Rossella Santagata, Ph.D.

2002 University of California, Los Angeles, Los Angeles, CA 
Developmental Psychology, Educational Psychology Education, Mathematics Education
"Rossella Santagata"


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James W. Stigler grad student 2002 UCLA
 (When students make mistakes: Socialization practices in Italy and the United States.)
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Santagata R, Bray W. (2016) Professional development processes that promote teacher change: the case of a video-based program focused on leveraging students’ mathematical errors Professional Development in Education. 42: 547-568
Santagata R, Yeh C. (2016) The role of perception, interpretation, and decision making in the development of beginning teachers’ competence Zdm - Mathematics Education. 48: 153-165
Mohr S, Santagata R. (2015) Changes in pre-service teachers' beliefs about mathematics teaching and learning during teacher preparation and effects of video-enhanced analysis of practice Orbis Scholae. 9: 103-117
Yeh C, Santagata R. (2015) Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning Journal of Teacher Education. 66: 21-34
Bonaiuti G, Santagata R. (2015) Editorial Journal of E-Learning and Knowledge Society. 11: 7-11
Matteucci MC, Corazza M, Santagata R. (2015) Learning from errors, or not: An analysis of teachers' beliefs about errors and error-handling strategies through questionnaire and video Progress in Education. 37: 33-54
Santagata R. (2014) Towards ambitious teaching: Using video to support future teachers reasoning about evidence of student learning Recherche Et Formation. 75: 95-110
Santagata R, Yeh C. (2013) Learning to teach mathematics and to analyze teaching effectiveness: evidence from a video- and practice-based approach Journal of Mathematics Teacher Education. 1-24
Kersting NB, Givvin KB, Thompson BJ, et al. (2012) Measuring Usable Knowledge: Teachers' Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning American Educational Research Journal. 49: 568-589
Givvin KB, Santagata R. (2011) Toward a common language for discussing the features of effective professional development: The case of a US mathematics program Professional Development in Education. 37: 439-451
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