CENTER FACULTY & STUDENT PUBLICATIONS
Publications
Publications In Press
Clark, H., Gyles, S., Tieu, D., Venkatesh, D., & Sandoval, W. (accepted). Exploring Science Teachers efforts to frame phenomenon in the community. Journal of Research in Science Teaching.
Clark, H., Gyles, S., Nava-Landeros, I. (accepted). Teacher Candidates’ Conceptions and Practices of Computational Thinking for Equity. Journal of Computer Science Integration. http://dx.doi.org/10.26716/jcsi.2023.10.17.40
Graham, S., Kim, Y.S., Cao, Y., Lee, W., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H.Q., & Olson, C.B. (In press). A meta-analysis of writing treatments for students in grades 6 to 12. Journal of Educational Psychology. https://doi.org/10.1037/edu0000819
Gyles, S. & Clark, H. (accepted). Re(defining) Expert in Science Instruction: A Community-Based Science Approach to Teaching and Learning. Cultural Studies of Science Education. https://communityschooling.gseis.ucla.edu/journal-issue-2-teachers/
Kang, H. & Nation, J.* (In press). Transforming science learning framework: translating an equity commitment into action through co-design. Journal of Science Teacher Education. https://www.tandfonline.com/doi/full/10.1080/1046560X.2022.2132633
Rubin, E., van Es, E. A., & Mendoza, E. (accepted). Expanding and disrupting preservice teachers’ noticing for equity. School Science & Mathematics Journal.
Pineda, G. C., Santagata, R., & Jenkins, J. (in press). “Writing What Matters to Me”: Voicing Latinx Youth Concerns through Theatre Scriptwriting. In (Eds.) K. Freebody, C.D. J. Rajendran, & S. Busby. Routledge Companion to Theater and Young People. New York, NY: Routledge.
2023
Barnhart, T., & van Es, E. A. (2023). Noticing instructional challenges in artifacts of teaching. School Science and Mathematics, 1–12. https://doi.org/10.1111/ssm.12604
Barnhart, T., & van Es, E. A. (2023). Noticing and responding to others versus one’s own students. School Science & Mathematics Journal. https://doi.org/10.1111/ssm.12604
Guarino, J. & Manseau, S. (2023). Identity Making in kindergarten: Diego’s story. Math Teacher: Learning and Teaching PK-12, 116(6), 419-423. https://doi.org/10.5951/MTLT.2022.0177
Guarino, J., Cole, S. & Sperling, M. (2022). Our children are not numbers. Math Teacher: Learning and Teaching PK-12, 115(6), 404-412. https://doi.org/10.5951/MTLT.2021.0299
Nazzal, J. Olson, C.B., & Chung, H.Q. (2023). Post-reform placement and writing proficiency in community college transfer-level composition courses. Community College Review, 51(3), 396-418. https://doi.org/10.1177/00915521231163916
Olson, C.B., Maamuujav, U., Steiss, J., & Chung, H.Q. (2023). Examining the impact of a cognitive strategies approach on the argument writing of mainstreamed English learners in secondary school. Written Communication, 40(2), 373-416. https://doi.org/10.1177/07410883221148724
Rubin, E., & van Es, E. A. (2023). “My noticing lens disrupts this narrative”: Preservice mathematics teachers’ awareness of the self as noticer. School Science and Mathematics, 1–12. https://doi.org/10.1111/ssm.12618
Rumsey, C., Guarino, J., & Sperling, M. (2023). Subtraction, Decomposition, and Argumentation. Math Teacher: Learning and Teaching PK-12, 116(2), 90-98. https://doi.org/10.5951/MTLT.2022.0168
Sandholtz, J.H., Ringstaff, C., & Triant, J. (2023). Professional development tune-up. Kappan, 104(8), 31-35. Online version available at: https://kappanonline.org/professional-development-tune-up-sandholtz/
Talafian, H., & Kang, H. (2023, April). Modeling Students’ Performances in Physics Assessment Tasks Using Epistemic Network Analysis. In Advances in Quantitative Ethnography: 4th International Conference, ICQE 2022, Copenhagen, Denmark, October 15–19, 2022, Proceedings (pp. 285-298). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-31726-2_20
Washington, J. A., Lee‐James, R., & Stanford, C. B. (2023). Teaching phonemic and phonological awareness to children who speak African American English. The Reading Teacher. https://doi.org/10.1002/trtr.2200 https://www.lvaslab.education.uci.edu/
Weyers, J., König, J., Santagata, R., Scheiner, T. & Kaiser, G. (2023). Teacher noticing: A systematic literature review on standardized instruments. Teaching and Teacher Education, Vol.122, 103970. https://doi.org/10.1016/j.tate.2022.103970
Villavicencio, A. (2023). Transforming schools and improving outcomes for boys of color. Phi Delta Kappan, 104(7), 6-11. https://kappanonline.org/improving-outcomes-for-boys-of-color-villavicencio/
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
Zaragoza, A., Seidel, T., & Santagata, R. (2023). Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies, 1-15. https://doi.org/10.1080/00220272.2023.2182650
2022
Liu, J., Cross Francis, D., & & Eker, A. (2022). Examining the US Practicing elementary teachers’ perceptions of and comfort with students’ mathematical mistakes. Journal of Mathematics Education.
