Associate Professor
Educational Foundations and Inquiry

556 Education
Office: 419-372-9950
Email: boothmz@bgsu.edu

Education

Ph.D., Education (Educational Psychology & Comparative Education)
Ohio University, 1991.

M.A., International Studies (African Studies Cognate)
Ohio University, Athens, OH, 1987.

B.A., English, Secondary Education Certificate
Miami University, Oxford OH, 1982.

Courses taught

Educational Psychology Applied to Adolescent Development (Undergraduate)

Adolescent Development within Social Contexts (Graduate)

Cross-Cultural Human Development and Learning (Graduate)

Areas of Research interest

• The impact of cultural contexts on the learning and development of children and adolescents
• Cognition and adolescent development
• African youth development within socio-cultural contexts

Recent Publications

Scholarly Book:

• Booth, M.Z. (2004). Culture and Education: The Social Consequences of Western Schooling in Contemporary Swaziland.  University Press of America.

Refereed Articles:

• Booth, M.Z., Sheehan, H., and M. Earley (2007). Middle grades school models and their impact on early adolescent self-esteem. Middle Grades Research Journal. 2, (1), 73-97.

• Booth, M.Z. (2006) “Neither a borrower, nor a lender be:” Educational reform through transnational borrowing and lending. Comparative Education Review, 50, 2 (278-287).

• Booth, M.Z. (2006) Swaziland Adolescents. In International Encyclopedia of Adolescence, J. J. Arnett, Ed.  Routledge. (934-946).

• Booth, M.Z. (2003). ‘You learn, and learn, and learn....and then you are an adult:' Parental perceptions of adolescence in contemporary Swaziland. Adolescence, 38: 221-238.

• Booth, M.Z. and Booth, G. M. (2003).  What Americans can learn from Hogwarts school of witchcraft and wizardry. Phi Delta Kappan, 85, (4), 310-315.

• Booth, M.Z.  (2003). Settler, missionary, and the state: Contradictions in the formulation of educational policy in colonial Swaziland.  History of Education, 32 (1): 35-56.

• Booth, M.Z. (2003). The impact of parental availability on Swazi students' school achievement:  A nine-year longitudinal study. International           Journal of Educational Development, 23: 257-274.

• Booth, M.Z. and J. Matuga, (2003). Swazi children's families as reflected in their drawings: The impact of the home environment. African Symposium, 3 (2)         

• Booth, M.Z. (2002). Swazi concepts of intelligence: The universal vs. the local. Ethos, 30 (4): 376-400.

• Booth, M.Z.  (2002). Education for liberation or domestication? Female education in colonial Swaziland. in T.M. Hunt and M.R. Lessard (Eds) Women and the Colonial Gaze.  Hampshire: Palgrave Press

Professional Service

• Manuscript Reviewer, AERA Adolescent Sig
• Journal Manuscript reviewer for: Comparative Education Review; Journal of Adolescent Research; African Symposium; African Studies Review.

Grants

• Project PICT Mini Grant: $7,000
• Author and chief investigator for the historical study, “A Study of the Historical Development of Western Schooling in Swaziland.” $28,233.  (Completed June 1, 2001
• Spencer Foundation Research Award:  Author and chief investigator for longitudinal study,  “The Home Environment and School Achievement: A Longitudinal Study of Primary School Children in Swaziland.”  $23,000. (Completed June 1, 1999)

Awards

• Ohio University Dissertation  Award ($1,000)

Current Research Projects

• Timing of Transition:  A Comparative Analysis of the Effects of Various School Models for Early Adolescents (UK & US longitudinal study).