecojustice, and community: Opportunities of village life for teaching science. In M. Müller & D. Tippins (Eds.), Cultural studies and environmentalism: The confluence of eco-justice, place-based (science) education, and indigenous knowledge (pp. 51-82) Dordrecht, The Netherlands: Springer-Verlag.
Hoffmann, M.H.G., & Roth, W.-M. (2010). Four functions of signs in learning and interdisciplinary collabo-ration. In I. Semetsky (Ed.), Semiotics in education (pp. 131-150). Rotterdam: Sense Publisher.
Roth, W.-M., & Hoffmann, M.H.G. (2010). Signs in/of communication. In I. Semetsky (Ed.), Semiotics in education (pp. 151-174). Rotterdam: Sense Publisher.
Roth, W.-M., & Zeyer, A. (2010). Institutionelle Vermittlung des Lernens und schulische Entwicklung. In G. Rückriem & H. Giest (Eds.), Tätigkeitstheorie und (Wissens-)Gesellschaft (pp. 175-198). Berlin: Leh-manns Media.
Roth, W.-M., Hsu, P-L., Bautista, A., Collyer, V. M., Connelly, C., Delgado, N., Emad, G. R., Hall, K., Kottová, A., Maheux, J-F., Marsden, S., McRae, N., Raju, D., Simpkins, S., & C. Wu. (2010). Metalogue on career talk and its study. In W.-M. Roth & P-L. Hsu (Eds.), Talk about careers in science (pp. 261-281). Rotter-dam: Sense.
Roth, W.-M. (2010). "I wouldn't want to be a pilot or surgeon because it seems too risky to me": Auto/biographical narratives and life-history accounts of career choice. In W.-M. Roth & P-L. Hsu (Eds.), Talk about careers in science (pp. 245-259). Rotterdam: Sense.
Roth, W.-M. (2010). Talking careers, career talk. In W.-M. Roth & P-L. Hsu (Eds.), Talk about careers in science (pp. 201-219). Rotterdam: Sense.
Hsu, P-L., & Roth, W.-M. (2010). Interpretive repertoires for talking (about) science-related careers. In W.-M. Roth & P-L. Hsu (Eds.), Talk about careers in science (pp. 19-41). Rotterdam: Sense.
Roth, W.-M., & Hsu, P-L. (2010). Talking science careers. In W.-M. Roth & P-L. Hsu (Eds.), Talk about careers in science (pp. 1-10). Rotterdam: Sense.
Hwang, S-W., & Roth, W.-M. (2010). Qualitative methods in Asian science education research: Toward a cultural-historical and dialectical approach to research objects. In Y-J. Lee (Ed.), The world of science education: Handbook of research in Asia (pp. 137-154). Rotterdam: Sense.
Roth, W.-M., & Thom, J. (2010). Curriculum and complex systems theory. In P. P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education vol. 1 (3rd ed., pp. 481-487). Amsterdam: Elsevier.
Roth, W.-M. (2010). Sociology| psychology: Toward a science of phenomena. In W.-M. Roth (Ed), ReUniting sociological and psychological perspectives (pp. 353-372). Dordrecht, The Netherlands: Springer-Verlag.
Maheux, J.-F., Thom, J., & Roth, W.-M. (2010). What makes a cube a cube? Contingency in abstract, concrete, cultural and bodily mathematical knowings. In W.-M. Roth (Ed.), Re/structuring science education: ReUniting sociological and psychological perspectives (pp. 201-219). Dordrecht, The Netherlands: Springer-Verlag.
Roth, W.-M. (2010). Thinking and speaking: A dynamic approach. In W.-M. Roth (Ed), ReUniting sociological and psychological perspectives (pp. 113-143). Dordrecht, The Netherlands: Springer-Verlag.
Roth, W.-M. (2010). ReUniting Sociological and psychological perspectives in/for science education: An introduction. In W.-M. Roth (Ed), ReUniting sociological and psychological perspectives (pp. 1-12). Dordrecht, The Netherlands: Springer-Verlag.
van Eijck, M., & Roth, W.-M. (2009). Towards epistemologically sound approaches in environmental education. In D. Zandvliet (Ed.), Diversity in environmental education research (pp. 9-24). Rotterdam: Sense.
