Hosun Kang https://www.researchgate.net/profile/Hosun_Kang2
Rossella Santagata https://www.researchgate.net/profile/Rossella_Santagata
Elizabeth van Es https://www.researchgate.net/profile/Elizabeth_Van_Es
Kang, H., & van Es, E. A. (2019). Articulating Design Principles for Productive Use of Video in Preservice Education. Journal of Teacher Education, 70(3), 237-250. doi: 10.1177/0022487118778549.
Santagata, R. (2009). Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools. Journal of Teacher Education, 60(1), 38-51. doi: 10.1177/0022487108328485.
Santagata, R. (2014). Towards ambitious teaching: Using video to support future teachers’ reasoning about evidence of student learning. Recherche et Formation, 75, 95-110. doi: 10.4000/rechercheformation.2180.
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., & Angelici, G. (2010). Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching. Journal of Teacher Education, 61(4), 339-349. doi: 10.1177/0022487110369555.
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. doi: 10.1007/s11858-010-0292-3.
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.
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. 151-167. Greenwich, CT: Information Age Publishing.
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. doi: 10.1007/s10857-007-9029-9.
Sherin, M., & van Es, E. A. (2002). Using video to support teachers’ ability to interpret classroom interactions. In Society for Information Technology & Teacher Education International Conference. 2532-2536. Association for the Advancement of Computing in Education (AACE).
Sherin, M., & van Es, E. A. (2005). Using Video to Support Teachers’ Ability to Notice Classroom Interactions. Journal of technology and teacher education, 13(3), 475-491.
Sherin, M. G., & van Es, E. A. (2009). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60(1), 20-37. doi: 10.1177/0022487108328155.
Sherin, M. G., Linsenmeier, K. A., & van Es, E. A. (2009). Selecting Video Clips to Promote Mathematics Teachers’ Discussion of Student Thinking. Journal of Teacher Education, 60(3), 213-230. doi 10.1177/0022487109336967.
Sun, J., & van Es, E. A. (2015). An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice. Journal of Teacher Education, 66(3), 201-214. doi: 10.1177/0022487115574103.
Tunney, J. W., & van Es, E. A. (2016). Using Video for Teacher-Educator Professional Development. The New Educator, 12(1), 105-127. doi: 10.1080/1547688X.2015.1113348.
van Es, E. A. (2009). Participants’ Roles in the Context of a Video Club. The Journal of the Learning Sciences, 18(1), 100-137. doi: 10.1080/10508400802581668.
van Es, E. A. (2010). Viewer Discussion is Advised: Video Clubs Focus Teacher Discussion on Student Learning. The Learning Professional, 31(1), 54.
van Es, E. A. (2011). A framework for learning to notice student thinking. In Mathematics teacher noticing. 164-181. Routledge.
van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and teacher education, 28(2), 182-192. doi: 10.1016/j.tate.2011.09.005.
van Es, E. A. (2012). Using video to collaborate around problems of practice. Teacher Education Quarterly, 39(2), 103-116.
van Es, E. A. (2014). Viewer Discussion is Advised: Video Clubs Focus Teacher Discussion on Student Learning. Form@re, 14(2), 98. doi: 10.13128/formare-15144.
van Es, E. A. & Santagata, R. (2017). Using Video to Work with Teachers on Noticing and Responding to Student Thinking. Travail et Apprentissage, 17, 188-208.
van Es, E. A., & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice.” Journal of computing in teacher education, 22(4), 125-135.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and teacher education, 24(2), 244-276. doi: 10.1016/j.tate.2006.11.005.
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., 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), 6-19. doi: 10.5951/mathteaceduc.4.1.0006.
van Es, E. A., Tunney, J., Goldsmith, L. T., & Seago, N. (2014). A Framework for the Facilitation of Teachers’ Analysis of Video. Journal of Teacher Education, 65(4), 340-356. doi: 10.1177/0022487114534266.
van Es, E. A., Tunney, J., Seago, N., & Goldsmith, L. T. (2014). Facilitation practices for supporting teacher learning with video. In Digital Video for Teacher Education. 117-134. Routledge.