Wolff-Michael Roth
  Lansdowne Professor, Applied Cognitive Science, Emeritus
 

publications
update: JUN-21-2023

Citation Information

45,454 (Google, Apr 04, 2022);
h-index: 112 (Google, Apr 04, 2022); g-index: 161 (Google, OCT 18, 2019)
For the latest numbers go [here]

Full Listing of Publications

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[Books] [Special Issues] [Chapters] [Proceedings]

Research articles    [in press] [2023] [2022] [2021] [2020] [2019] [2018] [2017] [2016] [2015] [2014] [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

2020
1. Roth, W.-M. (2020). Adventures of mind and mathematics. Springer.
2. Richardson, J., & Roth, W.-M. (Eds.). (2020). Empowering students as self-directed learners of qualitative research methods: Transformational practices for instructors and students. Brill | Sense.


2019
3. Roth, W.-M. (2019). Transactional psychology of education: Toward the social in a strong sense. Springer
4. Kim, M., & Roth, W.-M. (2019). Dialogical argumentation and reasoning in elementary science. Brill | Sense.
   
   2018
5. Roth, W.-M. (2018). Dwelling, building, thinking. Brill | Sense.
6. Presmeg, N., Radford, L., Roth, W.-M., Kadunz, G., & Puig, L. (Eds.). (2018). Signs of signification: Semiotics in mathematics education research. Springer.
   
   2017
7. Roth, W.-M. (2017). The mathematics of mathematics: Thinking with the late, Spinozist Vygotsky. Sense Publishers.
8. Roth, W.-M., & Jornet, A. (2017). Understanding educational psychology. A late Vygotskian, Spinozist approach. Springer. ISBN: 978-3-319-39868-6
9. Roth, W.-M. (2017). Cognition, assessment, and debriefing in aviation. CRC Press.
   
   2016
10. Williams, J., Roth, W.-M., Swanson, D., Doig, B., Groves, S., Omuvwie, M., Borromeo Ferri, R., & Mousoulides, N. (2016). Interdisciplinary mathematics education: A state of the art (ICME-13 topical surveys). Springer.
11. Presmeg, N., Radford, L., Roth, W.-M., & Kadunz, G. (2016). Semiotics in mathematics education (ICME-13 topical surveys). Springer.
12. Avraamidou, L., & Roth, W.-M. (Eds.). (2016). Intersections of formal and informal science. Routledge
13. Roth, W.-M. (2016). Concrete human psychology. Routledge. ([Description here])
    
    2015
14. Roth, W.-M. (2015). Rigorous data analysis: Beyond anything goes. Sense Publishers. [Preview]
15. Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. (2015). haggyo gyoyug-eseo sigagjeog pyosang-ui ihaewa hwal-yong: bipanjeog dohaelyeog [Critical graphicacy: Utilization and understanding of visual representation in school education]. Purungil. (Korean translation of 2005, Critical Graphicacy, Springer)
    
    2014
16. Roth, W.-M. (2014). Graphing and uncertainty in the discovery sciences: With implications for STEM education. Springer.
17. Roth, W.-M. (2014). Curriculum*-in-the-making: A post-constructivist perspective. Peter Lang.
    
    2013
18. Roth, W.-M. (2013). Meaning and mental representation: A pragmatic approach. Sense Publishers.
19. Roth, W.-M. (2013). What more? in/for science education: An ethnomethodological perspective. Sense Publishers.
20. Roth, W.-M., Goulart, M. I. M., & Plakitsi, K. (2013). Science during early childhood: A cultural-historical perspective. Springer.
21. van Eijck, M., & Roth, W.-M. (2013). Images of science in science education: From epics to novelizing discourse. Springer.
    
    2012
22. Mukhopadhyay, S., & Roth, W.-M. (Eds.). (2012). Alternative forms of knowledge construction in mathematics. Sense Publishers.
23. Roth, W.-M. (2012). First-person methods: Towards an empirical phenomenology of experience. Sense Publishers.
    
    2011
24. Roth, W.-M. (2011). Passibility: At the limits of the constructivist metaphor. Springer.
25. Roth, W.-M. (2011). Geometry as objective science in elementary classrooms: Mathematics in the flesh. Routledge.
26. Roth, W.-M., & Radford, L. (2011). A cultural-historical perspective on mathematics teaching and learning. Sense Publishers.
27. Hwang, S-W., & Roth, W.-M. (2011). Scientific and mathematical bodies: Sense-making at the interface of culture and mind. Sense Publishers.
    
    2010
28. Roth, W.-M., & Hsu, P-L. (Eds.). (2010). Talk about careers in science. Sense Publishers.
29. Pozzer Ardenghi, L., & Roth, W.-M. (2010). Staging & performing scientific concepts: Lecturing is thinking with hands, eyes, body, & signs. Sense Publishers.
30. Roth, W.-M. (2010). Language, learning, context: Talking the talk. Routledge.
31. Roth, W.-M., & Hsu, P-L. (2010). Analyzing communication: Praxis of method. Sense Publishers.
32. Roth, W.-M. (Ed.). (2010). ReUniting sociological and psychological perspectives. Springer.
    
    2009
33. Roth, W.-M. (Ed.). (2009). Mathematical representation at the interface of the body and culture. Charlotte, NC: Information Age Publishing.
34. Roth, W.-M. (2009). Dialogism: A Bakhtinian perspective on science and learning. Rotterdam, The Netherlands: Sense Publishers.
35. Roth, W.-M. (Ed.). (2009). Science education from people for people: Taking a stand(point). New York, NY: Routledge.
    
    2008
36. Roth, W.-M., van Eijck, M., Reis, G., & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam, The Netherlands: Sense Publishers.
37. Masciotra, D., Roth, W.-M., & Morel, D. (2008). Énaction: apprendre et enseigner en situation. Bruxelles, Belgium: deBoeck.
38. Ercikan, K., & Roth, W.-M. (Eds.). (2008). Generalizing from educational research: Beyond qualitative and quantitative polarization. New York, NY: Routledge.
39. 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, Germany: Lehmanns Media.
40. Roth, W.-M., & Tobin, K. (Eds.). (2008). The world of science education: Handbook of research in North America. Rotterdam, The Netherlands: Sense Publishers.
41. Stith, I., & Roth, W.-M. (2008). Students in action: Cogeneratives dialogues from secondary to elementary schools. Rotterdam, The Netherlands: Sense Publishers.
    
    2007
42. Roth, W.-M. (2007). In search of meaning and coherence: A life in research. Rotterdam, The Netherlands: Sense Publishers.
43. Roth, W.-M. (2007, February). Doing teacher research: A handbook for perplexed practitioners. Rotterdam, The Netherlands: Sense Publishers.
44. Masciotra, D., Roth, W.-M., & Morel, D. (2007). Enaction: Toward a Zen mind in learning and teaching. Rotterdam, The Netherlands: Sense Publishers.
45. Roth, W.-M., & Tobin, K. (Eds.). (2007). Science, learning, identity: Sociocultural and cultural historical perspectives. Rotterdam, The Netherlands: Sense Publishers.
46. Tobin, K., & Roth, W.-M. (2007). The culture of science education: Its history in person. Rotterdam, The Netherlands: Sense Publishers.
    
    2006
47. Tobin, K., & Roth, W.-M. (2006). Teaching to learn: A view from the field. Rotterdam, The Netherlands: Sense Publishers.
48. Roth, W.-M. (2006). Learning science: A singular plural perspective. Rotterdam, The Netherlands: Sense Publishers.
    
    2005
49. Roth, W.-M., Hwang, S., Lee, Y-J., & Goulart, M.I.M. (2005). Participation, learning, and identity: Dialectical perspectives. Berlin, Germany: Lehmanns Media.
50. Roth, W.-M. (Ed.). (2005). Auto/biography and auto/ethnography: Praxis of research method. Rotterdam, The Netherlands: SensePublishers.
51. Roth, W.-M. (2005). Doing qualitative research: Praxis of methods. Rotterdam, The Netherlands: Sense Publishers.
52. Roth, W.-M., Pozzer-Ardenghi, L., & Han, J. (2005). Critical graphicacy: Understanding visual representation practices in school science. Dordrecht, The Netherlands: Springer-Kluwer.
53. Roth, W.-M., & Tobin, K. (Eds.). (2005). Teaching together, learning together. New York, NY: Peter Lang.
54. Roth, W.-M. (2005). Talking science: Language and learning in science. Lanham, MD: Rowman & Littlefield.
55. 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.
    
    2004
56. Roth, W.-M., & Barton, A. C. (2004). Rethinking scientific literacy. New York, NY: Routledge.
    
    2003
57. Roth, W.-M. (2003). Toward an anthropology of graphing. Dordrecht, The Netherlands: Kluwer Academic Publishers.
    
    2002
58. Roth, W.-M. (2002). Being and becoming in the classroom. Westport, CT: Ablex/Greenwood.
59. Roth, W.-M., & Désautels, J. (Eds.). (2002). Science education as/for sociopolitical action. New York, NY: Peter Lang.
60. Roth, W.-M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching. New York, NY: Peter Lang.
    
    2001
61. Lavoie, D., & Roth, W.-M. (Eds.). (2001). Models of science teacher preparation. Dordrecht, The Netherlands: Kluwer Academic Publishers.
62. Roth, W.-M., Tobin, K. G., & Ritchie, S. M. (2001). Re/Constructing elementary science. New York, NY: Peter Lang.
    
    1998
63. Roth, W.-M. (1998). Designing communities. Dordrecht, The Netherlands: Kluwer Academic Publishers.
    
    1995
64. Roth, W.-M. (1995). Authentic school science: Knowing and learning in open-inquiry science laboratories. Dordrecht, The Netherlands: Kluwer Academic Publishers.

