Environmental education and K-12 student outcomes: A review and analysis of research     

Nicole M. Ardoin  Alison W. Bowers  Noelle Wyman Roth  Nicole Holthuis 《The Journal of environmental education》2018,49(1):1-17

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Production of the next-generation library virtual tour     

Duncan JM  Roth LK 《Bulletin of the Medical Library Association》2001,89(4):331-338

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Selling the Self-Made Woman     

Mary Roth Walsh 《Journal of American culture (Malden, Mass. : 2003)》1979,2(1):52-60

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‘You Norwegians think we female Muslims are not free’: enactment of gendered positional identities during transition stages     

Solveig Roth  Dagny Stuedahl 《Gender and education》2019,31(6):756-773

This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls’ everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future.  相似文献   

INFLUENCE OF PEER SOCIAL EXPERIENCES ON POSITIVE AND NEGATIVE INDICATORS OF MENTAL HEALTH AMONG HIGH SCHOOL STUDENTS     

Shannon M. Suldo  Cheryl D. Gelley  Rachel A. Roth  Lisa P. Bateman 《Psychology in the schools》2015,52(5):431-446

Modern definitions of complete mental health include both positive and negative indicators of psychological functioning. We examined the associations between peer relationships (victimization and receipt of prosocial acts) and multiple indicators of mental health that represent subjective well‐being (i.e., life satisfaction, positive and negative affect) and psychopathology (general internalizing symptoms and externalizing problems—aggressive behavior) among 500 high school students in Grades 9 to 11. Peer experiences explained the most variance in positive affect (R² = 18%) and internalizing psychopathology (R² = 19%). Different types of peer experiences drove these effects, with relational victimization particularly salient to internalizing psychopathology and prosocial acts by peers most predictive of positive affect. Moderation analyses indicated that peers’ prosocial acts did not serve a protective role in the associations between victimization and mental health. Instead, the presence of overt victimization negated the positive associations between prosocial acts and good mental health (high life satisfaction, low internalizing psychopathology). Understanding these associations illuminates the range of student outcomes possibly impacted by victimization and suggests that both limiting peer victimization and facilitating positive peer experiences may be necessary to facilitate complete mental health among high school students.  相似文献   

How Prepared Are Preservice Teachers to Teach Scientific Inquiry? Levels of Performance in Scientific Representation Practices   总被引：1，自引：0，他引：1  

Roth  Wolff-Michael  McGinn  Michelle K.  Bowen  G. Michael 《Journal of Science Teacher Education》1998,9(1):25-48

Journal of Science Teacher Education -  相似文献   

Interactional structures during a grade 4–5 open-design engineering unit     

Wolff-Michael Roth 《科学教学研究杂志》1997,34(3):273-302

In an increasingly complex sociotechnical world, collective practices are more and more important for accomplishing the work that needs to be done. Small-group interactions are key sites for building communities in which knowledge is a collective goal. This study investigated the nature of small group interactions among Grade 4–5 students and between these students and their teachers. From an extensive data source which includes videotaped lessons, formal and informal interviews with students and teachers, ethnographic observations, and children-produced artifacts, two case studies were constructed to illustrate general patterns representative for the interactional structures in this classroom. The study provides evidence for the interactive flexibility of students, the construction of culture, power, and norms in each interaction, and the distributed nature of students' artifacts which exceeds social construction. Traditional resources for data interpretation such as power or attention deficit disorder were not useful to predict student interactions and work. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 273–302, 1997.  相似文献   

A study of laughter in science lessons     

Wolff‐Michael Roth  Stephen M. Ritchie  Peter Hudson  Victoria Mergard 《科学教学研究杂志》2011,48(5):437-458

Laughter is a fundamental human phenomenon. Yet there is little educational research on the potential functions of laughter on the enacted (lived) curriculum. In this study, we identify the functions of laughter in a beginning science teacher's classroom throughout her first year of teaching. Our study shows that laughter is more than a gratuitous phenomenon. It is the result of a collective interactive achievement of the classroom participants that offsets the seriousness of science as a discipline. Laughter, whereas it challenges the seriousness of science, also includes the dialectical inversion of the challenge: it simultaneously reinforces the idea of science as serious business. Furthermore, levels of intimacy, complicity, and solidarity between the teacher and her students were reproduced and transformed through their laughter in class. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 437–458, 2011  相似文献   

Standards for Malacological Collections*     

Alan Solem  William K. Emerson  Barry Roth  Fred G. Thompson 《Curator: The Museum Journal》1981,24(1):19-28

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A strategic plan for computers in performance science and technology     

Gene L. Roth 《Performance Improvement》1986,25(10):14-16

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