Rossella Santagata
Biographic Data
| ID | 118403 |
|---|---|
| NAME | Rossella Santagata |
| GIVEN NAMES | Rossella |
| FAMILY NAME | Santagata |
| SIGNATURE | SANTAGATA R |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0003-1499-8556 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 87 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
Enhancing professional vision with annotation tools
Background Professional vision is conceptualized as a situation-specific competence that involves noticing (i.e., attending to relevant classroom events) and knowledge-based reasoning (i.e., describing and interpreting events using learning and teaching principles). Whereas video analysis is widely used to foster pre-service teachers’ professional vision, it is not always effective. Possible ways to enhance its impact include the use of technolog…
Supporting systems thinking in environmental science education with large language model chatbots
Understanding the climate system requires systems thinking to consider intersecting components and interrelationships within the atmosphere, geosphere, hydrosphere, and biosphere. Developing systems thinking is challenging, as students often identify simple, linear relationships instead of more complex causal ideas. Modelling practices, including developing, evaluating, and refining models, can enhance systems thinking. While research on modellin…
Conducting research on teacher professional development in partnership with educators: Promises, tensions and opportunities
This study aims to document how a research-practice partnership designed and carried out joint work between researchers and educators to support teacher instructional improvement. A district-wide research-based teacher professional program, grounded in research on student development of mathematical ideas, was adapted to the assets and needs of one elementary school. The primary source of data were field notes of meetings of the school instructio…
Misrepresentation or inclusion: Promises of generative artificial intelligence in climate change education
Generative Artificial Intelligence (AI) technologies, including large language models (LLMs) that can generate novel text output, present promise for creating tailored science communication for broad audiences. However, LLMs might reflect inaccuracies and social biases from their training sources. In this work, we examine the promises and challenges of using LLMs to depict climate issues from intersectional perspectives. We prompt an LLM (GPT-4) …
Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development
Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality i…
Value‐sensitive design of chatbots in environmental education: Supporting identity, connectedness, well‐being and sustainability
While offering the potential to support learning interactions, emerging AI applications like Large Language Models (LLMs) come with ethical concerns. Grounding technology design in human values can address AI ethics and ensure adoption. To this end, we apply Value‐Sensitive Design—involving empirical, conceptual and technical investigations—to centre human values in the development and evaluation of LLM‐based chatbots within a high school environ…
Lesson analysis and plan template: Scaffolding preservice teachers’ application of professional knowledge to lesson planning
Teacher education programmes need to provide opportunities that support the integration of theory with practice. To date, there is little research on how to help preservice teachers apply professional knowledge to an important aspect of practice: lesson planning. The present research developed an educational approach to lesson planning by drawing on research on professional vision and analysis of teaching. The approach shows what kinds of connect…
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
Mathematics teacher learning to notice: A systematic review of studies of video-based programs
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on th…
Impact of computer modeling on learning and teaching systems thinking
Researchers have found that computer modeling fosters the learning of causal mechanisms in systems, an important crosscutting concept in science that many novice learners find challenging. Despite the research that highlights the role of teacher's instructional practices in enacting computer tools, few studies have considered teachers' use of computer modeling and its implications for student learning in classroom interactions, compared to intera…
Preservice Teachers' Mathematics Teaching Competence: Comparing Performance on Two Measures
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlat…
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
This study examines the development of a specific sub-skill for studying and improving teaching-the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs' comments on video clips of mathematic…
Towards ambitious teaching: Using Video to Support Future Teachers Reasoning About Evidence of Student Learning
This article discusses systematic analysis of teaching as a process to prepare future teachers to plan, teach, and reflect on their teaching. The process includes four practices: 1) specifying the lesson learning goals for students; (2) conducting empirical observations to collect evidence of student learning; (3) generating hypotheses about features of the teacher’s instruction that promoted student learning; and (4) revising instruction on the …
Learning to teach mathematics and to analyze teaching effectiveness: Evidence From a Video- And Practice-Based Approach
Measuring Usable Knowledge: Teachers’ Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubrics to yield a reliable and valid indicator of their usable …
Using video to teach future teachers to learn from teaching
Video is commonly used in teacher preparation programs. Teacher educators use video for various purposes. In this study, we describe the Learning to Learn from Mathematics Teaching project. In this project, video is used to develop pre-service teachers’ (PSTs) orientations, knowledge and skills for analyzing and reflecting on mathematics teaching in ways that generate knowledge for improvement. We discuss the ways we have used video in a course a…