Special journal issues

1. von Unger, H., & Roth, W.-M.. (Eds.). (2018). Ethics in qualitative research. Forum Qualitative Social Forschung/Forum Qualitative Social Research, 19(3).
2. Aditya, J., Olds, B., & Roth, W.-M. (Eds.). (2013). Representations in engineering learning. Journal of Engineering Education, 102 (1), 1–219.
3. Roth, W.-M., & Lee, Y.-J. (Eds.). (2010). Cultural-historical activity theory. Pedagogies: An International Journal, 7, 80pp.
4. Roth, W.-M. (Ed.). (2010). Science and religion. Cultural Studies of Science Education, 5 [1], 250pp.
5. Roth, W.-M.. (Ed.). (2004). Activity theory in education. Mind, Culture, & Activity, 11, 1–77.
6. Roth, W.-M. (Ed.). (2003). Biologically grounded social theory. Cybernetics & Human Knowing, 10 [2], 2–88.
7. Roth, W.-M., Breuer, F., & Mruck, K. (Eds.). (2003, May). Subjectivity and reflexivity in qualitative research II. FQS: Forum Qualitative Social Forschung / Forum Qualitative Social Research, 4 [2]).
8. Mruck, K., Roth, W.-M., & Breuer, F. (Eds.). (2002, September). Subjectivity and reflexivity in qualitative research I. FQS: Forum Qualitative Social Forschung / Forum Qualitative Social Research, 4 [1]).
9. Roth, W.-M., & Tobin, K. (Eds.). (2002). Peer review. Research in Science Education, 32 [2], 127–280.
10. Roth, W.-M. (Ed.). (2000). Autobiography in science education. Research in Science Education, 30 [1], 1–155.
11. Roth, W.-M. (Ed.). (1998). Learning process studies in physics. International Journal of Science Education, 20 [9], 1019–1118.
12. Roth, W.-M. (Ed.). (1998). Science and technology studies and science education. Research in Science Education, 28 [1], 1–185.

Peer-reviewed research articles

in press

2023

1. Roth, W.-M. (2023). Boundaries and borderlands viewed from the perspective of a fluid ontology. Cultural Studies of Science Education, 18, 327–344.
2. Subramanian, V., Karpudewan, M., & Roth, W.-M. (2023). Unveiling the teachers' perceived self-efficacy to practice integrated STrEaM teaching. The Asia-Pacific Education Researcher, 32, 327–337.
3. Karpudewan, M., Krishnan, P., Roth, W.-M., & Mohd Norawi, A. (2023). What research says about the relationships between Malaysian teachers' knowledge, perceived difficulties and self-efficacy, and practicing STEM in schools. The Asia-Pacific Education Researcher, 32, 353–365.
4. Roth, W.-M. (2023). From interaction to transaction: The primacy of movement and the event as irreducible unit. Adaptive Behavior, 31, 157–161.

2022

1. Roth, W.-M. (2022). The emergence and unfolding of violent events: a transactional approach. Historical Social Research / Historische Sozialforschung, 47, 153–176.
2. Goulart, M. I. M., Germanos, E., & Roth, W.-M. (2022). Expanding young children's lifeworld. Cultural Studies of Science Education, 17, 251–276.

2021

1. Roth, W.-M. (2021). Gardener-becoming-tree, tree-becoming-gardener: growing-together as a metaphor for thinking about learning and development. Cultural Studies of Science Education, 16, 915–930.
2. Raffo, C., Roth, W.-M., Buck, R., & Hodson, P. (2021). Curriculum projects, learner agency and young people's fullness of life. Curriculum Journal, 32, 182–197.
3. Roth, W.-M., Socha, D., & Tenenberg, J. (2021). How actions and words come to make sense in a continuously changing world of work: a case study from software development. Semiotica, 238, 211–238.

2020

1. Kervinen, A., Roth, W.-M., Juuti, K., & Uitto, A. (2020). The resurgence of everyday experiences in school science learning activities. Cultural Studies of Science Education, 15, 1019–1045.
2. Roth, W.-M. (2020). The ideal in mathematics: A Spinozist-Marxian elaboration and revision of the Theory of Knowledge Objectification. Outlines. Critical Practice Studies, 21(2), 60–88.
3. Roth, W.-M., & Walshaw, M. (2020). Re/thinking mathematics for social justice: a transactional approach. Pedagogies: An International Journal, 15(4), 279–295.
4. Roth, W.-M. (2020). Looking back and looking forward: A historical perspective on science, mathematics, and technology education in canada through a personal lens. Canadian Journal of Science, Mathematics and Technology Education, 20, 668–681.
5. Nguyen, H., & Roth, W.-M. (2020). Haiku and mindfulness for teacher education: A discourse analysis. International Journal of Research in Teacher Education, 11(3), 19–36.
6. Roth, W.-M., & Reichertz, J. (2020). "Coercive care" or "Ur-wir [Great-we]": Communication and cooperation in couples where one partner has been diagnosed with dementia. Human Arenas, 4, 552–574.
7. Raffo, C., & Roth, W.-M. (2020). Learner agency in urban schools: A pragmatic transactional approach. British Journal of Sociology of Education, 44(4), 447–461.
8. Kervinen, A., Roth, W.-M., Juuti, K., & Uitto, A. (2020). "How stupid can a person be?"—Students coping with authoritative dimensions of science lessons. Learning, Culture and Social Interaction, 24, 100367. URL: https://doi.org/10.1016/j.lcsi.2019.100367
9. Roth, W.-M. (2020). Toward an organic theory for the cultural-historical sciences. Integrative Psychological and Behavioral Sciences, 54, 286–307.
10. Pozzer, L., & Roth, W.-M. (2020). A cultural-historical perspective on the multimodal development of concepts in science lectures. Cultural Studies of Science Education, 15, 31–70.

2019

1. Nguyen, H., & Roth, W.-M. (2019). An analysis of haiku teaching discourse. Journal of Pedagogical Research, 3, 113–125.
2. Roth, W.-M. (2019). The contribution of Grundlegung der Psychologie to method. Annual Review of Critical Psychology, 16, 719–740.
3. Roth, W.-M. & Walshaw, M. (2019). Affect and emotions in mathematics education: Toward a holistic psychology of mathematics education. Educational Studies in Mathematics, 102, 111–125.
4. Roth, W.-M., & Jornet, A. (2019). Theorizing with/out "mediators." Integrative Psychological and Behavioral Science, 53, 323–343.
5. Campbell, C., Roth, W.-M., & Jornet, A. (2019). Collaborative decision-making as social process. European Journal of Engineering Education, 44, 294–311.
6. Rees, C., & Roth, W.-M. (2019). Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching. International Journal of Science Education, 41, 586–606.

2018

1. Pozzer, L., & Roth, W.-M.Pedagogika fotografij v shkol'nykh uchebniakh biologii [Pedagogy of photographs in biology school textbooks]. Vremja Nauki—The Times of Science, 2018 (3–4), 76–107.
2. Roth, W.-M. (2018). Challenging the cause-effect logic: Toward a transactional approach for understanding human behavior in crisis situations. Human Arenas, 1, 262–287.
3. Kim, M., & Roth, W.-M. (2018). Dialogical argumentation in elementary science classrooms. Cultural Studies in Science Education, 13, 1061–1085.
4. Roth, W.-M. (2018). Elaborating the later Vygotsky's radical initiative on the nature and function of language: implications for mathematics education. ZDM Mathematics Education, 50, 975–986.
5. Roth, W.-M., & von Unger, H. (2018). Current perspectives on research ethics in qualitative research. FQS: Forum Qualitative Social Research / Forum Qualitative Sozialforschung, 19(3).
6. Roth, W.-M. (2018). Autopsy of an airplane crash: A transactional approach to forensic cognitive science. Cognition, Technology, & Work, 20, 267–287.
7. Karpudewan, M., & Roth, W.-M. (2018). Changes in primary students' informal reasoning during an environment-related curriculum on socio-scientific issues. International Journal of Science and Mathematics Education, 16, 401–419.
8. Roth, W.-M. (2018). A transactional approach to research ethics. FQS: Forum Qualitative Social Research / Forum Qualitative Sozialforschung, 19(2).
9. Roth, W.-M. (2018). The gap between instruction (plan) and situated action—A challenge to semiotics? Semiotica, 221, 1–27.
10. Tenenberg, J., Roth, W.-M., Chinn, D., Jornet, A., Socha, D., & Walter, S. (2018). More than the code: Learning rules of rejection in writing programs. Communications of the ACM, 61 (5), 66–71.
11. Roth, W.-M. (2018). The invisible subject in educational science. Journal of Curriculum Studies, 50, 315–332.
12. Roth, W.-M. (2018). Thinking with Spinoza about "hands-on" learning. Educational Philosophy and Theory, 50, 839–848.
13. Jornet, A., & Roth, W.-M. (2018). Imagining design: transitive and intransitive dimensions. Design Studies, 56, 28–53.
14. Roth, W.-M., & Jornet, A. (2018). From object-oriented to fluid ontology: a case study of the materiality of design work in agile software development. Computer Supported Cooperative Work, 27, 37–75.
15. Roth, W.-M. (2018). Translation and its consequences in qualitative social research: On distinguishing "the social" from "the societal." Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 19(1).

2017

1. Roth, W.-M. (2017). Looking back to the future: A response to Kellogg. Mind, Culture and Activity, 24, 388–392.
2. Roth, W.-M. (2017). Neoformation: A dialectical approach to developmental change. Mind, Culture and Activity, 24, 368–380.
3. Roth, W.-M. (2017). The thinking body in/of multi-modal engineering literacy. Theory into Practice, 56, 255–262.
4. Radford, L., & Roth, W.-M. (2017). Alienation in mathematics education: A problem considered from neo-Vygotskian approaches. Educational Studies in Mathematics, 96, 367–380.
5. El Kadri, M. S., Roth, W.-M., Mateus, & Jornet, A. (2017). Towards a more symmetrical approach to the zone of proximal development in teacher education. Revista Brasileira de Educação, 22(70), 668–689.
6. Roth, W.-M. (2017). Astonishment: A post-constructivist investigation into mathematics as passion. Educational Studies in Mathematics, 95, 97–111.
7. Rees, C., & Roth, W.-M. (2017). Interchangeable positions in interaction sequences in science. Dialogic Pedagogy, 5, 18–36.
8. Roth, W.-M., Socha, D., & Tenenberg, J. (2017). Becoming-design in corresponding: re/theorizing the co- in codesigning. CoDesign, 13, 1–17.

