Peer-Reviewed Journal Articles
Kersting, N., Givvin, K., Thompson, B., Santagata, R., & Stigler, J. (Accepted pending revisions). Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning. American Education Research Journal.
Guarino, J., Sykes, M., & Santagata, R. (Accepted pending revisions).Student and Teacher Learning from Why. Networks: an Online Journal for Teacher Research, University of Wisconsin.
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. Kersting, N., Givvin, K., & Stigler, J.W. (2011). Problem Implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. Journal of Research on Educational Effectiveness, 4, 1-30.
Givvin, K., & Santagata, R. (2011). Toward a common language for discussing the features of effective professional development: The case of a U.S. mathematics program. Professional Development in Education, 37, 3, 439-451.
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. (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, J. (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.
Christensen, A., Eldridge, K., Catta-Preta, A.B., Lim, V.R., & Santagata, R. (2006).
Cross-Cultural Consistency of the Demand/Withdraw Interaction Pattern in Couples. Journal of Marriage and Family, 68, (4), 1029-1044.
Givvin K., Santagata, R., & Gallimore, R. (2006). Using research to create and evaluate a professional development program: The case of BreakThrough Mathematics. Ohio Journal of School Mathematics, 53, 21-25.
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. & 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.
Santagata, R. & Sterponi, L. (2001). Cultural Aspects of Classroom Discourse: A study of Educational Practices in Italian and U.S. Classrooms and Families (Aspetti culturali del discorso a scuola: uno studio delle pratiche educative in classi e famiglie italiane e statunitensi). Rassegna di Psicologia (recognized by APA), 3, (XVIII), 41-54.
Sterponi, L. & Santagata, R. (2001). Mistakes at School and at the Dinner Table: A Comparison between Socialization Practices in Italy and in the United States. Crossroads of Language, Interaction and Culture, 3, 57-72.
Santagata, R. & Stigler, J. W. (2000). Teaching Mathematics: Italian Lessons from a
Cross-Cultural Perspective. Mathematical Thinking and Learning, 2(3), 191-208.
Peer-Reviewed Book Chapters
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.
Spencer, J., Park, J., & Santagata, R. (2010). Keeping the mathematics on the table in urban, mathematics professional development: A model that integrates dispositions toward students. In M.Q. Foote (Ed.). Mathematics Teaching & Learning in K-12: Equity and Professional Development. New York: Palgrave/Macmillan. Ch.12, pp.199-218.
Givvin, K., Santagata, R., & Gallimore, R. (2007). The Roles of Pedagogical Skill and Teacher Content Knowledge in the American Vision of Teaching Effectiveness. In S. Mathison, E.W. Ross (Eds.). Battleground Schools: An Encyclopedia of Conflict and Controversy. Vol. 1. Westport, CT: Greenwood Press.
Cestari, M.L., Santagata, R., Hood, G. (2006). Läräre lär frän video. In J. Boesen, G. Emanuelsson, A. Wallby, K., & Wallby (Eds.). Lära Och Undervisa Matematik– Internationella Perspektiv. Göteborg: National Center for Mathematics Education [Translation into Norwegian of Cestari, M.L., Santagata, R., Hood, G. (2004): Teachers
Learning from Videos. Listed below].
Gallimore, R. & Santagata, R. (2005). Researching teaching: The problem of studying
a system resistant to change. In R R. Bootzin & P. E. McKnight (Eds.). Strengthening Research Methodology: Psychological Measurement and Evaluation: Festschrift in Honor of Lee Sechrest.Washington, D.C.: APA Books. R. R. Bootzin & P. E. McKnight (Eds.) Measurement, Methodology, and Evaluation: Festschrift in Honor of Lee Sechrest. Washington, D.C.: APA Books.
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.
Invited Journal Articles or Book Chapters
Santagata, R. (2010). Learning from Teaching: Why Analysis Abilities Are an Important Component of Teacher Knowledge. In What Do Teachers Need to
Know and Be Able to Do in Tomorrow’s Schools? Pearson Evaluation Systems,
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.