Representations of scientists in Canadian high school and college textbooks     

Michiel van Eijck  Wolff‐Michael Roth 《科学教学研究杂志》2008,45(9):1059-1082

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Specifying the ethnomethodological “what more?”     

Wolff-Michael Roth 《Cultural Studies of Science Education》2009,4(1):1-12

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In the name of constructivism: Science education research and the construction of local knowledge     

Wolff-Michael Roth 《科学教学研究杂志》1993,30(7):799-803

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Images of Women Doctors in Popular Fiction: A Comparison of the 19th and 20th Centuries     

Mary Roth Walsh 《Journal of American culture (Malden, Mass. : 2003)》1978,1(2):276-284

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Evaluation and Reward Systems: The Key Shapers of Organization Culture     

William F. Roth 《Performance Improvement》2014,53(8):24-29

Evaluation and reward processes, more so than communication, access to information, problem solving, work design, and training shape an organization's culture and employee's attitudes. The three most popular evaluation systems—MBO, BARS, and the 360 degree—encourage competition and even conflict by emphasizing individual performance. This emphasis is made stronger when the bell‐shaped density curve is used to categorize employees so that the weakest can be terminated. The evaluation and reward process should, instead, encourage cooperation.  相似文献   

Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases     

Amy Roth McDuffie  Mary Q. Foote  Catherine Bolson  Erin E. Turner  Julia M. Aguirre  Tonya Gau Bartell  Corey Drake  Tonia Land 《Journal of Mathematics Teacher Education》2014,17(3):245-270

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.  相似文献   

The particulate theory of matter for preservice elementary teachers     

Dr. Wolff-Michael Roth 《Journal of Science Teacher Education》1992,3(4):115-122

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Alienation in mathematics education: a problem considered from neo-Vygotskian approaches     

Luis Radford  Wolff-Michael Roth 《Educational Studies in Mathematics》2017,96(3):367-380

In a recent article published in this journal, Williams (Educational Studies in Mathematics, 92, 59–72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the funds of knowledge and on cultural-historical activity theoretic perspectives. The critique has great value in that it asks interesting questions that often go unnoticed and fail to be discussed in mathematics education research—e.g., the question of alienation or the role of agency in Vygotsky’s notion of the zone of proximal development. Despite the great value of the questions raised, the critique fails because its idealist theoretical epistemological underpinning is at odds with Vygotsky’s thought and cultural-historical activity research in general. The critique falls short especially on the point of realizing the materialist dialectical method Vygotsky employed. The goal of this article is to address Williams’ critique by (a) revisiting the main argument of the critique, (b) articulating the departures of the critique from the materialist dialectical method, (c) conceptualizing development along the theoretical lines of the late (Spinozist-Marxian) Vygotsky, and (d) formulating a materialist dialectical approach to alienation. We conclude by summarizing three main problems of the critique.  相似文献   

Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments     

Anne Roth  Sabine Ogrin  Bernhard Schmitz 《Educational Assessment, Evaluation and Accountability》2016,28(3):225-250

The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales.  相似文献   

Students with learning disabilities and hearing impairment: issues for the secondary and postsecondary teacher     

V Roth 《Journal of learning disabilities》1991,24(7):391-397

Although the number of students with both learning disability and hearing impairment (LDHI) currently enrolled in secondary and postsecondary programs has not been precisely determined, it is clear that these students are currently receiving inadequate assessment and support in many institutions. The best route for serving these students would seem to be collaborative efforts between deaf educators and learning disabilities specialists, yet serious gaps exist between these two professions in regard to interpretation of laws governing special services, training of professionals, and locations of educational programs. The difficulties of developing collaborative work have been compounded by controversies within each field and the heterogeneity of the populations served by both disciplines. Those interested in creating good LDHI assessments should begin by considering the qualifications needed by those conducting evaluation procedures. The inadequacies of current formal assessment devices for this population need to be recognized; informal procedures, such as teacher observation and curriculum-based assessments, are still some of the best tools available for identification and educational planning.  相似文献