2016

1. Kim, M., & Roth, W.-M. (2016). Beyond agency: sources of knowing and learning in children's science- and technology-related problem solving. Cultural Studies of Science Education, 11, 1081–1101.
2. Jornet, A., & Roth, W.-M. (2016). Perezhivanie—A monist concept for a monist theory. Mind, Culture and Activity, 23, 353–355.
3. Roth, W.-M., & Jornet, A. (2016). Perezhivanie in the light of the later Vygotsky's Spinozist turn. Mind, Culture and Activity, 23, 315–324.
4. Tenenberg, J., Socha, D., & Roth, W.-M. (2016). Seeing design stances. CoDesign, 12, 6–25.
5. Karpudewan, M., Roth, W.-M., & Sinniah, D. (2016). The role of green chemistry activities in fostering secondary school students' understanding of acid-base concepts and argumentation skills. Chemistry Education Research and Practice, 17, 893–901. DOI: 10.1039/C6RP00079G
6. Emad, R., & Roth, W.-M. (2016). Quasi-communities: Rethinking learning in formal adult and vocational education. Instructional Science, 44, 583–600.
7. Roth, W.-M. (2016). Is mathematical knowledge constructed? A cultural-historical critique of object-oriented conceptions of learning activity. International Journal for Research in Mathematics Education, 6(2), 5–22.
8. Roth, W.-M., & Germanos, E. (2016). A life devoted to the Self-Other, individual-society dialectic . Educação e Filosofia, 30(59), 265–289.
9. Roth, W.-M. (2016). Growing-making mathematics: a dynamic perspective on people, materials, and movement in classrooms. Educational Studies in Mathematics, 93, 87–103.
10. Roth, W.-M., Tenenberg, J., & Socha, D. (2016). Discourse/s in/of CSCW. Computer Supported Cooperative Work, 25, 385–407.
11. Tenenberg, J., Roth, W.-M., & Socha, D. (2016). From I-awareness to we-awareness in CSCW. Computer Supported Cooperative Work, 25, 235–278.
12. Soo, K., Mavin, T. J., & Roth, W.-M. (2016). Mixed-fleet flying in commercial aviation: A joint cognitive systems perspective. Cognition, Technology and Work, 18, 449–463.
13. Roth, W.-M. (2016). The collective work of engineering losers. Learning, Culture and Social Interaction, 9, 105–114.
14. Roth, W.-M. (2016). On the social nature of mathematical reasoning. For the Learning of Mathematics, 36(2), 34–39.
15. Weber, D. E., Mavin, T. J., Roth, W.-M., & Dekker, S. W. (2016). Judging airline pilots' performance with and without an assessment model: A comparison study of the scoring of raters from two different airlines. Journal of Aviation/Aerospace Education and Research, 25 (2), 39–70.
16. Jornet, A., Roth, W.-M., & Krange, I. (2016). A transactional approach to transfer episodes. Journal of the Learning Sciences, 25, 285–330.
17. Kim, M., & Roth, W.-M. (2016). Re/Thinking the nature of technology in elementary science classrooms. Interchange, 46, 169–187.
18. Roth, W.-M. (2016). On the societal nature of praxis and organic research. Cultural Studies of Science Education, 11, 105–125.
19. Roth, W.-M. (2016). The primacy of the social and sociogenesis. Integrative Psychological and Behavioral Science, 50, 122–141.

2015

1. Roth, W.-M., & Jornet, A. (2015). Situational awareness as an instructable and instructed matter in multi-media supported debriefing: a case study from aviation. Computer Supported Cooperative Work, 24, 461–508.
2. Roth, W.-M., Ercikan, K., Simon, M., & Fola, R. (2015). The assessment of mathematical literacy of linguistic minority students: results of a multi-method investigation. Journal of Mathematical Behavior, 40, 88–105.
3. Roth, W.-M., & Walshaw, M. A. (2015). Rethinking affect in education from a societal-historical perspective: The case of mathematics anxiety. Mind, Culture and Activity, 22, 217–232. DOI:10.1080/10749039.2015.1016239
4. Roth, W.-M. (2015). Schooling is the problem: A plaidoyer for its deinstitutionalization. Canadian Journal of Science, Mathematics, and Technology Education, 15, 315–331.
5. Roth, W.-M. (2015). Heeding Wittgenstein on "understanding" and "meaning": A pragmatist and concrete human psychological approach in/for education. Outlines. Critical Practice Studies, 16(1), 26–53.
6. Roth, W.-M. (2015). Cultural practices and cognition in debriefing: The case of aviation. Journal of Cognitive Engineering and Decision Making, 9, 263–278.
7. Roth, W.-M. (2015). Analyzing the qualitative data analyst: A naturalistic investigation of data interpretation. FQS: Forum Qualitative Social Research / Sozialforschung, 16(3).
8. Ercikan, K., Chen, M. Y., Lyons-Thomas, J., Goodrich, S., Sandilands, D., Roth, W.-M., & Simon, M. (2015). Role of reading proficiency in assessing mathematics and science learning for students from English and non-English backgrounds: An international perspective. International Journal of Testing, 15, 153–175.
9. El Kadri, M. S., & Roth, W.-M. (2015). The teaching practicum as a locus of multi-leveled, school-based transformation. Teaching Education, 26, 17–37.
10. Roth, W.-M., & Maheux, J.-F. (2015). Risk—A fundamental condition of doing mathematics. The Mathematics Enthusiast, 12(1–3), 203–225.
11. Maheux, J.-F., & Roth, W.-M. (2015). Inventing (in) early geometry: Creativity inheres in the doing of mathematics. REDIMAT—Journal of Research in Mathematics Education, 4(1), 6–29.
12. Mavin, T. J., Roth, W.-M., Soo, K., & Munro, I. (2015). Towards evidence-based decision making in aviation: The case of mixed-fleet flying. Aviation Psychology and Applied Human Factors, 5, 52–61.
13. Roth, W.-M., & Maheux, J.-F. (2015). The stakes of movement: A dynamic approach to mathematical thinking. Curriculum Inquiry, 45, 266–284
14. Roth, W.-M. (2015). Enracinement or The earth, the originary ark, does not move—on the phenomenological (historical and ontogenetic) origin of common and scientific sense and the genetic method of teaching (for) understanding. Cultural Studies of Science Education, 10, 469–494. DOI: 10.1007/s11422-014-9606-z
15. Roth, W.-M., Mavin, T., & Munro, I. (2015). How a cockpit forgets speeds (and speed-related events): toward a kinetic description of joint cognitive systems. Cognition, Technology and Work, 17, 279–299.
16. Roth, W.-M. (2015). Becoming aware: towards a post-constructivist theory of learning. Learning: Research and Practice, 1, 38–50.
17. Karpudewan, M., Roth, W.-M., & Chandrakesan, K. (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 21, 631–648. DOI: 10.1080/13504622.2014.891004
18. Roth, W.-M. (2015). Meaning and the real life of language: Learning from "pathological" cases in science classrooms. Linguistics and Education, 30, 42–55.
19. Karpudewan, M., Roth, W.-M., & Ismail, Z. (2015). The effects of "Green Chemistry" on secondary school students' understanding and motivation. The Asia-Pacific Education Researcher, 24, 35–43. DOI: 10.1007/s40299-013-0156-z
20. Roth, W.-M., & Mavin, T. J. (2015). Peer assessment of aviation performance: Inconsistent for good reasons. Cognitive Science, 39, 405–433. DOI: 10.1111/cogs.12152
21. Mavin, T. J., & Roth, W.-M. (2015). Optimizing a workplace learning pattern: A case study from aviation. Journal of Workplace Learning, 27, 112–127.
22. Jornet, A., & Roth, W.-M. (2015). The joint work of connecting multiple (re)presentations in science classrooms. Science Education, 99, 378–403.
23. Roth, W.-M. (2015). The role of soci(et)al relations in a technology-rich teaching | learning setting: the case of professional development of airline pilots. Learning, Culture and Social Interaction, 7, 43–58.
24. Karpudewan, M., Roth, W.-M., & Abdullah, M.N.S.B. (2015). Enhancing primary school students' knowledge about global warming and environmental attitude using climate change activities. International Journal of Science Education, 37, 31–54.
25. Roth, W.-M. (2015). Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck. Cultural Studies of Science Education, 10, 21–40.
26. Roth, W.-M. (2015). Excess of graphical thinking: movement, mathematics and flow. For the Learning of Mathematics, 35(1), 2–7.
27. Roth, W.-M., & Maheux, J.-F. (2015). The visible and the invisible: the immanence of doing mathematics and mathematics as revelation. Educational Studies in Mathematics, 88, 221–238. DOI 10.1007/s10649-014-9582-y
28. Ercikan, K., Roth, W.-M., & Asil, M. (2015). Cautions about inferences from international assessments: The case of PISA 2009. Teachers College Record, 117(1), 1–28.
29. Roth, W.-M. (2015). Flight examiners' methods of ascertaining pilot proficiency. International Journal of Aviation Psychology, 25(3–4), 209–226.
30. El Kadri, M. S., & Roth, W.-M. (2015). Co-teaching|co-generative dialogues in a teaching education program as room for agency and new forms of participation: "I found Jesus in [writing] the paper." Teacher Development, 19, 40–58.