Roth, W.-M. (2009). Learning and teaching through technology and design. In A. Jones & M. de Vries (Eds.), International handbook of research and development in technology education (pp. 651-668). Rotter-dam: Sense.
Roth, W.-M. (2009). Studying communication during technological design activities. In A. Jones & M. de Vries (Eds.), International handbook of research and development in technology education (pp. 637-650). Rotterdam: Sense.
Roth, W.-M. (2009). On the problematic of word problems. In L. Verschaffel, B. Greer, W. van Dooren, & S. Mukhopadhyay (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 55-69). Rotter-dam: Sense.
Roth, W.-M. (2009). Apprenticeship: Introduction to re-search through praxis of method. In M. Garner, C. Wagner, & B. Kawulich (Eds.), Teaching research methods in the humanities and social sciences (pp. 111-118). Gower House: Ashgate.
Roth, W.-M. (2009). On the inclusion of emotions, identity, and ethico-moral dimensions of actions. In A. Sannino, H. Daniels, & K. Gutiérrez (Eds.), Learning and expanding with activity theory (pp. 53-71). Cam-bridge: Cambridge University Press.
Roth, W.-M. (2009). Appreciating the embodied|social nature of mathematical cognition. In W.-M. Roth (Ed.), Mathematical representations at the interface of the body and culture (pp. 335-350). Charlotte, NC: Information Age Publishing.
Maheux, J. F., Thom, J. S., & Roth, W.-M. (2009). Mathematical abstraction in learning geometry: A body-centered approach. In W.-M. Roth (Ed.), Mathematical representations at the interface of the body and culture (pp. 71-93). Charlotte, NC: Information Age Publish-ing.
Roth, W.-M. (2009). Embodied mathematical communication and the visibility of graphical features. In W.-M. Roth (Ed.), Mathematical representations at the interface of the body and culture (pp. 95-127). Charlotte, NC: Information Age Publishing.
Roth, W.-M. (2009). Social bodies and mathematical cognition. In W.-M. Roth (Ed.), Mathematical representations at the interface of the body and culture (pp. 1-15). Charlotte, NC: Information Age Publishing.
Roth, W.-M (2009). Limits to general expertise: A study of in- and out-of-field graph interpretation. In S. P. Weingarten & H. O. Penat (Ed.), Cognitive psychology research developments (pp. 1-38). Hauppauge, NY: Nova Science. (#6)
Roth, W.-M (2009). Learning in schools: A cultural-historical activity theoretic perspective. In B. Schwarz, T. Dreyfus, & R. Hershkovitz (Eds.), The guided construction of knowledge in classrooms (pp. 281-301). London: Routledge.
Roth, W.-M. (2009). Design experiment. In E. M. An-derman & L. H. Anderman (Eds.), Psychology of class-room learning: An encyclopedia (pp. 316-320). Farmington Hills, MI: Thompson-Gale.
Roth, W.-M. (2009). Living with chronic illness: On (medical) science and scientific literacy in everyday life. In W.-M. Roth (Ed.), Science education from people for people: Taking a stand(point) (pp. 146-171). New York: Routledge.
Roth, W.-M. (2009). Taking a stand(point): Introduction to a science (education) from people for people. In W.-M. Roth (Ed.), Science education from people for people: Taking a stand(point) (pp. 1-14). New York: Rout-ledge.
Brandt, C. B., Emdin, C., Hwang, S.-W., Parsons, E., Richardson Bruna, K., & Roth, W.-M. (2009). Cultural encounters, countering enculturation: A metalogue. In W.-M. Roth (Ed.), Science education from people for people: Taking a stand(point) (pp. 116-129). New York: Routledge.
Barton, A. C., Tonso, K., & Roth, W.-M. (2009). Living and democratizing knowledges: A metalogue. In W.-M. Roth (Ed.), Science education from people for people: Taking a stand(point) (pp. 192-205). New York: Rout-ledge.
Roth, W.-M. (2009). Appreciating difference. In W.-M. Roth (Ed.), Science education from people for people: Taking a stand(point) (pp. 206-211). New York: Routledge.
