Accepted and in press

Ippolito, J. Dobbs, C. Charner-Laird, M. & Lawrence, J. (in press). Adolescent Disciplinary Literacy Professional Development: We Used to Think, and Now We Think… Journal of Staff Development.

Kang, H., Windschitl, M., Stroupe, D. and Thompson, J. (2016), Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. J. Res. Sci. Teach.. doi: 10.1002/tea.21329

Lawrence, J. F., Francis, D., Paré-Blagoev, E.J., & Snow, C. E. (in press). The poor get richer: Heterogeneity in the efficacy of a school-level intervention for academic language. Journal of Research on Educational Effectiveness

Matteucci, M.C., Corazza, M., Santagata, R. (in press). Learning from Errors or Not. An Analysis of Teachers’ Beliefs about Errors and Error-Handling Strategies through Questionnaire and Video. In Progress in Education, Volume 37. Hauppauge, NY: Nova Science Publishers.

Olson, C.B.; Matuchniak, T.; Chung, H.Q.; Stumpf, R.; Farkas, G. In press. Reducing achievement gaps in academic writing for Latinos and English learners in grades 7-12. Journal of Educational Psychology.

Sandholtz, J.H., Ringstaff, C., & Matlen, B. (in press). Temporary fix or lasting solution? Investigating the longitudinal impact of teacher professional development on K-2 science instruction. The Elementary School Journal.

Sengupta-Irving, T. (in press). Doing things: The power of organizing for agency in mathematical learning. Journal of Mathematical Behavior.


Sandholtz, J.H. & Ringstaff, C. (2016).  The influence of contextual factors on the sustainability of professional development outcomes. Journal of Science Teacher Education 27( 2), 205-226.

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. (i2016). Characterizing Beginning Teachers’ Competence and its Role in Professional Decisions and Practices.  ZDM, the International Journal of Mathematics Education, v.7.

Tunney, J. & van Es, E. A. (2016). Using video for teacher educator professional development. The New Educator.

van Es, E. A., Stockero, S. L., Sherin, M. G., Van Zoest, L. R., & Dyer, E. (accepted). Making the most of teacher self-captured video. Mathematics Teacher Educator.


Barnhart, T. & van Es, E.A. (2015). Learning to analyze teaching: Developing pre-service science teachers’ abilities to notice, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. DOI:

Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation randomized trial: Discussion mediates the impact of  program treatment on academic word learning. (PDF) American Educational Research Journal. doi: 10.3102/0002831215579485

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.

Sandholtz, J.H. & Shea (2015). Examining the extremes: High and low performance on a teaching performance assessment for licensure. Teacher Education Quarterly, 42(2), 17-42.

Santagata, R. (2015). Towards ambitious teaching: Using video to support future teachers’ reasoning about evidence of student learning. Recherche et Formation

Santagata, R. & Bray, W. (2015). Exploring student mistakes as a focus for mathematics teacher professional development.  Professional Development in Education. DOI:10.1080/19415257.2015.1082076

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.


Bray, W. & Santagata, R. (2014). Making Mathematical Errors “Springboards for Learning.” Annual Perspectives in Mathematics Education (APME) 2014: Using Research to Improve Instruction. National Council of Teachers of Mathematics, ch.23, pp.239-248.

Chung, H. Q. & van Es, E. A. (2014). Pre-service teachers’ use of tools to systematically analyze teaching and learning. Teachers and Teaching: Theory and Practice.

Chung, H.Q. & van Es, E.A. (2014). Varied appropriations of tools from professional development: Moving beyond levels. In J.L Polman, E.A. Kyza, D.K. O’Neill, I. Tabak, W.R. Penuel, A.S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences 2014, Volume 1 (pp. 418- 425). Boulder, CO: International Society of the Learning.

Hwang, J.K., Lawrence, J.F., Mo, E., & Snow, C.E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. (PDF). International Journal of Bilingualism.