2014

1. Jóhannsdóttir, Þ., & Roth, W.-M. (2014). Experiencing (pereživanie) as developmental category: Learning from a fisherman who is becoming (as) a teacher-in-a-village-school. Outlines. Critical Practice Studies, 15, 54–78.
2. Mavin, T., & Roth, W.-M. (2014). Between reflection on practice and the practice of reflection: A case study from aviation. Reflective Practice, 15, 651–665. DOI: 10.1080/14623943.2014.944125
3. Kim, M., & Roth, W.-M. (2014). Argumentation as/in/for dialogical relation: A case study from elementary school science. Pedagogies: An International Journal, 9, 300–321.
4. Roth, W.-M., & Friesen, N. (2014). Nacherzeugung, Nachverstehen: a phenomenological perspective on how public understanding of science changes by engaging with online media. Public Understanding of Science, 23, 850–865. DOI: 10.1177/0963662513512441
5. Friesen, N., & Roth, W.-M. (2014). The anatomy lecture then and now: A Foucauldian analysis. Educational Philosophy and Theory, 46, 1111–1129. DOI: 10.1080/00131857.2013.796872
6. Ercikan, K., Roth, W.-M., Simon, M., Sandilands, D., & Lyons-Thomas, J. (2014). Inconsistencies in DIF detection for sub-groups in heterogeneous language groups. Applied Measurement in Education, 27, 273–285.
7. Roth, W.-M. (2014). Science language Wanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle. Journal of Research in Science Teaching, 51, 1049–1083. DOI: 10.1002/tea.21158
8. Roth, W.-M., Mavin, T. J., & Munro, I. (2014). Good reasons for high variance (low interrater reliability) in performance assessment: A case study from aviation. International Journal of Industrial Ergonomics, 44, 685–696. DOI: 10.1016/j.ergon.2014.07.004
9. Maheux, J.-F., & Roth, W.-M. (2014). The relationality in/of teacher-student communication. Mathematics Education Research Journal, 26, 503–529. DOI: 10.1007/s13394-013-0096-1
10. Hsu, P.-L., & Roth, W.-M. (2014). From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science. Cultural Studies in Science Education, 9, 729–753. DOI: 10.1007/s11422-012-9475-2
11. Weber, D., Mavin, T. J., Roth, W.-M., Henriqsen, E., & Dekker, S. W. A. (2014). Exploring the use of categories in the assessment of pilots' performance as a potential source of examiners' disagreement. Journal of Cognitive Engineering and Decision Making, 8, 248–264.
12. Roth, W.-M. (2014). Working out the interstitial and syncopic nature of the human psyche: On the analysis of verbal data. Integrative Psychological and Behavioral Science, 48, 283–298. DOI: 10.1007/s12124-014-9259-1
13. Roth, W.-M., Mavin, T. J., & Dekker, S. W. A. (2014). The theory-practice gap: Epistemology, identity, and education. Education & Training, 65, 521–536.
14. Roth, W.-M. (2014). At the intersection of text and talk: On the reproduction and transformation of language in the multilingual evaluation of multilingual texts. Semiotica, 202, 109–154.
15. Roth, W.-M., & Temple, S. (2014). On understanding variability in data: a study of graph interpretation in an advanced experimental biology laboratory. Educational Studies in Mathematics, 86, 359–376. DOI:10.1007/s10649-014-9535-5
16. Wada, M., Backman, C. L., Forwell, S. J., Roth, W.-M., & Ponzetti, J. J. (2014). Balance in everyday life: Dual-income parents' collective and individual conceptions. Journal of Occupational Science, 21, 259–276. DOI: 10.1080/14427591.2014.913331
17. Mavin, T. J., & Roth, W.-M. (2014). A holistic view of cockpit performance: An analysis of the assessment discourse of flight examiners. International Journal of Aviation Psychology, 24, 210–227.
18. Roth, W.-M. (2014). Learning in the discovery sciences: The history of a "radical" conceptual change or The scientific revolution that was not. Journal of the Learning Sciences, 23, 177–215. DOI: 10.1080/10508406.2014.893435
19. Roth, W.-M. (2014). On the pregnance of bodily movement and geometrical objects: A post-constructivist account of the origin of mathematical knowledge. Journal of Pedagogy, 5, 65–89.
20. Roth, W.-M. (2014). Personal health – personalized science: a new driver for science education? International Journal of Science Education, 36, 1434–1456. DOI: 10.1080/09500693.2013.807447
21. Ercikan, K., & Roth, W.-M. (2014). Limits of generalizing in education research: Why criteria for research generalization should include population heterogeneity and users of knowledge claims. Teachers College Record, 116(5), 1–28.
22. Roth, W.-M., & Maheux, J.-F. (2014). The emerging and emergent present: a view on the indeterminate nature of mathematics. Mathematics Education Research Journal, 26, 325–352.
23. Roth, W.-M. (2014). Rules of bending, bending the rules: The geometry of conduit bending in college and workplace. Educational Studies in Mathematics, 86, 177–192. DOI: 10.1007/s10649-011-9376-4
24. Roth, W.-M. (2014). On the birth of intentional orientation to knowledge. Encyclopaideia: Journal of Phenomenology and Education, 17(37), 91–126. DOI: 10.4442/ency_37_13_05
25. Roth, W.-M. (2014). Reading Activity, Consciousness, Personality dialectically: Cultural-historical activity theory and the centrality of society. Mind, Culture, and Activity, 21, 4–20. doi: 10.1080/10749039.2013.771368
26. Roth, W.-M., & Friesen, N. (2014). History and the relationship between scientific and pedagogical knowledge: anatomy lectures then and now. Journal of Curriculum Studies, 46, 180–200. doi: 10.1080/00220272.2013. 773597
27. Roth, W.-M., & Hsu, P.-L. (2014). Space, relations, and the learning of science. Cultural Studies of Science Education, 9, 77–113. DOI: 10.1007/s11422-013-9533-4
28. Roth, W.-M., & Jornet, A. (2014). Towards a theory of experience. Science Education, 98, 106–126.
29. Weber, D., Roth, W.-M., Mavin, T. J., & Dekker, S. W. A. (2014). Should we pursue inter-rater reliability or diversity? An empirical study of pilot performance assessment. Aviation in Focus—Journal of Aeronautical Sciences, 4(2), 33–57.

2013

1. Roth, W.-M. (2013). An integrated theory of thinking and speaking that draws on Vygotsky and Bakhtin/Vološinov. Dialogical Pedagogy, 1, 32–53.
2. Roth, W.-M., & Mavin, T. J. (2013). Assessment of non-technical skills: From measurement to categorization modeled by fuzzy logic. Aviation Psychology and Applied Human Factors, 3, 73–82.
3. Mavin, T. J., Roth, W.-M., & Dekker, S. W. A. (2013). 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, 3, 53–62.
4. Roth, W.-M. (2013). From information processing to the whole person. Avant, 4, 398–415. DOI: 10.12849/40102013.0106.0021.
5. Hwang, S.-W., & Roth, W.-M. (2013). The work of lecturing in high school chemistry. Cultural Studies in Science Education, 8, 683–708. DOI: 10.1007/s11422-013-9502-y
6. Roth, W.-M., & Jornet, A. G. (2013). Situated cognition. WIREs Cognitive Science, 4, 463–478. doi: 10.1002/wcs.1242
7. Roth, W.-M. (2013). Contradictions and uncertainty in scientists' mathematical modeling and interpretation of data. Journal of Mathematical Behavior, 32, 593–612. http://dx.doi.org/10.1016/j.jmathb.2013.07.001
8. Roth, W.-M. (2013). Data generation in the discovery sciences—learning from the practices in an advanced research laboratory. Research in Science Education, 43, 1617–1644. doi: 10.1007/s11165-012-9324-z
9. Salles El Kadri, M., & Roth, W.-M. (2013). "I Am a Pibidiana": Societal relations as the locus of sustained development in a teacher education program in brazil. Australian Journal of Teacher Education, 38, 89–114.
10. Roth, W.-M. (2013). To event: Towards a post-constructivist approach to theorizing and researching curriculum as event*-in-the-making. Curriculum Inquiry, 43, 388–417. doi: 10.1111/curi.12016
11. 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
12. 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
13. Roth, W.-M. (2013). Toward a post-constructivist ethics in/of teaching and learning. Pedagogies: An International Journal, 8, 103–125.
14. Roth, W.-M. (2013). Translation in qualitative social research: The possible impossible. FQS: Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 14 (2).
15. 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.
16. 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.
17. 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.
18. Zeyer, A., & Roth, W.-M. (2013). Post-ecological discourse in the making. Public Understanding of Science, 22, 33–48. doi: 10.1177/0963662510394949
19. 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

1. 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.
2. Roth, W.-M. (2012). Societal mediation of mathematical cognition and learning. Orbis Scholae, 6(2), 7–22.
3. 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
4. Roth, W.-M. (2012). Mathematical learning: the unseen and unforeseen. For the Learning of Mathematics, 32(3), 15–21.
5. 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).
6. 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
7. 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
8. 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.
9. 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.
10. 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.
11. Roth, W.-M. (2012). Through the eyes of the learner. Éducation & Didactique, 6, 129–142.
12. Roth, W.-M. (2012). Re/Writing the subject: a contribution to post-structuralist theory in mathematics education. Educational Studies in Mathematics, 80, 451–473.
13. 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).
14. Bautista, A., Roth, W.-M., & Thom, J. (2012). Knowing, insight learning, and the integrity of kinetic learning. Interchange, 42, 363–388.
15. 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: 10.1080/ 13504622.2011. 622841
16. 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
17. 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
18. 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

1. 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
2. Maheux, J.-F., & Roth, W.-M. (2011). Relationality and mathematical knowing. For the Learning of Mathematics, 31(3), 36–41.
3. 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.
4. 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.
5. 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.
6. Roth, W.-M. (2011). Conceiving concepts and conceptions: A cultural-historical approach. Journal of Theoretical and Philosophical Psychology, 31, 106–114.
7. Radford, L., & Roth, W.-M. (2011). Intercorporeality and ethical commitment: An activity perspective: An activity perspective on classroom interaction. Educational Studies in Mathematics, 77, 227–245.
8. 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.
9. Hwang, S-W, & Roth, W.-M. (2011). The (embodied) performance of physics concepts in lectures. Research in Science Education, 41, 461–477.
10. Roth, W.-M., & Bautista, A. (2011). Transcriptions, mathematical cognition, and epistemology. The Montana Mathematics Enthusiast, 18, 51–76.
11. Roth, W.-M. (2011). Researching living/lived mathematical work. Forum Qualitative Sozialforschung / Social Research, 12(1).
12. 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.
13. Roth, W.-M. (2011). Commentary 2: Inscriptions: A cultural-historical activity theoretic approach to scientific representation. Journal of Engineering Education, 100, 12–14.

