Related Publications

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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