Liu, J., Cross Francis, D., Lloyd, K., & Eker, A. (2022). Mathematically Productive Relationships (MPRs): A Potentially Effective Classroom Management. Learning Environments Research. https://doi-org.proxyiub.uits.iu.edu/10.1007/s10984-022-09444-8
Liu, J., & Jacobson, E.(2022). Examining US elementary students’ strategies for comparing fractions after the adoption of the common core state standards for mathematics. The Journal of Mathematical Behavior, 67, 100985. https://doi.org/10.1016/j.jmathb.2022.100985
Kang, H. & González-Howard, M. (2022). Beginning school-university partnerships for transformative social change in science education: narratives from the field. Science Education. https://doi.org/10.1002/sce.21723
Kang, H., Talafian, H., & Tschida, P. (2022). Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21824
König, J., Santagata, R., Scheiner T., Adleff, A.K., Yang, X., & Kaiser, G. (2022). Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice, Educational Research Review, Vol 36,100453, https://doi.org/10.1016/j.edurev.2022.100453.
Pineda, G. C., Santagata, R., & Jenkins, J. (2022). “Writing What Matters to Me”: Voicing Latinx Youth Concerns through Theatre Scriptwriting. In (Eds.) K. Freebody, C.D. J. Rajendran, & S. Busby. Routledge Companion to Theater and Young People. New York, NY: Routledge.
Rubin, E. B., & van Es, E. A. (November, 2022). The self as noticer: Supporting preservice teachers’ developing awareness. Accepted manuscript for the Proceedings of the 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
Rubin, E. B., & van Es, E. A. (June, 2022). “Bringing new things to light”: Examining a process of insight-driven teacher learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 219-226). Hiroshima, Japan: International Society of the Learning Sciences.
Sandoval, C., van Es, E. A., & Skoropad, S. (2022, June). Locating as a temporally oriented practice for noticing data for improvement. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16thInternational Conference of the Learning Sciences-ICLS2022 (pp. 67- 74). Hiroshima,Japan:International Society of the Learning Sciences.
Tsai, N., Kang, H, Chang, J. & Cassese, K. (2022). Adapting existing curriculum for equitable learning experiences. Science Scoop, 45(5), 44-51.
van Es, E. A., Hand, V., Agarwal, P., & Sandoval, C. (2022). Multidimensional noticing for equity: Theorizing mathematics teachers’ systems of noticing to advance equity and access. Journal of Research in Mathematics Education. https://doi.org/10.5951/jresematheduc-2019-0018
van Es, E. A., Luna, M., Tekkumru-Kisa, M. (accepted). An exploration of noticing discourse as a mechanism of teacher learning. To appear in, A. Gegenfurtner & R. Stahnke (Eds.), New Perspectives on Teacher Professional Vision. Routledge.
Villavicencio, A., Pagan, O., & *Conlin, D. (2022). Research-practice partnerships in pursuit of racial justice in schools: Navigating an adverse political climate. PEA Yearbook Issue on the Politics of Educational Research-Practice Partnerships. Educational Policy. https://doi.org/10.1177/0895904822113035
Villavicencio, A., Klevan, S., *Conlin, D., & Hill, K. (2022). “It’s a marathon not a sprint”: The implementation and outcomes of a yearlong racial justice intervention. AERA Open, 8. https://doi.org/10.1177/23328584221107674
Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2022). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 1-31. https://doi.org/10.1080/1046560X.2022.2112552
Wong, J. T., & Hughes, B. S. (2022). Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. Journal of Computing in Higher Education, 1-38. https://doi.org/10.1007/s12528-022-09342-1
Wong, J, Chen, E., Au Yeung, N, Lerner, L, Richland, L. (June, 2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children’s Online Engagement. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022 (pp. 472-479). Hiroshima, Japan: International Society of the Learning Sciences.