2010

1. 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.
2. 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.
3. 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.
4. Roth, W.-M.. An anthropology of reading science texts in online media. Semiotica, 182, 409–442.
5. Roth, W.-M., & van Eijck, M. (2010). Fullness of life as minimal unit: STEM learning across the life span. Science Education, 94, 1027–1048.
6. 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.
7. Krasny, M., & Roth, W.-M. (2010). Bootstrapping into resilience: Science education as/for sustainability. Environmental Education Research, 16, 297–310.
8. Roth, W.-M. (2010). Activism: A category for theorizing learning. Canadian Journal of Science, Mathematics, and Technology Education, 10, 278–291.
9. Goulart, M.I.M., & Roth, W.-M. (2010). Engaging young children in collective curriculum design. Cultural Studies of Science Education, 5, 533–562.
10. van Eijck, M., & Roth, W.-M. (2010). Theorizing literacy in the wild. Educational Research Review, 5, 184–194.
11. Pozzer-Ardenghi, L., Roth, W.-M. (2010). Reading inscriptions: The work of interpreting graphical representations in school science. Reading Psychology, 31, 228–253.
12. Roth, W.-M. (2010). A social psychological reading multimodal scientific texts in online media. Reading Psychology, 31, 254–281.
13. Roth, W.-M. (2010). Incarnation: Radicalizing the embodiment of mathematics. For the Learning of Mathematics, 30(2), 2–9.
14. 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.
15. 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.
16. 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.
17. 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.
18. Roth, W.-M. (2010). Science and religion—what is at stake? Cultural Studies of Science Education, 5, 5–17.
19. 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.
20. Stith, I., & Roth, W.-M. (2010). Teaching as mediation: The cogenerative dialogue and ethical understandings. Teaching and Teacher Education, 26, 363–370.
21. Roth, W.-M., & Lee, Y-J. (2010). Cultural-historical activity theoretical perspectives—an introduction. Pedagogies: An International Journal, 5, 1–5.
22. 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.
23. Roth, W.-M., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture, and Activity, 17, 299–307. (alternate version)

2009

1. 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.
2. Roth, W.-M. (2009). Identity and community: Differences at heart and futures-to-come. Éducation et Didactique, 3, 99-118.
3. Roth, W.-M. (2009). On activism and teaching. Journal of Activist Science and Technology Education, 1 (2), 31-47.
4. 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.
5. 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.
6. 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.
7. Roth, W.-M., Lee, Y. J., & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.
8. 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.
9. 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.
10. van Eijck, M., Hsu, P.-L., & Roth, W.-M. (2009). Translations of scientific practice to "students' images of science." Science Education, 93, 587-610.
11. 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
12. Roth, W.-M. (2009). Radical uncertainty in scientific discovery work. Science, Technology & Human Values, 34, 313-336.
13. 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.
14. 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.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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.
20. 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.
21. Roth, W.-M. (2009). Auto/Ethnography and the question of ethics. FQS: Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 9 (1).

2008

1. 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.
2. Pozzer-Ardenghi, L., & Roth, W.-M. (2008). Catchments, growth points, and the iterability of signs in classroom communication. Semiotica, 172, 389–409.
3. 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.
4. 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.
5. Roth, W.-M. (2008). Klaus Holzkamp in the Americas: A personal account. Journal fuer Psychologie, 16 (2).
6. 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.
7. Lee, Y. J., & Roth, W.-M. (2008). How activity systems evolve: Making | saving salmon in British Columbia. Mind, Culture, and Activity, 15, 296-321.
8. 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.
9. Roth, W.-M. (2008). Constructing community health and safety. Municipal Engineer, 161, 83-92.
10. 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.
11. Roth, W.-M. (2008). A question of competing paradigms? Cultural Studies of Science Education, 3, 373-385.
12. Roth, W.-M., Lee, Y. J., & Hwang, S.-W. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education, 3, 231-261.
13. 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.
14. Hwang, S., & Roth, W.-M. (2008). Of human bodies in scientific communication and enculturation. Journal of Curriculum Studies, 40, 353-379.
15. Roth, W.-M. (2008). The nature of scientific conceptions: A discursive psychological perspective. Educational Research Review, 3, 30–50.
16. 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.
17. Roth, W.-M. (2008). Historical tidbits, the Shoah, and the teaching of mathematics. The Montana Mathematics Enthusiast, 5, 15-28.
18. Roth, W.-M. (2008). Situated knowing and learning during science laboratory activities: Models, methods, and examples. Journal of Education Research, 2, 75-100.
19. Roth, W.-M., Tobin, K., & Ritchie, S. (2008). Time and temporality as mediators of science learning. Science Education, 92, 115-140.
20. 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

1. Van Eijck, M., & Roth, W.-M. (2007). Improving science education for sustainable development. PLoS Biology, 5 (12), 2763-2769.
2. 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.
3. Roth, W.-M. (2007). Toward solidarity as the ground for changing science education. Cultural Studies in Science Education, 2 (4), 721-745.
4. 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.
5. Roth, W.-M. (2007). On mediation: Toward a cultural-historical understanding of the concept. Theory & Psychology, 15, 655-680.
6. Roth, W.-M. (2007). Toward a dialectical notion and praxis of scientific literacy. Journal of Curriculum Studies, 39, 377-398.
7. 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.
8. Roth, W.-M. (2007). Busting boundaries: Rethinking language from an epistemology of difference. Cultural Studies of Science Education, 2, 290-300.
9. Reis, G., & Roth, W.-M. (2007). Environmental education in action: A discursive approach to curriculum design. Environmental Education Research, 13, 307-327.
10. Roth, W.-M. (2007). Emotion at work: A contribution to third-generation cultural historical activity theory. Mind, Culture and Activity, 14, 40-63.
11. Roth, W.-M., & Lee, Y. J. (2007). "Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research, 77, 186-232.
12. Ardenghi, D., & Roth, W.-M. (2007). Responsibility in dental practice: An activity theoretical practice. Journal of Workplace Learning, 19, 240-255.
13. Bowen, G. M., & Roth, W.-M. (2007). The practice of field ecology: Insights for science education. Research in Science Education, 37, 171-187.
14. 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.
15. 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.
16. 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.
17. Lee, Y. J., & Roth, W.-M. (2007). The individual|collective dialectic in the learning organization. The Learning Organization, 14, 92-107.
18. Pozzer-Ardenghi, L., & Roth, W.-M. (2007). On performing concepts during science lectures. Science Education, 91, 96-114.

2006

1. 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.
2. Roth, W.-M. (2006). Analogical learning in computer-mediated collaborative settings. WSEAS Transactions on Computers Research, 2, 119-126.
3. 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.
4. Hwang, S.-W., & Roth, W.-M. (2006). From designing artifacts to learning science: A dialectical perspective. Cultural Studies of Science Education, 1, 423-450.
5. 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.
6. 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.
7. 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.
8. Goulart, M.I.M., & Roth, W.-M. (2006). Margin|center: Toward a dialectic view of participation. Journal of Curriculum Studies, 38, 679-700.
9. 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.
10. 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.
11. 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 .
12. Roth, W.-M., & Lee, Y. J. (2006). Computers and cognitive development at work. Educational Media International, 43, 331-346.
13. Roth, W.-M. (2006). A dialectical materialist reading of the sign. Semiotica, 160, 141-171.
14. Barab, S., & Roth, W.-M. (2006). Curriculum-based ecosystems: Supporting knowing from an ecological perspective. Educational Researcher, 35 (5), 3-13.
15. Ercikan, K., & Roth, W.-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35 (5), 14-23.
16. Roth, W.-M. (2006). A cultural-historical perspective on psychology, human-oriented technology, and activity. History and Philosophy of Psychology Bulletin, 18, 23-36.
17. 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).
18. 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.
19. Roth, W.-M., & Lee, Y. J. (2006). Contradictions in theorizing and implementing "communities." Educational Research Review, 1, 27-40.
20. 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.
21. 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).
22. Roth, W.-M. (2006). Collective responsibility and solidarity: Toward a body-centered ethics. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2).
23. Roth, Wolff-Michael (2006, April). Thinking about open access--Concretely. FQS: Forum Qualitative Sozialforschung/Forum Qualitative Social Research, 7(2). Art. 29.
24. 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).
25. Lemke, J., Kelly, G., & Roth, W.-M. (2006). Toward a phenomenology of interviews. Cultural Studies of Science Education, 1, 83-106.
26. 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.
27. Han, J., & Roth, W.-M. (2006). Chemical inscriptions in Korean textbooks: Semiotics of macro- and microworld. Science Education, 90, 173-201.
28. Temple, S. E., Plate, E. M., Ramsden, S., Haimberger, T.J., Roth, W.-M., & Hawryshyn, C. W. (2006). Seasonal cycle in vitamin A1/A2-based visual pigment composition during the life history of coho salmon (Oncorhynchus kisutch). Journal of Comparative Physiology A: Sensory, Neural, and Behavioral Physiology, 192, 301-313.

2005

1. Bowen, G. M., & Roth, W.-M. (2005). Data and graph interpretation practices among preservice science teachers. Journal of Research in Science Teaching, 42 (10), 1063-1088.
2. Temple, S. E., Plate, E. M., Ramsden, S., Haimberger, T.J., Roth, W.-M., & Hawryshyn, C. W. (2005). Seasonal cycle in vitamin A1/A2-based visual pigment composition during the life history of coho salmon (Oncorhynchus kisutch). Journal of Comparative Physiology A: Sensory, Neural, and Behavioral Physiology.
3. Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Photographs in lectures: Gestures as meaning-making resources. Linguistics & Education, 15 (3), 275-293.
4. Ardenghi, D., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). The unknowability of actions and the development of phronesis in dentistry practice. Bulletin of the International Dental Ethics and Law Society, 5(1), 3-10.
5. Hwang, S., Roth, W.-M., & Pozzer-Ardenghi, L. (2005). Understanding collaborative practice: Reading between the lines actions. OUTLINES: Critical Social Studies, 7 (1), 50-69.
6. Hoffmann, M.H.G., & Roth, W.-M. (2005). What you should know to survive in knowledge societies. On a semiotic understanding of 'knowledge'. Semiotica, 156, 101-138.
7. Tobin, K., & Roth, W.-M. (2005). Implementing coteaching / cogenerative dialoguing in urban science education. School Science and Mathematics, 105, 313-322.
8. Roth, W.-M. (2005). Ethnomethodology and the r/evolution of science education. Canadian Journal of Science, Mathematics, and Technology Education, 5 (2), 185-198.
9. Roth, W.-M. (2005). Ethics as social practice: Debating ethics in qualitative research. Historical Social Research / Historische Sozialforschung, 30 (1), 157-167.
10. Roth, W.-M., Tobin, K., Carambo, C., & Dalland, C. (2005). Coordination in coteaching: Producing alignment in real time. Science Education, 89, 675-702.
11. Lee, Y. J., & Roth, W.-M. (2005). The (unlikely) trajectory of learning in a salmon hatchery. Journal of Workplace Learning, 17, 243-254.
12. Roth, W.-M. (2005). Making classifications (at) work: Ordering practices in science. Social Studies of Science, 35, 581-621.
13. Roth, W.-M. (2005). Publish or stay behind and perhaps perish: Stability of publication practices in (some) social sciences. Soziale Systeme, 11, 129-150.
14. Roth, W.-M. (2005). Mathematical inscriptions and the reflexive elaboration of understanding: An ethnography of graphing and numeracy in a fish hatchery. Mathematical Thinking and Learning, 7, 75-109.
15. Elmose, S., & Roth, W.-M. (2005). Allgemeinbildung--Readiness for living in risk society. Journal of Curriculum Studies, 37 (1), 11-34.
16. Hwang, S., & Roth, W.-M. (2005). Ethics in research on learning: Dialectics of praxis and praxeology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6 (1).
17. Pozzer-Ardenghi, L., & Roth, W.-M. (2005). Making sense of photographs. Science Education, 89, 219-241.
18. Boyer, L., & Roth, W.-M. (2005). Individual/collective dialectic of free-choice learning in a community-based mapping project. Environmental Education Review, 11 (3), 75-91.