Kang, H., Thompson, J., & Windschitl, M. (2014). Creating opportunities for students to show what they know: The role of scaffolding in assessments tasks. Science Education

Lawrence, J. F., Rolland, R. G., Branum-Martin, L., & Snow, C. E. (2014). Generating Vocabulary Knowledge for At-Risk Middle School Readers: Contrasting Program Effects and Growth Trajectories. (PDF) Journal of Education for Students Placed at Risk, 19(2), 76-97.

Rydland, V., Grover, V., & Lawrence, J. F. (2014). The potentials and challenges of learning words from peers in preschool: A longitudinal study of second language learners in Norway. (Book Link) In A. Cekaite, S. Blum-Kulka, V. Grover, & E. Teubal (Eds.), Children’s Peer Talk Learning from Each Other (pp. 214–35). New York: Cambridge University Press.

Sandholtz, J.H. & Ringstaff, C. (2014).  Inspiring instructional change in elementary school science: The relationship between enhanced self-efficacy and teacher practices. Journal of Science Teacher Education. 25(6), 729-751.

Santagata, R. (2014). Video and Teacher Learning: Key Questions, Tools, and Assessments Guiding Research and Practice. Beitraege zur Lehrerbildung, 32 (2), 196-209.

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. DOI: 10.1007/s10857-013-9263-2

Sengupta-Irving, T. (2014). Affinity through mathematical activity: Cultivating democratic learning communities. Journal of Urban Mathematics Education, 7(2).

Sengupta-Irving, T., & Enyedy, N. (2014). Why engaging in mathematical practices may explain stronger outcomes in affect and engagement: Comparing student-driven with highly-guided inquiry. Journal of the Learning Sciences.

Sengupta-Irving, T. & Yeh, C. (2014). Critical pedagogy. In S. Thompson (Ed.) Encyclopedia of Diversity and Social Justice. Rowman & Littlefield Publishing.

Sun, J. & van Es, E. A. (2015). An Exploratory Study of the Influence that Analyzing Teaching has on Pre-Service Teachers’ Classroom Practice. Journal of Teacher Education.

van Es, E. A., Sandholtz, J., & Shea, L. (2014). Examining the Impact of a Partner-based Teacher Credential Program on Candidates’ Performance Outcomes. Peabody Journal of Education, 89, 482-499. DOI:10.1080/0161956X.2014.938996

van Es, E.A., Tunney, J., Goldsmith, L., & Seago, N. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education64(4), 340-356.

van Es, E. A., Tunney, J., & Seago, N., & Goldsmith, L. (2014). Facilitation practices for supporting teacher learning with video. B. Calandra & P. Rich (Eds.). Digital Video for Teacher Education: Research and Practice (pp. 109-126). Routledge: New York.

Yim, S., Warschauer, M., Zheng, B., & Lawrence, J. F. (2014). Cloud-Based Collaborative Writing and the Common Core Standards. (PDF). Journal of Adolescent & Adult Literacy, 58(3), 243-254.


Calabrese Barton, A., Kang, H., Tan, E., O’Neil, T., Guerra, J.B., & Brecklin, C. (2013). Crafting a future in science. American Educational Research Journal, 50(1), 37-75.

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.

Ippolito, J., Lawrence, J.F. & Zaller, C. (Eds.). (2013). Adolescent literacy in the era of the Common Core: From research into practice. (Order here). Cambridge, MA: Harvard Education Press. (Book support site).

Lawrence, J.F., Galloway, E. P., Yim, S. B., & Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas (PDF). Journal of Adolescent and Adult Literacy, 57 (2), 151–161.

Long, J. J., van Es, E. A., & Black, R. (2013). Supervisor-student teacher interactions: The role of conversational frames in developing a vision of ambitious teaching. Linguistics and Education, 24, 179-196.

Michener, C. J., Sengupta-Irving, T., Proctor, C.P., & Silverman, R. (2013) Culturally sustaining pedagogy within monolingual language policy: Variability in instruction. Language Policy, 1-22

Rydland, V., Aukrust, V., & Lawrence, J.F. (2013). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure,maternal education, and co-ethnic concentration in the neighborhood (PDF). Journal of Child Language, 1-30.

Sandholtz, J.H. & Ringstaff, C. (2013).  Assessing the impact of teacher professional development on science instruction in the early elementary grades in rural US schools. Professional Development in Education, 39(5), 678-697.