Ercikan, K., Roth, W.-M., L. F. Bachman, M. Eisenhart, R. J. Mislevy, P. A. Moss, G. Solano-Flores, & K. To-bin (2009). Discussion of key issues in generalizing education research. In K. Ercikan & W.-M. Roth (Eds.), Generalization in educational research (pp. 235-260). New York: Routledge.
Roth, W.-M. (2009). Phenomenological and dialectical perspectives on the relation between the general and the particular. In K. Ercikan & W.-M. Roth (Eds.), Generalization in educational research (pp. 235-260). New York: Routledge.
Roth, W.-M., & Ercikan, K. (2009). Introduction. In K. Ercikan & W.-M. Roth (Eds.), Generalization in educa-tional research (pp. 1-7). New York: Routledge.
Laroche, L., & Roth, W.-M. (2009). Teaching and learning qualitative research: Educational space as fluid. In S. Kouritzin, N.A.C. Piquemal, & R. Norman (Eds.), Qualitative research: Challenging the orthodoxies (pp. 229-246). New York: Routledge.
Roth, W.-M. (2009). The gap between university and the workplace: Example from graphing in science. In O. Skovsmose, P. Valero, & O. R. Christensen (Eds.), University science and mathematics education in transition (pp. 133-155). Berlin: Springer-Verlag.
Roth, W.-M., & Hsu, P-L. (2008). Interest and motivation: A cultural historical and discursive psychological approach. In J. E. Larson (Ed.), Educational psychology: Cognition and learning, individual differences and motivation (pp. 81-105). Hauppauge, NY: Nova Science. (#7)
Roth, W.-M. (2008). Emergence of analogies in collaboratively conducted computer simulations. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 340-361. Hershey, PA: IGI Global.
Roth, W.-M. (2008). Beyond method: Taming the qualitative-quantitative dichotomy. In W.-M. Roth & K. To-bin (Eds.), The world of science education: Handbook of research in North America (pp. 117-134). Rotterdam: Sense.
Tobin, K., & Roth, W.-M. (2008). Qualitative methods in science education. In W.-M. Roth & K. Tobin (Eds.), The world of science education: education: Handbook of research in North America (pp. 61-83). Rotterdam: Sense.
Roth, W.-M., & Tobin, K. (2008). Introduction. In W.-M. Roth & K. Tobin (Eds.), The world of science education: Handbook of research in North America (pp. 1-6). Rotterdam: Sense.
Roth, W.-M. (2008). The dawning of signs in graph interpretation. L. Radford, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education (pp. 83-102). Rotterdam: Sense.
Roth, W.-M. (2008). Heterogeneity, diversity, change: New goal posts for rethinking science education and citizenship in the 21st century. In L. T. Kane & M. R. Poweller (Eds.), Citizenship in the 21st century (pp. 93-125). Hauppauge, NY: Nova Science.
Hwang, S-W., & Roth, W.-M. (2008). Empathy in participative thinking: The discourse of physics classrooms in an age of globalization. In Y.-J. Lee & A-L. Tan (Eds.), Science education at the nexus of theory and practice (pp. 303-315). Rotterdam: Sense.
Roth, W.-M. (2008). Learning science in informal set-ting. In Y.-J. Lee & A-L. Tan (Eds.), Science education at the nexus of theory and practice (pp. 357-372). Rotterdam: Sense.
Roth, W.-M. (2008). Situated knowing and learning during science laboratory activities: Models, methods, and examples. In T. Bertrand & L. Roux (Ed.), Education research trends (pp. 95-131). Hauppauge, NY: Nova Science.
Ercikan, K., & Roth, W.-M. (2008). What good is polarizing educational research into qualitative and quantitative? In W. P. Vogt (Ed.), Selecting research methods (pp. 163-167). London: Sage.
Roth, W.-M. (2008). Agency and multiplicity. In A. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school con-texts (pp. 103-119). Rotterdam: Sense.
Tobin, K., & Roth, W.-M. (2008). In praise of heterogeneity. In A. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school contexts (pp. 121-134). Rotterdam: Sense.
Roth, W.-M. (2008). Identity as dialectic: Agency and participation as resources and fields in the emergence of hybridized identities that acknowledge science and home culture. In A. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school contexts (pp. 103-119). Rotterdam: Sense.
