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,
Pp. 73-80.
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.