2021
Chung, H.Q., Chen, V., & Olson, C.B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885-1913. https://doi.org/10.1007/s11145-021-10186-x
Ciani, A., Rosa, A., Santagata, R., (2021). Video analysis as a learning tool to promote the quality of teaching: from school teachers’ education to university teachers’ professional development. Italian Journal of Educational Research, 27, 40-51. https://doi10.7346/sird-022021-p40
Guarino, K. F., Wakefield, E. M., Morrison, R. G., & Richland, L. E. (2021). Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children’s analogical reasoning ability. Cognitive Development, 58, 101040. https://doi.org/10.1016/j.cogdev.2021.101040
Jaffe-Walter, R. & Villavicencio, A. (2021). Leaders’ negotiation enactment of teacher evaluation policy in immigrant-serving schools. Educational Policy, 1-34. https://doi.org/10.1177/08959048211015614
Kang, H. (2021). Teacher responsiveness that promotes equity in secondary science classrooms. Cognition and Instruction, 1-27. https://doi.org/10.1080/07370008.2021. 1972423
Kang, H. & Furtak, E. (2021). Learning theory, classroom assessment and equity. Educational Measurement: Issues and Practice, 40(3), 73-82. https://doi.org/ 10.1111/emip.12423
Kang, H. (2021). How do mentor teacher-mediated experiences contribute to preservice teachers’ progress toward the vision of teaching advocated by the program? Journal of Teacher Education, 72(2), 251-263. https://doi.org/10.1177/0022487120930663
Maamuujav, U., Olson, C.B., & Chung, H.Q. (2021). Syntactic and lexical features of adolescent L2 students’ academic writing. Journal of Second Language Writing, 53, 1-16. https://doi.org/10.1016/j.jslw.2021.100822
Mesghina, A., Wong, J. T., Davis, E. L., Lerner, B. S., Jackson-Green, B. J., & Richland, L. E. (2021). Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic. AERA Open, 7, 23328584211065721. https://doi.org/10.1177/23328584211065721
Nguyen, H., & Santagata, R. (2021). Impact of Computer Modeling on Learning and Teaching Systems Thinking. Journal of Research on Science Teaching. 58(5), 661-688 . https://doi.org/10.1002/tea.21674
Sandoval Jr, C., & van Es, E. A. (2021). Examining the Practices of Generating an Aim Statement in a Teacher Preparation Networked Improvement Community. Teachers College Record, 123(6). https://doi.org/10.1177/016146812112300606
Santagata, R., König, J., Scheiner, T., Nguyen, H., Adleff, A.K., Yang, X., & Kaiser, G. (2021). Mathematics Teacher Learning to Notice: a Systematic Review of Studies of Video-Based Programs. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-020-01216-z
Santagata, R., & Lee, J. (2021). Mathematical knowledge for teaching and the mathematical quality of instruction: A study of novice elementary-school teachers. Journal of Mathematics Teacher Education, 24, 33-60. https://doi.org/10.1007/s10857-019-09447-y
van Es, E. A., & Sherin, M. G. (2021). Expanding on prior conceptualizations of teacher noticing. ZDM–Mathematics Education, 1-11. https://doi.org/10.1007/s11858-020-01211-4
Villavicencio, A., Jaffe-Walter, R., & Klevan, S. (2021). “You can’t close your door here:” Leveraging teacher collaboration to improve outcomes for immigrant English Learners. Teaching and Teacher Education, 97, 103227. https://doi.org/10.1016/j.tate.2020.103227
Villavicencio, A., Miranda, C.P, Liu, J., & Cherng, H.Y.S. (2021). “What’s going to happen to us?”: Cultivating alliances with immigrant families in an adverse political climate. Harvard Educational Review. https://doi.org/10.17763/1943-5045-91.3.293
Villavicencio, A. (2021). School leadership for Latinx, immigrant students and their families: A model of advocacy and critical care. Journal of Leadership, Equity, and Research. https://journals.sfu.ca/cvj/index.php/cvj/article/view/145
Wong, J. T., Yeung, N. A., Lerner, B., & Richland, L. (2021). Instructional Design, Situational Interest, and User Experience: Applications of Learning Experience Design to Promote Children’s Online Engagement. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021. International Society of the Learning Sciences. https://doi.dx.org/10.22318/icls2021.521
2020
Bonaiuti, G., Santagata, R., & Vivanet, G. (2020). Using video to examine teacher noticing and the role of teaching experience. Italian Journal of Educational Technology. Published online first April 23. DOI: https://doi.org/10.17471/2499-4324/1163
Guarino, J., Santagata, R., Lee, J., Cox, D., & Drake, J. (2020). LEARNING TOGETHER WHEN YOU’RE APART. The Learning Professional, 41(3), 42-45.
