| The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience R Santagata, C Zannoni, JW Stigler Journal of mathematics teacher education 10, 123-140, 2007 | 706 | 2007 |
| Using video to teach future teachers to learn from teaching R Santagata, J Guarino Zdm 43, 133-145, 2011 | 592 | 2011 |
| Measuring usable knowledge: Teachers’ analyses of mathematics classroom videos predict teaching quality and student learning NB Kersting, KB Givvin, BJ Thompson, R Santagata, JW Stigler American Educational Research Journal 49 (3), 568-589, 2012 | 540 | 2012 |
| Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching R Santagata, G Angelici Journal of teacher education 61 (4), 339-349, 2010 | 417 | 2010 |
| Designing video-based professional development for mathematics teachers in low-performing schools R Santagata Journal of teacher education 60 (1), 38-51, 2009 | 298 | 2009 |
| Cross‐cultural consistency of the demand/withdraw interaction pattern in couples A Christensen, K Eldridge, AB Catta‐Preta, VR Lim, R Santagata Journal of Marriage and Family 68 (4), 1029-1044, 2006 | 271 | 2006 |
| The role of perception, interpretation, and decision making in the development of beginning teachers’ competence R Santagata, C Yeh ZDM 48, 153-165, 2016 | 263 | 2016 |
| Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons R Santagata Teaching and Teacher Education 21 (5), 491-508, 2005 | 237 | 2005 |
| Learning to teach mathematics and to analyze teaching effectiveness: Evidence from a video-and practice-based approach R Santagata, C Yeh Journal of Mathematics Teacher Education 17, 491-514, 2014 | 234 | 2014 |
| Mathematics teacher learning to notice: A systematic review of studies of video-based programs R Santagata, J König, T Scheiner, H Nguyen, AK Adleff, X Yang, G Kaiser ZDM–Mathematics Education 53 (1), 119-134, 2021 | 180 | 2021 |
| Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning R Santagata, N Kersting, KB Givvin, JW Stigler Journal of Research on Educational Effectiveness 4 (1), 1-24, 2010 | 158 | 2010 |
| From teacher noticing to a framework for analyzing and improving classroom lessons R Santagata Mathematics teacher noticing, 182-198, 2011 | 140 | 2011 |
| Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice J König, R Santagata, T Scheiner, AK Adleff, X Yang, G Kaiser Educational Research Review 36, 100453, 2022 | 123 | 2022 |
| Preservice teachers’ learning to generate evidence-based hypotheses about the impact of mathematics teaching on learning C Yeh, R Santagata Journal of Teacher Education 66 (1), 21-34, 2015 | 105 | 2015 |
| “Are you joking or are you sleeping?” Cultural beliefs and practices in Italian and US teachers’ mistake-handling strategies R Santagata Linguistics and Education 15 (1-2), 141-164, 2004 | 105 | 2004 |
| Preparing future teachers to collaborate. R Santagata, J Guarino Issues in Teacher Education 21 (1), 59-69, 2012 | 64 | 2012 |
| Establishing trustworthiness through algorithmic approaches to qualitative research H Nguyen, J Ahn, A Belgrave, J Lee, L Cawelti, HE Kim, Y Prado, ... Advances in Quantitative Ethnography: Second International Conference, ICQE …, 2021 | 63 | 2021 |
| Professional development processes that promote teacher change: The case of a video-based program focused on leveraging students’ mathematical errors R Santagata, W Bray Professional development in education 42 (4), 547-568, 2016 | 53 | 2016 |
| The use of video for teacher education and professional development R Santagata, R Gallimore, JW Stigler Preparing teachers to teach with technology, 151-167, 2005 | 52 | 2005 |
| Teaching mathematics: Italian lessons from a cross-cultural perspective R Santagata, JW Stigler Mathematical thinking and learning 2 (3), 191-208, 2000 | 52 | 2000 |
James W. StiglerProfessor of Psychology, UCLA在 ucla.edu 的电子邮件经过验证