2004

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

2003

1. Roth, W.-M., & Bowen, G. M. (2003). When are graphs ten thousand words worth? An expert/expert study. Cognition and Instruction, 21 (4), 429-473.
2. Roth, W.-M. (2003). Competent workplace mathematics: How signs become transparent in use. International Journal of Computers for Mathematical Learning, 8 (3), 161-189.
3. Roth, W.-M., & Duit, R. (2003). Emergence, flexibility, and stabilization of language in a physics class-room. Journal for Research in Science Teaching, 40, 869-897.
4. Pozzer, L. L., & Roth, W.-M. (2003). Prevalence, function, and structure of photographs in high school biology textbooks. Journal of Research in Science Teaching, 40, 1089-1114.
5. 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).
6. 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).
7. Roth, W.-M. (2003). Gesture-speech phenomena, learn-ing and development. Educational Psychologist, 38 (4), 249-263.
8. Lee, S. H., & Roth, W.-M. (2003). Science and the "good citizen": Community based scientific literacy. Science, Technology, & Human Values, 28 (3), 403-424).
9. Roth, W.-M. (2003). On science (education), learning, and hegemony. Journal of Curriculum Studies, 35 (2), 247-262.
10. Roth, W.-M., & Brier, S. (2003). Towards biologically plausible, dialectical theories of knowing and learning science. Cybernetics & Human Knowing, 10 (2), 5-7.
11. Roth, W.-M. (2003). From environmental determination to cultural-historical mediation: Toward biological plausible social theories. Cybernetics & Human Knowing, 10 (2), 8-28.
12. Roth, W.-M. (2003). The dialectic of the general and particular in social science research and teaching praxis. Historical Social Research / Historische Sozialforschung, 28 (4), 203-213.
13. Lee, S., & Roth, W.-M. (2003). Re-mapping the land-scape: science educators within a community action network. Perspectives in Education, 21 (2), 15-30.
14. Roth, W.-M. (2003). From epistemic (ergotic) actions to scientific discourse: Do gestures obtain a bridging function? Pragmatics & Cognition, 11, 139-168.
15. Lee, S., & Roth, W.-M. (2003). Of traversals and hybrid spaces: Science in the community. Mind, Culture, & Activity, 10, 120-142.
16. Roth, W.-M. (2003). Scientific literacy as an emergent feature of human practice. Journal of Curriculum Studies, 35, 9-24.
17. 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.)
18. Roth, W.-M. (2003). Culture and identity. (Essay review, 94 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4(1).
19. Roth, W.-M. (2003). The dialectic of the general and particular in social science research and teaching praxis. (Essay review, 29 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 4(2).

2002

1. 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.
2. Tobin, K., & Roth, W.-M. (2002). Concerning the fallibility of judgments from the side, the rear, and on high. Journal of Personnel Evaluation in Education, 16, 307-314.
3. Roth, W.-M. (2002). Evaluation and adjudication of research proposals: Vagaries and politics of funding (92 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(4).
4. Bowen, G. M., & Roth, W.-M. (2002). The "socialization" and enculturation of ecologists: Formal and informal influences. Electronic Journal of Science Education, 6(3).
5. Bowen, G. M., & Roth, W.-M. (2002). Why students may not learn to interpret scientific inscriptions? Research in Science Education, 32, 303-327.
6. Roth, W.-M. (2002). Auto/biography as method: Dialectical sociology of everyday life (50 paragraphs). Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(4). http://www.qualitative-research.net/fqs/fqs-eng.htm
7. Roth, W.-M. (2002). Grenzgänger seeks reflexive methodology. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(2). http://www.qualitative-research.net/fqs/fqs-eng.htm
8. Roth, W.-M. (2002). Aprender ciencia en y para la comunidad [Learning science in and for the community]. Enseñanza de las Ciencias, 20 (2), 195-208.
9. Roth, W.-M. (2002). From action to discourse: the bridging function of gestures. Journal of Cognitive Systems Research, 3, 535-554.
10. Breuer, F., Reichertz, J., & Roth, W.-M. (2002). Debatte "Erfolgreich Sozialwissenschaften betreiben--Ethnographie der Karrierepolitiken einer Berufsgruppe." Forum Qualitative Sozialforschung, 3 (3). http://www.qualitative-research.net/fqs/fqs.htm
11. Breuer, F., Reichertz, J., & Roth, W.-M. (2002). Debate "Doing successful research in the social sciences--Ethnography of the career politics of an occupational group." Forum Qualitative Social Research, 3 (3). http://www.qualitative-research.net/fqs/fqs-eng.htm
12. Breuer, F., Mruck, K., & Roth, W.-M. (2002). Subjektivität und Reflexivität: Eine Einleitung. Forum Qualitative SozialForschung, 3 (3).
13. Breuer, F., Mruck, K., & Roth, W.-M. (2002). Subjectivity and reflexivity: An introduction. Forum Qualitative Social Research, 3 (3).
14. Roth, W.-M., & Lawless, D. (2002). How does the body get into the mind? Human Studies, 25 (3), 333-358.
15. Roth, W.-M. (2002). Editorial power/authorial suffering. Research in Science Education, 32, 215-240.
16. Roth, W.-M., & Tobin, K. (2002). Peer review in science education: An introduction. Research in Science Education, 32, 127-134.
17. Tobin, K., & Roth, W.-M. (2002). The contradictions in science education peer review and possibilities for change. Research in Science Education, 32, 269-280.
18. Roth, W.-M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12, 285-304.
19. Roth, W.-M., & Tobin, K. (2002). Redesigning an "urban" teacher education program: An activity theory perspective. Mind, Culture, & Activity, 9 (2), 108-131.
20. Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11, 33-56.
21. Roth, W.-M. (2002). Taking science education beyond schooling. Canadian Journal of Science, Mathematics, and Technology Education, 2, 37-48.
22. 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.
23. Roth, W.-M., & Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86, 368-385.
24. 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.
25. Roth, W.-M., & Lawless, D. (2002). Signs, deixis, and the emergence of scientific explanations. Semiotica, 138, 95-130.
26. Roth, W.-M. (2002). Reading graphs: Contributions to an integrative concept of literacy. Journal of Curriculum Studies, 34, 1-24.
27. 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.
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

1. Roth, W.-M. (2001). Gestures: Their role in teaching and learning. Review of Educational Research, 71, 365–392.
2. Roth, W.-M., Tobin, K., & Zimmermann, A. (2001). Coteaching: Learning environments research as aspect of classroom praxis. Learning Environments Research.
3. Roth, W.-M., & Bowen, G. M. (2001). Of disciplined minds and disciplined bodies. Qualitative Sociology, 24 (4), 459-481.
4. Roth, W.-M., & Bowen, G. M. (2001). 'Creative solutions' and 'fibbing results': Enculturation in field ecology. Social Studies of Science, 31, 533-556.
5. Tobin, K., Roth, W.-M., & Zimmermann, A. (2001). Learning to teach science in urban schools. Journal of Research in Science Teaching, 38, 941-964.
6. Roth, W.-M., & Tobin, K. (2001). Learning to teach science as praxis. Teaching and Teacher Education, 17(7), 741-762.
7. 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.
8. Roth, W.-M. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38, 768-790.
9. Roth, W.-M. (2001). Designing as distributed process. Learning and Instruction, 11, 211-239.
10. 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.
11. 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
12. Roth, W.-M., & Welzel, M. (2001). From activity to gestures and scientific language. Journal of Research in Science Teaching, 38, 103-136.
13. 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.
14. Roth, W.-M. (2001). Phenomenology and mathematical experience. Linguistics & Education, 12(2), 239-252.
15. 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/]
16. Roth, W.-M. (2001). Situating cognition. The Journal of the Learning Sciences, 10, 27-61.
17. Lawless, D., & Roth, W.-M. (2001). The Spiel on 'Spielraum and Teaching'. Curriculum Inquiry, 31(2), 229-235.
18. Roth, W.-M., Lawless, D., & Masciotra, D. (2001). Spielraum and teaching. Curriculum Inquiry, 31(2), 183-207.
19. Roth, W.-M., & Bowen, G. M. (2001). Professionals read graphs: A semiotic analysis. Journal for Research in Mathematics Education, 32, 159-194.
20. 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.
21. Roth, W.-M. (2001). 'Authentic science': Enculturation into the conceptual blind spots of a discipline. British Educational Research Journal, 27(1), 5-27.
22. Duit, R., Roth, W.-M., Komorek, M., & Wilbers, J. (2001). Fostering conceptual change by analogies: Between Scylla and Charybdis. Learning and Instruction, 11 (4-5), 283-303.

2000

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

1999

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

1998

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

1997

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

1996

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

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

1994

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

1993

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

1992

1. Roth, W.-M. (1992). The particulate theory of matter for preservice elementary teachers. Journal of Science Teacher Education, 3, 115-122.
2. Roychoudhury, A., & Roth, W.-M. (1992). Student involvement in learning: Collaborative learning in physical science for preservice elementary teachers. Journal of Science Teacher Education, 3, 47-52.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. Roth, W.-M. (1992). On the implications of the neo-Piagetian Theory for college science instruction. Journal of College Science Teaching, 21, 210-213.

