Accepted and in press
Kang, H. & Windschitl, M. (In press). How does practice-based teacher preparation influence novices’ first year instruction? Teachers College Record.
Ringstaff, C., & Sandholtz, J.H. (In press). From budgets to bus schedules: Contextual barriers and supports for science instruction in elementary schools. In S. Uzzo, S. Graves, E. Shay, M. Harford, & R. Thompson (Eds.), Pedagogical Content Knowledge in STEM. New York: Springer.
Santagata, R. & Sandholtz, J. (accepted). Pre-service Teachers’ Mathematics Teaching Competence: Comparing Performance on Two Measures. Journal of Teacher Education.
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., Yeh, C., & Mercado, J. (accepted). Preparing Teachers for Career-Long Learning: Findings from the Learning to Learn from Mathematics Teaching Project. The Journal of the Learning Sciences.
Zinger, D., Krishnan, J., & Warschauer, M. (in press). Bridging student digital divides by bridging teacher digital divides. In A. Normore, & A. Issa Lahera (Eds.) Crossing the Bridges of the Digital Divide: A Walk with Global Leaders. Charlotte, NC: Information Age Publishing
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.
Kang, H. (2017). Preservice teachers’ learning to plan intellectually challenging tasks. Journal of Teacher Education, 68(1), 55-68.
Shea, L., Sandholtz, J.H., & Shanahan, T. (2017). We are all talking: A whole-school approach to professional development for teachers of English learners. Professional Development in Education. http://dx.doi.org/10.1080/19415257.2016.1274267
van Es, E. A., Cashen, M., Barnhart, T. & Auger, A. (2017). Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers’ Vision of Ambitious Pedagogy. Cognition and Instruction, 35(3), 165-187. DOI: 10.1080/07370008.2017.1317125
van Es, E. A., Hand, V., & Mercado, J. (2017). Making visible the relationship between teachers’ noticing for equity and equitable teaching practice. In E. O. Schack, M. H. Fisher, & J. A. Wilhelm (Eds.) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 251-270). New York, NY: Springer International Publishing.
van Es, E. A. and Santagata, R. (2017). Using video to work with teachers on noticing and responding to student thinking. Travail et Apprentissage. Revue de Didactique Professionnelle, 17, p. 188-208.
Zinger, D., Naranjo, A., Gilbertson, N., *Amador, I., & Warschauer, M., (2017). A design-based research approach to improving professional development of the Smithsonian Learning Lab. Contemporary Issues in Technology and Teacher Education, 17(3)
Zinger, D., Tate, T., & Warschauer, M., (2017). Learning and teaching with technology: Technological pedagogy and classroom practice. In J. Candinin, & J. Husu (Eds.) The SAGE Handbook of Research on Teacher Education. (pp. 577-593) London, UK: SAGE.
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
Olson, C.B.; Matuchniak, T.; Chung, H.Q.; Stumpf, R.; Farkas, G. (2016). Reducing achievement gaps in academic writing for Latinos and English learners in grades 7-12. Journal of Educational Psychology, 109(1), 1.
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. (2016). Characterizing Beginning Teachers’ Competence and its Role in Professional Decisions and Practices. ZDM, the International Journal of Mathematics Education, v.7.
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.
Sandholtz, J.H., Ringstaff, C., & Matlen, B. (2016). Temporary fix or lasting solution? Investigating the longitudinal impact of teacher professional development on K-2 science instruction. The Elementary School Journal, 117(2), 192-215.
Tunney, J. & van Es, E. A. (2016). Using video for teacher educator professional development. The New Educator,12(1), 105-127.
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.
Zinger, D. & Normore, A. (2016). The STEM lab school: Providing support for teacher candidates in alternative certification programs. Journal of Authentic Leadership in Education, 5(2), 2-5.
Zinger, D. (2016). Developing instructional leadership and communication skills through online professional development: Focusing on rural and urban principals. In A. Normore, L. Long, & M. Javidi (Eds.) Handbook of Research on Effective Communication, Leadership, and Conflict Resolution (pp. 354-370). Hershey, PA: Information Science Reference.
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: http://dx.doi.org/10.1016/j.tate.2014.09.005
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
van Es, E. A., Stockero, S. L., Sherin, M. G., Van Zoest, L. R., & Dyer, E. (2015). Making the most of teacher self-captured video. Mathematics Teacher Educator, 4(1).
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.
Issa Lahera, A., Zinger, D., Mendoza, M., & McMannus, H. (2015). Developing authentic non-traditional principals to lead underserved student populations: The case of charter and autonomous school leadership academy. Journal of Authentic Leadership in Education, 4(2), 4-9.
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
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
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 Education, 64(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.
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.
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.
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.
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.