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers' Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of an observation framework on preservice teachers' abilities to engage in productive video-based reflections on mathematics teaching. The Lesson Analysis Framework draws from research on expert-novice teacher differences. Its central element is the analysis of the impact of teachers' instructional decisions on students' learning of mathematics. Through an experimental design, the effects of this framework on pr…
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools. First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Problematic questions deal with teachers' (a) basic understanding of target mathematics…
The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience
Cross-Cultural Consistency of the Demand/Withdraw Interaction Pattern in Couples
In order to examine the cross-cultural consistency of several patterns of couple communication, 363 participants from four different countries (Brazil, Italy, Taiwan, and the United States) completed self-report measures about communication and satisfaction in their romantic relationships. Across countries, constructive communication was positively associated with relationship satisfaction, whereas demand/withdraw communication was negatively ass…
Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons
Measuring Usable Knowledge: Teachers’ Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubrics to yield a reliable and valid indicator of their usable …
Learning to teach mathematics and to analyze teaching effectiveness: Evidence From a Video- And Practice-Based Approach
Cross-Cultural Consistency of the Demand/Withdraw Interaction Pattern in Couples
In order to examine the cross-cultural consistency of several patterns of couple communication, 363 participants from four different countries (Brazil, Italy, Taiwan, and the United States) completed self-report measures about communication and satisfaction in their romantic relationships. Across countries, constructive communication was positively associated with relationship satisfaction, whereas demand/withdraw communication was negatively ass…
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools. First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Problematic questions deal with teachers' (a) basic understanding of target mathematics…
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
This study examines the development of a specific sub-skill for studying and improving teaching-the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs' comments on video clips of mathematic…
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers' Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of an observation framework on preservice teachers' abilities to engage in productive video-based reflections on mathematics teaching. The Lesson Analysis Framework draws from research on expert-novice teacher differences. Its central element is the analysis of the impact of teachers' instructional decisions on students' learning of mathematics. Through an experimental design, the effects of this framework on pr…
Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons
Preservice Teachers' Mathematics Teaching Competence: Comparing Performance on Two Measures
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlat…
Practices and beliefs in mistake-handling activities: A video study of Italian and US mathematics lessons
Cross-Cultural Consistency of the Demand/Withdraw Interaction Pattern in Couples
In order to examine the cross-cultural consistency of several patterns of couple communication, 363 participants from four different countries (Brazil, Italy, Taiwan, and the United States) completed self-report measures about communication and satisfaction in their romantic relationships. Across countries, constructive communication was positively associated with relationship satisfaction, whereas demand/withdraw communication was negatively ass…
The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience
Designing Video-Based Professional Development for Mathematics Teachers in Low-Performing Schools
This article describes the theoretical framework, research base, structure, and content of a video-based professional development program implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools. First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Problematic questions deal with teachers' (a) basic understanding of target mathematics…
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers' Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of an observation framework on preservice teachers' abilities to engage in productive video-based reflections on mathematics teaching. The Lesson Analysis Framework draws from research on expert-novice teacher differences. Its central element is the analysis of the impact of teachers' instructional decisions on students' learning of mathematics. Through an experimental design, the effects of this framework on pr…
Using video to teach future teachers to learn from teaching
Video is commonly used in teacher preparation programs. Teacher educators use video for various purposes. In this study, we describe the Learning to Learn from Mathematics Teaching project. In this project, video is used to develop pre-service teachers’ (PSTs) orientations, knowledge and skills for analyzing and reflecting on mathematics teaching in ways that generate knowledge for improvement. We discuss the ways we have used video in a course a…
Measuring Usable Knowledge: Teachers’ Analyses of Mathematics Classroom Videos Predict Teaching Quality and Student Learning
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers’ analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written analyses were coded using objective rubrics to yield a reliable and valid indicator of their usable …