1991

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

1990

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

1989

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

1980

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

Book chapters

1. Roth, W.-M. (in press). On developing the later Vygotsky's monist views into a transactional psychology. In P. Thibault & M. King (Eds.), Learning as interactivity, growth, and becoming: Explorations of learners, teachers, and learning environments. Routledge.
2. Roth, W.-M. (in press). The mortal self and immortal society. In K. Tobin & K. Alexakos (Eds.), Death and dying (pp. ???–???). Brill.
3. Reis, G., Hsu, P-L., & Roth, W.-M. (in press). Public representations of science in the news. In C. Tippett & T. Milford (Eds.), Science education in Canada (pp. xxx–xxx). Cham: Springer.
4. Roth, W.-M. (in press). An organic intellectual or How I learned to do urban classroom research at thee elbow of Ken Tobin. In S. Ritchie & K. Scantlebury (Eds.), A festschrift (pp. xxx–xxx). Dordrecht, The Netherlands: Springer.
   
   2022
5. Roth, W.-M. (2022). Semiotics and the learning sciences in the analysis of everyday activity. In A. Biglari (Ed.), Open semiotics: Semiotics, culture and society (pp. 463–474). L'Harmatttan.
6. Roth, W.-M. (2022). Total involvement with life: Being-in-the-flow. In K. Tobin & K. Alexakos (Eds.), Wellness and well being: Educating the citizenry from pre-birth through death (pp. 325–345). Brill.
7. Roth, W.-M. (2022). Toward a theory of heuristics. In K. Tobin & K. Alexakos (Eds.), Transforming learning and teaching: Heuristics for educative and responsible practices (pp. 337–361). Brill.
   
   2021
8. Roth, W.-M. (2021). A career in research as methodological journey. In K. Tobin & K. Alexakos (Eds.), Doing authentic inquiry to improve learning and teaching (pp. 60–84). Brill.
   
   2020
9. Roth, W.-M. (2020). Apprenticeship: toward a reflexive method for researching "education in 'nonformal' settings." In M. R .M. Ward & S. Delamont (Eds.), Handbook of qualitative research in education (pp. 167–177). Heatherley House, UK: Edward Elgar.
10. Roth, W.-M. (2020). Activity theory in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathe-matics education (2nd ed., pp. 20–23) Cham: Springer. doi: 10.1007/978-3-319-77487-9_4-13
11. Roth, W.-M. (2020). Interdisciplinary approaches in mathematics education. In S. Lerman (Ed.), Encyclope-dia of mathematics education (2nd ed., pp. 415–419). Cham: Springer. Doi: 10.1007/978-3-319-77487-9_82-10
12. Roth, W.-M. (2020). Zone of proximal development. In S. Lerman (Ed.), Encyclopedia of mathematics edu-cation (2nd ed., pp. 913–916) Cham: Springer. doi: 10.1007/978-3-319-77487-9_156-7
13. Roth, W.-M. (2020). Kommunikatives Handeln und die Zone der nächsten Entwicklung. In J. Reicherts & J. C. Eickhoff (Eds.), Grenzen der Kommunikation, Kommunikation an den Grenzen (pp. 238–254). Weilerswist-Metternich: Velbrück.
14. Roth, W.-M. (2020). Apprenticeship as method in the teaching of research methods. In J. Richards & W.-M. Roth (Eds.), Empowering students as self-directed learners of qualitative research methods: Transformational practices for instructors and students (pp. 173–189). Leiden: Brill | Sense.
15. Roth, W.-M., & Richardson, J. (2020). Introduction to Part 3. In J. Richards & W.-M. Roth (Eds.), Empowering students as self-directed learners of qualitative research methods: Transformational practices for instructors and students (pp. 169–172). Leiden: Brill | Sense.
16. Richards, J., & Roth, W.-M. (2020). Introduction to Part 2. In J. Richards & W.-M. Roth (Eds.), Empowering students as self-directed learners of qualitative research methods: Transformational practices for instructors and students (pp. 95–98). Leiden: Brill | Sense.
17. Roth, W.-M., & Richardson, J. (2020). Introduction to Part 1. In J. Richards & W.-M. Roth (Eds.), Empowering students as self-directed learners of qualitative research methods: Transformational practices for instructors and students (pp. 13–16). Leiden: Brill | Sense.
18. Richards, J., & Roth, W.-M. (2020). Introduction. In J. Richards & W.-M. Roth (Eds.), Empowering students as self-directed learners of qualitative research methods: Transformational practices for instructors and students (pp. 1–10). Leiden: Brill | Sense.
    
    2019
19. Roth, W.-M. (2019). We need more (than) STEAM: Going for life-wide and lifelong education. In A. J. Stewart, M. P. Mueller, & D. J. Tippins (Eds.), Converting STEM programs to STEAM programs: Methods and examples from and for education (pp. 55–66). Cham: Springer.
20. Roth, W.-M. (2019). Ethnoscience. In P. A. Atkinson, S. Delamont, A. Cernat, J. W. Sakshaug, & R. A. Williams (Eds.), SAGE Research methods foundations. London: Sage. DOI: http://dx.doi.org/10.4135/9781526421036744802
21. Roth, W.-M. (2019). Philosophy and transactional perspective in learning sciences. In M. A Peters (Ed.), Encyclopedia of educational philosophy and theory. Dordrecht: Springer. DOI:https://link.springer.com/referenceworkentry/10.1007/978-981-287-532-7_666-1
22. Roth, W.-M. (2019). Research ethics in education. In M. A Peters (Ed.), Encyclopedia of educational philosophy and theory. Dordrecht: Springer. DOI: 10.1007/978-981-287-532-7_661-1
23. Roth, W.-M. & Germanos, E. (2019). Felix Mikhailov: uma vida dedicada a dialética do eu para o outro, do individual para a sociedade [Felix Mikhailov: a life devoted to the Self-Other, Individual-Society dialectics]. In R. V. Puentes & A. M. Longarezi (Eds.), Ensino desenvolvimental: Vida, pensamento e obra dos principais representantes russos (vol. 3, pp. 145–166). Jundiaí, Brazil: Paco Editorial.
24. Williams, J., & Roth, W.-M. (2019). Theoretical perspectives on interdisciplinarity mathematics. In B. Doig, J. Williams, D. Swanson, R. Borromeo Ferri, & P. Drake (Eds.), Interdisciplinary mathematics education: The state of the art and beyond (pp. 13–34). Cham: Springer.
25. Roth, W.-M. (2019). Novelty: A phenomenological perspective. In P. Katz & L. Avraamidou (Eds.), Stability and change in science education—meeting basic learning needs: Homeostasis and novelty in teaching and learning (pp. 19–38). Leiden: Brill | Sense.
    
    2018
26. Roth, W.-M. (2018). Culturing affect, affective cultures. In A. Kajander, J. Holm, & E. Chernoff (Eds.), Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp. 215–230). Dordrecht, The Netherlands: Springer.
27. Roth, W.-M. (2018). Activity theory. In M. H. Bornstein (Ed.), The SAGE encyclopedia of lifespan human development (pp. 26–28). Thousand Oaks, CA: Sage.
28. Presmeg, N., Radford, L., Roth, W.-M., & Kadunz, G. (2018). Discussion and conclusion. In N. Presmeg, L. Radford, W.-M. Roth, & G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education (pp. 353–372). Dordrecht, The Netherlands: Springer.
29. Roth, W.-M. (2018). Semiotic resources including gesturing and tools—Introduction. In N. Presmeg, L. Radford, W.-M. Roth, & G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education (pp. 275–277). Dordrecht, The Netherlands: Springer.
30. Roth, W.-M. (2018). Birth of signs: A (Spinozist-Marxian) materialist approach. In N. Presmeg, L. Radford, W.-M. Roth, & G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education (pp. 37–53). Dordrecht, The Netherlands: Springer.
31. Presmeg, N., Radford, L., Roth, W.-M., & Kadunz, G. (2018). Introduction. In N. Presmeg, L. Radford, W.-M. Roth, & G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education (pp. 1–15). Dordrecht, The Netherlands: Springer.
32. Roth, W.-M. (2018). Youth consumerism—A mirror of society: A cultural-historical approach. In G. Reis, M. Mueller, R. Gisewhite, L. Siveres, & R. Brito (Eds.), Sociocultural perspectives on youth ethical consumerism (pp. 237–261). Dordrecht, The Netherlands: Springer.
33. Roth, W.-M. (2018). STEM and affect in adolescence: A cultural-historical approach. R. Jorgensen & K. Larkin (Eds.), STEM education in the junior secondary—The state of play (pp. 16–36). Dordrecht, The Netherlands: Springer.
    
    2017
34. Roth, W.-M., & Goulart, M. I. M. (2017). O conhecimento matemático pode ser construído? Uma crítica Histórico-cultural às concepções de atividade de aprendizagem orientadas ao objeto . [Is mathematical knowledge constructed? A cultural-historical critique of object oriented conceptions of learning activity]. In V. D. Moretto & W. L. Cedro (Eds.), Educação matemática e teoria histórico-cultural: um olhar sobre as pesquisas (pp. 161–194). Campinas: Mercado das Letras.
35. Jornet, A., & Roth, W.-M. (2017). Design {thinking | communicating}: A sociogenetic approach to reflective practice in collaborative design. In B. Christensen, L. J. Ball, & K. Halskov (Ed.), Analyzing design thinking: Studies of cross-cultural co-creation (pp. 331–347). Boca Raton, FL: CRC Press.
36. Roth, W.-M. (2017). Theories of complex systems and educational change at multiple scales. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.9
37. Roth, W.-M. (2017). Cultural concepts concretely. In E. de Freitas, N. Sinclair, & A. Coles (Eds.), What is a mathematical concept (pp. 223–236). Cambridge: Cambridge University Press.
38. Roth, W.-M. (2017). STEPWISE: A cultural-historical activity (activism) theoretical perspective. In L. Bencze (Ed.), Science and technology promoting wellbeing for individuals, societies, and environments (pp. 639–656) Dordrecht, The Netherlands: Springer.
39. Roth, W.-M. (2017). Cultural-historical activity theory. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning (pp. 184–189). Newbury Park, CA: Sage.
40. Roth, W.-M., & Walshaw, M. (2017). On the irreducibility of acting, emoting, and thinking: A societal-historical approach to affect in mathematical activity. In U. E. Xolocotzin (Ed.), Understanding emotions in mathematical thinking and learning (pp. 409–431). Amsterdam: Elsevier.
41. Roth, W.-M. (2017). Individual remembering as interactive achievement: reminiscing in collective interviewing/remembering. In Å. Mäkitalo, P. Linell, & R. Säljö (Eds.), Memory practices and learning: Interactional, institutional, and sociocultural perspectives (327–354). Charlotte, NC: Information Age Publishing.
    