Sengupta-Irving, T., Redman, E., & Enyedy, N. (2013). Re-storying practice: Using stories about students to advance mathematics education reform. Teaching and Teacher Education, 31, 1-12.

Tan, E., Calabrese-Barton, A., Kang, H., and O’Neil, T. (2013). Desiring a career in STEM-related fields: How middle school girls articulate and negotiate between their narrated and embodied identities in considering a STEM trajectory. Journal of Research in Science Teaching, 50(10), p.1143-1179.


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.

Lawrence, J.F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: steep trajectories and sharp summer setback (PDF). Reading & Writing: An Interdisciplinary Journal 25(5), 1113-1141.

Lawrence, J.F., Capotosto, L., Branum-Martin, L., White, C. & Snow, C.E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. (PDF). Bilingualism: Language and Cognition, 15(3), 437-451.

Rama, P., Black, R., van Es, E. A., & Warschauer, M. (2012). Second language learning in World of Warcraft. ReCALL: An international journal on technologies and language learning, 24(3), 322-328.

Sandholtz, J.H. & Shea, L. (2012).  Predicting performance:  A comparison of university supervisors’ predictions and teacher candidates’ scores on a teaching performance assessment. Journal of Teacher Education, 63(1), 39-50.

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]. Formare: Open Journal per la Formazione in Rete, n.79, May-September. Trento, Italy: Edizioni Erickson.

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

van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28, 182-192.

van Es, E. A. (2012). Using video to collaborate around problems of practice. Teacher Education Quarterly, 39(2), 103-116.


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.

Kang, H., Lundeberg, M. A., Wolter, B., DelMas, R., Armstrong, N., Borsari, B., et al. (2011). Gender differences in student performance in large lecture classrooms using personal response systems (“clickers”) with case studies. Learning, Media, and Technology, 37(1).

Lundeberg, M. A., Kang, H., Wolter, B., DelMas, R., Armstrong, N., Borsari, B., et al. (2011). Context matters: Increasing understanding with interactive clicker case studies. Education, Technology, Research and Development, 59(5), 645-671.

Sandholtz, J.H. & Ringstaff, C. (2011).  Reversing the downward spiral of science instruction in K-2 classrooms.  Journal of Science Teacher Education, 22(6), 513-533.

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.

van Es, E. A. (2011). A framework for learning to notice student thinking. In M.G. Sherin, V. Jacobs, & R. Philipp (Eds.) Mathematics teacher noticing: Seeing through teachers’ eyes (pp.134-151). Routledge: New York.

Wolter, B., Lundeberg, M. A., Kang, H., and Herreid, C. F. (2011). Students’ perceptions of using personal response systems (“clickers”) with cases in science. Journal of College Science Teaching, March-April (14).


Kang, H., & Lundeberg, M. A. (2010). Participation in science practices while working in a multimedia case-based environment. Journal of Research in Science Teaching, 47(9), 1116-1136.

Kibrick, M., van Es, E. A. & Waurschauer, M. (2010). Designing professional development for 21st Century learning. In C. Maddux et al.(Eds.) Research Highlights in Information Technology and Teacher Education 2010 (pp. 159-166). Chesapeake, VA: Society for Information Technology and Teacher Education (SITE).

Sandholtz, J.H. & Sandholtz, S.H. (2010).  Confronting gender issues in a novice teacher’s classroom: Student and parent/teacher educator perspectives.  The New Educator, 6(2), 118-134.

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. & van Es, E. A. (2010). Disciplined analysis of mathematics teaching as a routine of practice. In J. Luebeck & J. W. Lott (Eds.), Association for Mathematics Teacher Education Monograph Series Volume 7 (pp. 109-123). San Diego: Association for Mathematics Teacher Educators.

van Es, E. A. (2010). A framework for facilitating productive discussions in video clubs. Educational Technology Magazine, L(1), 8-12.

van Es, E. A. (2010). Using video for teacher learning: Setting up a video club in your school. Journal of Staff Development, 31(1), 54-58.

van Es, E. A. & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176.