Related Publications

Santagata, R., Yeh, C. & Mercado, J.(accepted, pending revisions). Preparing Teachers for Career-Long Learning: Findings from the Learning to Learn from Mathematics Teaching Project. The Journal of the Learning Sciences.

Santagata, R. & Taylor, K.  (accepted). Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation. Contemporary Issues in Technology and Teacher Education

Santagata, R. & Sandoltz, J. (accepted, pending revisions). Pre-service Teachers’ Mathematics Teaching Competence: Comparing Performance on Two Measures. Journal of Teacher Education.

Bonaiuti, G., Santagata, R., Vivanet, G. (2017). Come rilevare la visione professionale degli insegnanti. Uno schema di codifica. [How to capture teacher professional vision. A coding scheme]. In “Didattica e saperi disciplinari” [Didactics and disciplinary knowledge]   monograph of the Italian Journal of Educational Research.

van Es, E. A. and Santagata, R. (2017). Using video to work with teachers on noticing and responding to student thinking. Travail et Apprentissage, 17, p. 188-208

Santagata, R., Jovel J., & Yeh, C. (2016). Learning to Analyze Teaching: A Study of Pre-Service Teachers’ Group Conversations around Videos of Mathematics Teaching. In P.G. Rossi & L. Fedeli (Eds.). Integrating Video into Pre-service and In-service Teacher Training. Advances in Higher Education and Professional Development Book Series. Hershey, PA: IGI Global, Ch.6, Pp.114-126.

Santagata, R. & Yeh, C. (2016). Characterizing Beginning Teachers’ Competence and its Role in Professional Decisions and Practices.  ZDM, the International Journal of Mathematics Education, 48,1 153-165.

Mohr, S. & Santagata, R. (2015). Changes in Beliefs about Teaching and Learning during Teacher Preparation: The Impact of a Video-Enhanced Math Methods Course.  Orbis Scholae, 9(2), 103-117.

Yeh, C.& Santagata, R. (2015). Pre-Service Teachers’ Learning to Generate Evidence-Based Hypotheses about the Impact of Mathematics Teaching on Learning. Journal of Teacher Education, 66(1), 21-34.

Santagata, R. (2014). Towards ambitious teaching: Using video to support future teachers’ reasoning about evidence of student learning. Recherche et Formation, 75, 95-110.

Santagata, R. (2014). Video and Teacher Learning: Key Questions, Tools, and Assessments Guiding Research and Practice. Beitraege zur Lehrerbildung, 32 (2), 196-209. [Contributions to Teacher Education. Swiss German journal read by German speaking scholars]

Santagata, R. & Yeh, C. (2014). Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video- and practice-based approach. Journal of Mathematics Teacher Education, 17, 491-514.

Santagata, R. (2012). Un modello per l’utilizzo del video nella formazione professionale degli insegnanti [A framework for the use of video in teacher professional development]. Form@re: Open Journal per la Formazione in Rete, n.79, May-September. Trento, Italy: Edizioni Erickson. Published online at: http://formare.erickson.it/wordpress/it/2012/un-modello-per-l%e2%80%99utilizzo-del-video-nella-formazione-professionale-degli-insegnanti/

Guarino, J., Sykes, M., & Santagata, R. (2013).Student and Teacher Learning from Why. Networks: an Online Journal for Teacher Research, University of Wisconsin. 15,2. Published online at: http://journals.library.wisc.edu/index.php/networks.

Kersting, N., Givvin, K., Thompson, B., Santagata, R., & Stigler, J. (2012). Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Education Research Journal, 49(3), 568-589.

Santagata R., & Guarino, J.. (2012). Preparing future teachers to collaborate. Issues in Teacher Education, 21(1), 59-69.

Santagata, R., & Guarino, J. (2011). Using Video to Teach Future Teachers to Learn from Teaching. ZDM The International Journal of Mathematics Education, 43, 1, 133-145.

Santagata, R., & van Es, E. (2010). Disciplined Analysis of Mathematics Teaching as a Routine of Practice. In Luebeck J. & Lott J.W. (Eds.). Mathematics teaching: Putting research into practice at all levels. Association of Mathematics Teacher Educators, pp.109-123.

Santagata, R.  (2010). From Teacher Noticing to a Framework for Analyzing and Improving Classroom Lessons.  In  M. Sherin, R. Phillip, and V. Jacobs (Eds.). Mathematics teacher noticing: Seeing through teachers’ eyes. New York: Routledge.

Santagata, R., & Angelici, G. (2010). Studying the impact of the Lesson Analysis Framework on pre-service teachers’ ability to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339-349.

Santagata, R. (2010). La formazione degli insegnanti attraverso l’analisi sistematica di lezioni videoregistrate [Systematic analysis of videotaped lessons for teacher preparation]. Psicologia e Scuola, vol.12 (Nov-Dec), 11-16.

Santagata, R. (2009). Designing video-based professional development for mathematics teachers in low-performing schools. Journal of Teacher Education, 60(1), 38-51.

Santagata, R., & Zannoni, C. & Stigler. (2007). The Role of Lesson Analysis in Pre-Service Teacher Education: An Empirical Investigation of Teacher Learning from a Virtual Video-Based Field Experience. Journal of Mathematics Teacher Education, 10,(2), 123-140.

Santagata, R. & Barbieri, A. (2005) Mathematics Teaching in Italy: A Cross-Cultural Video Analysis. Mathematical Thinking and Learning, 7(4), 291-312.

Santagata, R. (2005) Practices and Beliefs in Mistake-Handling Activities: A Video Study of Italian and U.S. Mathematics Lessons. Teaching and Teacher Education, 21, 491-508.

Santagata, R. (2004) “Are you Joking or Are You Sleeping?” Cultural Beliefs and Practices in Italian and U.S. Teachers’ Mistake-Handling Strategies. Linguistics and Education, 15(1-2), 141-164.

Santagata, R., Gallimore, R., & Stigler, J. W. (2005). The Use of Videos for Teacher Education and Professional Development: Past Experiences and Future Directions. In C. Vrasidas & G.V.Glass (Eds.) Current Perspectives on Applied Information Technologies (Volume 2): Preparing Teachers to Teach with Technology. Greenwich, CT: Information Age Publishing.

Cestari, M.L., Santagata, R., Hood, G. (2004). Teachers Learning from Videos. In B. Clarke, D.M. Clarke, G. Emanuelsson, B. Johansson, D.V. Lambdin, F.K.Lester, A. Wallby, K. & Wallby (Eds.) (2004). International Perspectives on Learning and Teaching Mathematics. Göteborg: National Center for Mathematics Education.

Santagata, R. & Zannoni, C. (2003).  Multimedia and Pre-Service Teacher Education: An experience with LessonLab Software (Multimedialità e formazione dei futuri insegnanti: resoconto di un’esperienza con il software LessonLab). Università e Scuola, vol.1/R.

Santagata, R.  (2003) Lesson Analysis and Pre-Service Teacher Education (L’analisi di lezioni nella formazione iniziale dei docenti). Tecnologie Didattiche, 29, 32-29.  

 

 

 

 

 

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