Kang, H. (2020). How do mentor teacher-mediated experiences contribute to preservice teachers’ progress toward the vision of teaching advocated by the program? Journal of Teacher Education.
Lee, J., & Santagata, R. (2020). A longitudinal study of novice primary school teachers’ knowledge and quality of mathematics instruction. ZDM, the International Journal of Mathematics Education. Published online first January 6.
Nguyen, H., & Santagata, R. (2020). Impact of computer modeling on learning and teaching systems thinking. Journal of Research in Science Teaching.
Santo, R., DeLyser, L. A., & Ahn, J. (2020). Negotiating Equity Priorities Within Systems Change: A Case Study of a District-Level Initiative to Implement K12 Computer Science Education. Computing in Science & Engineering, 22(5), 7-19.
Sandholtz, J. H., & Ringstaff, C. (2020). Offering modest supports to extend professional development outcomes and enhance elementary science teaching. Professional Development in Education, 1-16.
Sandoval Jr, C., van Es, E. A., Campbell, S. L., & Santagata, R. (2020). Creating Coherence in Teacher Preparation: Examining Teacher Candidates’ Conceptualizations and Practices for Equity. Teacher Education Quarterly, 47(4), 8-32.
Sandoval, C. & van Es, E. A. (2020). Complexifying the Process of Generating an Aim in a Teacher Preparation Networked Improvement Community. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 5 (pp. 2523-2529). Nashville, Tennessee: International Society of the Learning Sciences.
Zinger, D., Sandholtz, J.H., & Ringstaff, C. (2020). Teaching science in rural elementary schools: Affordances and constraints in the age of NGSS. The Rural Educator, 41(2), 14-30.
2019
Ahn, J. (2019). Drawing inspiration for learning experience design (LX) from diverse perspectives. The Emerging Learning Design Journal, 6(1), Article 1. Available at: https://digitalcommons.montclair.edu/eldj/vol6/iss1/1
Ahn, J., Campos, F., Hays, M., & DiGiacomo, D. (2019). Designing in Context: Reaching beyond Usability in Learning Analytics Dashboard Design. Journal of Learning Analytics, 6(2), 70-85.
Kang, H., Calabrese-Barton, A., Tan, E., Simpkins, S., Rhee, H. & Chandler, T. (2019). How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers. Science Education.
Kang, H., & Zinger, D., (2019) What do core practices offer in preparing novice science teachers for equitable instruction? Science Education.
Krishnan, J., Yim, S., Wolters, A., & Cusimano, A. (2019). Supporting online synchronous collaborative writing in the secondary classroom. Journal of Adolescent & Adult Literacy, 63(2), 135-145.
Mendoza, E., Hand, V., van Es, E. A., Hoos, S., & Frierson, M. (2021). ‘The ability to lay yourself bare’: Centering rupture, inherited conversations, and vulnerability in professional development. Professional Development in Education. 47:2-3, 243-256, DOI: 10.1080/19415257.2021.1891955
Mills, K., Bonsignore, E., Clegg, T., Ahn, J., Yip, J., Pauw, D., … & Pitt, C. (2019). Connecting children’s scientific funds of knowledge shared on social media to science concepts. International journal of child-computer interaction, 21, 54-64.
Reynolds, R., Chu, S., Ahn, J., Buckingham Shum, S., Hansen, P., Haythornthwaite, C., Huang, H., Meyers, E., Rieh, S. Y. (2019). Perspectives on information and learning sciences as an integral scholarly nexus. Information and Learning Sciences, 120(1/2), 2-18.
Sandholtz, J.H., Ringstaff, C., & Matlen, B. (2019). Coping with constraints: Longitudinal case studies of early elementary science instruction after professional development. Journal of Educational Change. First published online March 14.
Santagata, R., Lee, J., & Sandoval, C. (2019). Practice Partnerships in Mathematics Teacher Education. In International Handbook of Mathematics Teacher Education: Volume 3 (pp. 183-210). Brill Sense.
Santagata, R., & Lee, J. (2019). Mathematical knowledge for teaching and the mathematical quality of instruction: A study of novice elementary-school teachers. Journal of Mathematics Teacher Education. Published online first November 5.
Santo, R., DeLyser, L., Ahn, J., Pellicone, A., Aguiar, J. & Wortel-London, S. (2019). Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives. The 4th international conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT).