Roth, W.-M. (2008). Agency and passivity: Prolegomenon to scientific literacy as ethico-moral praxis. In A. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school con-texts (pp. 135-155). Rotterdam: Sense.
Roth, W.-M., Ardenghi, D., Boyer, L., Emad, G., Hsu, P.-L., Jayme, B., Kim, M., Pozzer-Ardenghi, L., Reis, G., Stith, I., & van Eijck, M. (2007). Being, becoming, belonging: Life in an international research group. In S. Ritchie (Ed.), Research collaboration: Relationships and praxis (pp. 133-158). Rotterdam: Sense.
Roth, W.-M. (2007). Solidarity and ethics of collaborative research: A grounding in first philosophy. In S. Ritchie (Ed.), Research collaboration: Relationships and praxis (pp. 27-42). Rotterdam: Sense.
Roth, W.-M. (2007). Enseigner les science par énaction collective. In P. Potvin (Ed.), Enseigner les sciences: regards multiples (pp. 392-410). Québec: MultiMondes.
Roth, W.-M. (2007). Phenomenology, knowledgeability, and authentic science. In J. Wallace & B. Louden (Eds.), Dilemmas of science teaching: Multiple perspectives (C. Liu, Trans.) (pp. 44-48, 54-55). Taipei, Taiwan: Psychological Publishing.
Tobin, K., & Roth, W.-M. (2007). Identity in science: What-for? Where-to? How?. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 339-345). Rotterdam: Sense.
Lee, Y.-J., Brown, B., Brickhouse, N., Lottero-Perdue, P., Tobin, K. & Roth, W.-M. (2007). Discursive constructions of identity. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 243-255). Rotterdam: Sense.
Roth, W.-M., Varelas, M., Hwang, S.-W., & Tobin, K. (2007). Activity, agency, passivity. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 243-255). Rotterdam: Sense.
Tonso, K., Scantlebury, K., Roth, W.-M., & Tobin, K. (2007). Gendered identities. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 135-144). Rotterdam: Sense.
Tobin, K., Rahm, J., Olitsky, S., & Roth, W.-M. (2007). Urban science education. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 81-95). Rotterdam: Sense.
Hwang, S., & Roth, W.-M. (2007). Dis/continuity of identity: "Hot cognition" in crossing boundaries. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 185-202). Rotterdam: Sense.
Roth, W.-M., & Tobin, K. (2007). Aporias of identity in science: An introduction. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 1-10). Rotterdam: Sense.
Roth, W.-M. (2007). Identity in scientific literacy: Emotional-volitional and ethico-moral dimensions. In W.-M. Roth & K. Tobin (Eds.), Science, learning, and identity: Sociocultural and cultural historical perspectives (pp. 153-184). Rotterdam: Sense.
Roth, W.-M. (2007). In search of understanding Or a career as an emergent phenomenon. In K. Tobin & W.-M. Roth (Eds.), The culture of science education: Historical and biographical perspectives (pp. 59-71). Rotterdam: Sense.
Roth, W.-M. (2007). Fundamentalist and scientific discourse: Beyond the war metaphors and rhetoric. In L. Jones & M. Reiss (Eds.), Teaching about scientific origins: Taking account of creationism (pp. 107-125). New York: Peter Lang.
Roth, W.-M. (2007). Communication as situated, embodied practice. In T. Ziemke, J. Zlatev, R. Frank & R. Dirven (Eds.), Body, language and mind (pp. 431-456). Berlin: Walter De Gruyter.
Roth, W.-M. (2007). Epistemic mediation: Video data as filters for the objectification of teaching by teachers. In R. Goldman, R. Pea, B. Barron, S. Derry (Eds.), Video research in the learning sciences (pp. 367-382). Mahwah, NJ: Lawrence Erlbaum Associates.
Roth, W.-M. (2007). Mathematical modeling 'in the wild': A case of hot cognition. In R. Lesh, E. Hamilton, & J. J. Kaput (Eds.), Foundations for the future of mathematics education (pp. 77-97). Mahwah, NJ: Lawrence Erlbaum Associates.