Learning to teach mathematics and to analyze teaching effectiveness: Evidence From a Video- And Practice-Based Approach
Towards ambitious teaching: Using Video to Support Future Teachers Reasoning About Evidence of Student Learning
This article discusses systematic analysis of teaching as a process to prepare future teachers to plan, teach, and reflect on their teaching. The process includes four practices: 1) specifying the lesson learning goals for students; (2) conducting empirical observations to collect evidence of student learning; (3) generating hypotheses about features of the teacher’s instruction that promoted student learning; and (4) revising instruction on the …
Preservice Teachers' Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
This study examines the development of a specific sub-skill for studying and improving teaching-the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs' comments on video clips of mathematic…
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
Preservice Teachers' Mathematics Teaching Competence: Comparing Performance on Two Measures
This exploratory study examines the relationship between preservice teachers' performance on a teaching performance assessment for licensure in elementary mathematics and a measure of knowledge that, in studies of practicing teachers, was found to predict effective mathematics teaching. A sample of 89 preservice teachers completed the Performance Assessment for California Teachers (PACT) and the classroom video analysis (CVA) instrument. Correlat…
Mathematics teacher learning to notice: A systematic review of studies of video-based programs
Teacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on th…
Impact of computer modeling on learning and teaching systems thinking
Researchers have found that computer modeling fosters the learning of causal mechanisms in systems, an important crosscutting concept in science that many novice learners find challenging. Despite the research that highlights the role of teacher's instructional practices in enacting computer tools, few studies have considered teachers' use of computer modeling and its implications for student learning in classroom interactions, compared to intera…
Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
Lesson analysis and plan template: Scaffolding preservice teachers’ application of professional knowledge to lesson planning
Teacher education programmes need to provide opportunities that support the integration of theory with practice. To date, there is little research on how to help preservice teachers apply professional knowledge to an important aspect of practice: lesson planning. The present research developed an educational approach to lesson planning by drawing on research on professional vision and analysis of teaching. The approach shows what kinds of connect…
Misrepresentation or inclusion: Promises of generative artificial intelligence in climate change education
Generative Artificial Intelligence (AI) technologies, including large language models (LLMs) that can generate novel text output, present promise for creating tailored science communication for broad audiences. However, LLMs might reflect inaccuracies and social biases from their training sources. In this work, we examine the promises and challenges of using LLMs to depict climate issues from intersectional perspectives. We prompt an LLM (GPT-4) …
Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development
Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality i…
Value‐sensitive design of chatbots in environmental education: Supporting identity, connectedness, well‐being and sustainability
While offering the potential to support learning interactions, emerging AI applications like Large Language Models (LLMs) come with ethical concerns. Grounding technology design in human values can address AI ethics and ensure adoption. To this end, we apply Value‐Sensitive Design—involving empirical, conceptual and technical investigations—to centre human values in the development and evaluation of LLM‐based chatbots within a high school environ…
Enhancing professional vision with annotation tools
Background Professional vision is conceptualized as a situation-specific competence that involves noticing (i.e., attending to relevant classroom events) and knowledge-based reasoning (i.e., describing and interpreting events using learning and teaching principles). Whereas video analysis is widely used to foster pre-service teachers’ professional vision, it is not always effective. Possible ways to enhance its impact include the use of technolog…
Supporting systems thinking in environmental science education with large language model chatbots
Understanding the climate system requires systems thinking to consider intersecting components and interrelationships within the atmosphere, geosphere, hydrosphere, and biosphere. Developing systems thinking is challenging, as students often identify simple, linear relationships instead of more complex causal ideas. Modelling practices, including developing, evaluating, and refining models, can enhance systems thinking. While research on modellin…
Conducting research on teacher professional development in partnership with educators: Promises, tensions and opportunities
This study aims to document how a research-practice partnership designed and carried out joint work between researchers and educators to support teacher instructional improvement. A district-wide research-based teacher professional program, grounded in research on student development of mathematical ideas, was adapted to the assets and needs of one elementary school. The primary source of data were field notes of meetings of the school instructio…
Psychology (17 works) · Mathematics education (14 works) · Pedagogy (13 works) · Computer Science (11 works) · Mathematics Education and Teaching Techniques (9 works) · Teacher Education and Leadership Studies (8 works) · Professional development (6 works) · Teacher education (6 works) · Teaching method (6 works) · Education and Technology Integration (4 works)