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Margaret Zoller Booth
boothmz@bgnet.bgsu.edu
(419)372-9950
Curriculum Vita
Associate Professor of Educational Foundations and Inquiry
Ph.D., Ohio University, 1991
Dr. Booth’s research addresses the nature of cognitive development within socio-cultural contexts, including the investigation
of the relationship between the home environment and school achievement. She has particular expertise with African children
and adolescent development. Previous work has looked at the effects of migrant labor on schooling and learning in Swaziland,
including the effects of parental absences on children’s school achievement.
Recent Publications:
Booth, M.Z., H. Sheehan and M. Earley. 2007. "Middle Grades School Models and Their Impact on Early Adolescent Self-Esteem."
Middle Grades Research Journal 2: 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. 2004. Culture and Education: The Social Consequences of Western Schooling in Contemporary Swaziland. University
Press of America.
Booth, M.Z. and Grace M. Booth 2003. Learning from the cultural context and practices of a somewhat British institution: Or
what Americans can learn from Hogwarts school of witchcraft and wizardry. Phi Delta Kappan.
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. 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. 2003. Swazi concepts of intelligence: The universal vs. the local. Ethos, 30 (4): 376-400.
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.
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