Roth, W.-M. (2007). Situated knowing and learning during science laboratory activities: Models, methods, and examples. In C. Roberts (Ed.), New developments in education research (pp. 129-154). Hauppauge, NY: Nova Science.
Roth, W.-M. (2007). Situating situated cognition. In J. Kincheloe & R. Horn (Eds.), The Praeger handbook of education and psychology (pp. 717-728). Westport, CT: Praeger.
Roth, W.-M. (2007). Graphing Hagan Creek: A case of relations in sociomaterial practice. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.), Notational knowledge: Historical and developmental perspectives (179-207). Rotterdam/Taipei: Sense.
Roth, W.-M., & Pozzer-Ardenghi, L. (2006). Tracking situated, distributed, and embodied communication in real time. In M. A. Vanchevsky (Ed.), Focus on cognitive psychology research (pp. 237-261). Hauppauge, NY: Nova Science.
Roth, W.-M. (2006). Conversation analysis: Deconstructing social relations in the making. In K. Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook (pp. 235-267). Rotterdam: Sense.
Pozzer-Ardenghi, L., & Roth, W.-M. (2006). Understanding visuals in science textbooks. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 91-98). Westport, CT: Praeger.
Roth, W.-M. (2006). Learning from laboratory activities. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 51-60). Westport, CT: Praeger.
Roth, W.-M. (2006). Scientific literacy. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 69-78). Westport, CT: Praeger.
Roth, W.-M. (2006). Situated knowing and learning during science laboratory activities: Models, methods, and examples. In S. N. Hogan (Ed.), New developments in education research (pp. 165-190). Hauppauge, NY: Nova Science.
Roth, W.-M. (2006). Une approche pratique dans la reforme de l'enseignement des sciences. In A. Hasni, Y. Lenoir, & J. Lebeaume (Eds.), La formation à l'enseignement des sciences et contexte des réformes par compétences (pp. 157-191). Québec: Presses de l'Université du Québec.
Roth, W.-M. (2006). Identity as dialectic: Making and Re/making self in urban schooling. In J. L. Kincheloe, k. hayes, K. Rose, & P. M. Anderson (Eds.), The Praeger handbook of urban education (pp. 143-153). Westport, CT: Greenwood.
Ercikan, K., & Roth, W.-M. (2006). Constructing data. In C. Conrad & R. Serlin (Eds.), SAGE handbook for research in education: Engaging ideas and enriching inquiry (pp. 451-475). Thousand Oaks, CA: Sage.
Roth, W.-M. (2005). Activity theory. In N. J. Salkind (Ed.), Encyclopedia of human development. Thousand Oaks, CA: Sage.
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.
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.
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.
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.
Roth, W.-M. (2005). Vagaries and politics of funding educational research. In W.-M. Roth (Ed.), Auto/¬biography and auto/ethnography: Praxis of research method (pp. 301-329). Rotterdam: SensePublishers.
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.
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.
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.
Roth, W.-M. (2005). Auto/biography and auto/ethnography: 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.
Roth, W.-M. (2005). Body and emotion in knowing and learning. In J. Kincheloe (Ed.), Classroom teaching (pp. 371-396). New York: Peter Lang.
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.
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.
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.
Tobin, K., & Roth, W.-M. (2005). Coteaching/co¬generative 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Roth, W.-M. (2005). Das Video als Mittel der Reflektion über die Unterrichtsp. In M. Welzel & H. Stadler (Hrsg.), Nimm doch mal die Kamera: Zur Nutzung von Videos in der Lehrerausbildung--Beispiele und Empfehlungen aus den Naturwissenschaften (pp. 11-28). Münster: Waxman-Verlag.
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.
Roth, W-M., & Alexander, T. (2004). The interaction of students' scientific and religious discourses: two case studies. In J. Gilbert (Ed.), RoutledgeFalmer reader in science education (pp. 168-188). London: RoutledgeFalmer.
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.
Roth, W.-M., & Masciotra, D. (2004). Apprendre c'est faire émerger. In P. Jonnaert et D. Masciotra (dir.), Constructivisme--choix contemporains en éducation: Hommage à Ernst von Glasersfeld (pp. 225-253). Ste-Foy : Presse de l'Université du Québec.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.