    2016
42. Avraamidou, L., & Roth, W.-M. (2016). Prologue: Intersections of formal and informal science. In L. Avraamidou & W.-M. Roth (Eds.), Intersections of formal and informal science (pp. xvi–xxv). New York, NY: Routledge.
43. Roth, W.-M., & Avraamidou, L. (2016). Epilogue: Looking back to look forward. In L. Avraamidou & W.-M. Roth (Eds.), Intersections of formal and informal science (pp. 229–237). New York, NY: Routledge.
44. Roth, W.-M. (2016). Learning: From transitive construction to intransitive becoming. In L. Avraamidou & W.-M. Roth (Eds.), Intersections of formal and informal science (pp. 7–19). New York, NY: Routledge.
45. Roth, W.-M. (2016). Becoming and belonging: From identity to experiences as developmental category in science teaching. In L. Avraamidou (Ed.), Identity in science teaching (pp. 295–320). Rotterdam, The Netherlands: Sense Publishers.
46. Socha, D., Roth, W.-M., & Tenenberg, J. (2016). Taking a (design) stance. In R. S. Adams, J. Siddiqui, & P. Buzzanell (Eds.), Analyzing design review conversations (pp. 335–351). West Lafayette, IN: Purdue University Press.
47. Roth, W.-M., & Salles el Kadri, M. (2016). Cogenerative dialogue for collective curriculum leadership. In G. Johnson & N. Dempster (Eds.), Leadership for learning and effective change (pp. 311–329). Cham Switzerland: Springer International.
48. Ercikan, K., & Roth, W.-M. (2016). 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 (pp. 77–90). Dordrecht, The Netherlands: Springer.
    
    2015
49. Karpudewan, M., Roth, W.-M., & Ismail, Z. (2015). Education in green chemistry: Incorporating Green chemistry in chemistry teaching methods course at the Universiti of Sains Malaysi. In V. Zuin & L. Mammino (Eds.), Worldwide trends in green chemistry education (pp. 248–265). Abingdon, UK: Royal Society of Chemistry.
50. Roth, W.-M. (2015). The emergence of signs in hands-on science. In P. Trifonas (Ed.), International handbook of semiotics (pp. 1271–1289). Dordrecht, The Netherlands: Springer.
51. Roth, W.-M. (2015). Becoming and belonging: From identity to experiences as developmental category in science teaching. In L. Avraamidou (Ed.), Identity in science teaching (pp. 295–320). Rotterdam, The Netherlands: Sense Publishers.
52. Roth, W.-M. (2015). Socio-cultural perspectives on learning science. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 985–996). Berlin Heidelberg: Springer-Verlag.
53. Roth, W.-M. (2015). Postmodernism in science education. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 759–161). Berlin Heidelberg: Springer-Verlag. DOI: 10.1007/SpringerReference_303228.
54. Roth, W.-M. (2015). Conversation analysis: Deconstructing societal relations in the making. In K. Tobin & J. Kincheloe (Eds.), Doing educational research: A handbook (2nd, rev. ed., pp. 199–233). Rotterdam, The Netherlands: Sense Publishers.
55. Roth, W.-M. (2015). Critical psychology and the praxis of school transformation: From praxis to theory to praxis. In Y. Zhang (Ed.), Register of critical theory of society: Critical psychology (pp. 131–145). Nanjing, China: Jiangsu People's Publishing House. (in Chinese translation)
56. Roth, W.-M. (2015). 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. 155–163). Reston, VA: National Council of Teachers of Mathematics.
    
    2014
57. Roth, W.-M. (2014). The social nature of representational engineering knowledge. A. Johri & B. Olds (Eds.), Cambridge handbook of engineering education research (pp. 67–82). Cambridge, UK: Cambridge University Press.
58. Roth, W.-M. (2014). 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. 257–254). Dordrecht, The Netherlands: Springer.
59. Roth, W.-M. (2014). Activity theory. In T. Teo (Ed.), Encyclopedia of critical psychology (pp. 25–31). Berlin, Heidelberg: Springer. doi: 10.1007/SpringerReference_304656
60. Roth, W.-M. (2014). Habitus. In T. Teo (Ed.), Encyclopedia of critical psychology (pp. 833–838). Berlin, Heidelberg: Springer. doi: 10.1007/SpringerReference_304780
61. Roth, W.-M. (2014). Nonverbal communication. In T. Teo (Ed.), Encyclopedia of critical psychology (pp. 1253–1258). Berlin: Springer. doi: 10.1007/SpringerReference_304854
62. Roth, W.-M. (2014). Zone of proximal development. In T. Teo (Ed.), Encyclopedia of critical psychology (pp. 2101–2105). Berlin: Springer. doi: 10.1007/SpringerReference_304985
63. Roth, W.-M. (2014). Inscriptions in educational research. In A. D. Reid, P. Hart, & M. Peters (Eds.), Companion to research in education (pp. 503–512). Dordrecht: Springer Verlag.
64. Roth, W.-M. (2014). Learning Bayesian statistics in adulthood. In E. Chernoff & B. Sriraman (Eds.), Probabilistic thinking: Presenting plural perspectives (pp. 459–479). Dordrecht, The Netherlands: Springer.
65. Roth, W.-M. (2014). Learning to see scientifically. In R. Slavin (Ed.), Proven practices education: Science, technology, engineering, and mathematics (STEM) (pp. 103–107). Thousand Oaks, CA: Corwin Press.
66. Roth, W.-M. (2014). Activity theory in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 11–15). Berlin, Heidelberg: Springer.
67. Roth, W.-M. (2014). Interdisciplinary approaches in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 647–650). Berlin, Heidelberg: Springer.
68. Roth, W.-M. (2014). Zone of proximal development in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 317–320). Berlin, Heidelberg: Springer.
    
    2013
69. 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.
70. Roth, W.-M. (2013). 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. 41–64). Dordrecht, The Netherlands: Springer.
    
    2012
71. 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.
72. Roth, W.-M. (2012). Tracking the origins of signs in mathematical activity: A material phenomenological approach. In M. Bockarova, M. Danesi, & R. Núñez (Eds.), Cognitive science and interdisciplinary approaches to mathematical cognition (pp. 209–247). Munich, Germany: LINCOM EUROPA.
73. 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.
74. 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.
75. 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.
76. 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.
77. 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
78. 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. 311–348). Hauppauge, NY: Nova Science. (ISBN: 978-1-61324-546-0)
79. 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.
80. 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.
81. 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)
    
    2011
82. 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.
83. 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.
84. 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.
85. 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.
86. 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
87. 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)
88. 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)
89. 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)
90. 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)
91. 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.
92. 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.
93. 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.
    
    2010
94. 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.
95. 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.
96. 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.
97. 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.
98. 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.
99. 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.
100. 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.
101. 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.
102. 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.
103. 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.
104. 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.
105. 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.
106. 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.
107. 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.
108. 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.
109. 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.
110. 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.
     
     2009
111. 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.
112. 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.
113. 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.
114. 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.
115. 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.
116. 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.
117. 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.
118. 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.
119. 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.
120. 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.
121. 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)
122. 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.
123. 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.
124. 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.
125. 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.
126. 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.
127. 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.
128. 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.
129. 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.
130. 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.
131. 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.
132. 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.
133. 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.
     
     2008
134. 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)
135. 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.
136. 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.
137. 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.
138. 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.
139. 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.
140. 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.
141. 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.
142. 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.
143. 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.
144. 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.
145. 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.
146. 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.
147. 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.
148. 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.
     
     2007
149. 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.
150. 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.
151. Roth, W.-M. (2007). Enseigner les science par énaction collective. In P. Potvin (Ed.), Enseigner les sciences: regards multiples (pp. 392-410). Québec: MultiMondes.
152. 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.
153. 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.
154. 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.
155. 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.
156. 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.
157. 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.
158. 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.
159. 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.
160. 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.
161. 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.
162. 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.
163. 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.
164. 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.
165. 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.
166. 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.
167. 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.
168. 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 (pp. 179–207). Rotterdam/Taipei: Sense.
169. 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.
170. 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.
171. 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.
172. Roth, W.-M. (2006). Learning from laboratory activities. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 51-60). Westport, CT: Praeger.
173. Roth, W.-M. (2006). Scientific literacy. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 69-78). Westport, CT: Praeger.
174. 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.
175. 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.
176. 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.
177. 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.
178. Roth, W.-M. (2005). Activity theory. In N. J. Salkind (Ed.), Encyclopedia of human development. Thousand Oaks, CA: Sage.
179. 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.
180. 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.
181. 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.
182. 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.
183. 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.
184. 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.
185. 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.
186. 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.
187. 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.
188. Roth, W.-M. (2005). Body and emotion in knowing and learning. In J. Kincheloe (Ed.), Classroom teaching (pp. 371-396). New York: Peter Lang.
189. 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.
190. 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.
191. 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.
192. 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.
193. 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.
194. 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.
195. 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.
196. 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.
197. 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.
198. 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.
199. 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.
200. 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.
201. 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.
202. 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.
203. 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.
204. 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.
205. 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.
206. 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.
207. 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.
208. 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.
209. 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.
210. 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.
211. 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.
212. 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.
213. 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.
214. 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.
215. 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.
216. 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.
217. 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.
218. 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.
219. 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.
220. 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.
221. 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.
222. 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.
223. 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.
224. 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.
225. 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.
226. 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.
227. 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.
228. 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.
229. 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.
230. 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.
231. 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.
232. 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.
233. 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.
234. 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.
235. 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.
236. 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.
237. 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.