Tate, T. P., Collins, P., Yao, J., Xu, Y., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (2019). Visual Syntactic Text Format: Improving Adolescent Literacy. Scientific Studies of Reading.
van Es, E. A., Tekkumru-Kisa, M., & Seago, N. (2019). Leveraging the power of video for teacher learning: A design framework for mathematics teacher educators. In International Handbook of Mathematics Teacher Education: Volume 2 (pp. 23-54). Brill Sense.
Zinger, D., Krishnan, J., Gilbertson, N., (2019). Leading teacher professional learning: Shared language for shared goals. In A. Normore, L. Long, & M. Javidi (Eds.) Handbook of Research on Strategic Communication, Leadership, and Conflict Management in Modern Organizations.
2018
Ahn, J., Clegg, T., Yip, J., Bonsignore, E., Pauw, D., Cabrera, L., Hernly, K., Pitt, C., Mills, K., Salazar, A., Griffing, D., Rick, J., & Marr, R. (2018). Science Everywhere: Designing public, tangible displays to connect youth learning across settings. In Proceedings of the 36 th Annual ACM Conference on Human Factors in Computing Systems – CHI 2018. New York, NY: ACM.
Barnhart, T., & van Es, E. (2018). Leveraging analysis of students’ disciplinary thinking in a video club to promote student-centered science instruction. Contemporary Issues in Technology and Teacher Education, 18(1), 50-80.
Booth Olson, C. Chen, V., Krishnan, J., & Nazzal, J. (2018). Helping English Learners Navigate the Challenges of Academic Writing. In D. Basaraba, D. Baker, & Richards-Tutor, C. (Eds.) Second Language Acquisition: Methods, Perspectives, and Challenges. Nova Science Publishing.
Cabrera, L., Ahn, J., Yip, J., Clegg, T., Hernly, K., Bonsignore, E., Pitt, C., & Pauw, D. (2018). Exploring practices on the move: Facilitating learning across a neighborhood. Proceedings of the Thirteenth International Conference of the Learning Sciences – ICLS 2018. London, UK: International Society of the Learning Sciences.
Kang, H. & van Es, E. (2018) Articulating design principles for productive use of videos to facilitate professional learning toward ambitious teaching. Journal of Teacher Education.
Kang, H. & Windschitl, M. (2018). How does practice-based teacher preparation influence novices’ first year instruction? Teachers College Record, 120, 080307.
Krishnan, J. Cusimano, A., Wang, D., & Yim, S. (2018). Writing Together: Online
Synchronous Collaboration in Middle School. Journal of Adolescent and Adult Literacy, 62(2), 163-173.
Mills, K., Bonsignore, E., Clegg, T., Ahn, J., Yip, J., Pauw, D., Cabrera, L., Hernly, K., & Pitt, C. (2018). Designing to illuminate children’s scientific funds of knowledge through social media sharing. In Proceedings of the 17 th Conference for Interaction Design and Children – IDC 2018. New York, NY: ACM.
Pellicone, A., & Ahn, J. (2018). Building worlds: A connective ethnography of play in Minecraft. Games and Culture, 12(5), 440-458.
Pellicone, A., Kaczmarek Frew, K., Ahn, J., Bonsignore, E., Kraus, K., Hansen, D., et al. (2018). Social talk and constructing solutions: Comparing a teen and proxy player in an educational alternate reality game. Proceedings of the 2018 Connected Learning Summit. Cambridge, MA.
Ringstaff, C., & Sandholtz, J.H. (2018). 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: Research to Practice (Advances in STEM Education) Springer International Publishing.
Shea, L., Sandholtz, J.H., & Shanahan, T. (2018). We are all talking: A whole-school approach to professional development for teachers of English learners. Professional Development in Education, 44(2), 190-208.
Santagata, R., Yeh, C., & Mercado, J. (2018). Preparing elementary school teachers to learn from teaching: A comparison of two approaches to mathematics methods instruction. Journal of the Learning Sciences, 27(3), 474-516.
Santagata, R. & Taylor, K. (2018). 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, 18(1).
Santagata, R. & Sandholtz, J. (2018). Pre-service teachers’ mathematics teaching competence: Comparing performance on two measures. Journal of Teacher Education. First published online February 2.
Zinger, D., Krishnan, J., Warschauer, M. (2018). Bridging Student Digital Divides by Bridging Teacher Digital Divides. In A. Normore, & A. I. Lahera (Eds.) Crossing the Bridges of the Digital Divide: A Walk with Global Leaders. Charlotte, NC: Information Age Publishing.
2017
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.
2016
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.
2015
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.
2014
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.
2013
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.
2012
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.
2011
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).
2010
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