Richard Correnti - Publications


Correnti, R., & Matsumura, L.C., & *Walsh, M., & Zook-Howell, D., & Diprima-Bickel, D., & Yu, B. (In Press). Effects of Online Content-Focused-Coaching on text discussion quality: Building theory for how coaching develops adaptive expertise. Reading Research Quarterly.
Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., ... & Matthis, C. (2020). Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN mathematics coaching project. American Educational Research Journal, 57(1), 148-187.
Russell, J. L., Correnti. R. C., Stein, M. K., Thomas, A., Bill, V. & Speranzo, L. (Accept). Mathematics coaching for conceptual understanding: Promising evidence regarding the TN + IFL Math Coaching Model. Educational Evaluation and Policy Analysis.
Howe, E., & Correnti, R. (In Press). Negotiating the political and pedagogical tensions of writing rubrics: using conceptualization to work towards sociocultural writing instruction. English Education.
Walsh, M., Matsumura, L. C., Zook-Howell, D., Correnti, R., & Bickel, D. D. (2020). Video-based Literacy Coaching to Develop Teachers' Professional Vision for Dialogic Classroom Text Discussions. Teaching and Teacher Education, 89, 103001.
Correnti, R., & Matsumura, L.C., & Wang, E., & Litman, D., & *Rahimi, Z., & Kisa, Z. (2019). Automated scoring of students' use of text evidence in writing. Reading Research Quarterly.
Quintana, R., & Correnti, R. (2019). The Concept of Academic Mobility: Normative and Methodological Considerations. American Educational Research Journal, 0002831219876935.
Munter, C., & Correnti, R. (2017). Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice. American Journal of Education, 123(2), pp.171-202.
Stein, M. K., Correnti, R., Moore, D., Russell, J. L., & Kelly, K. (2017). Using Theory and Measurement to Sharpen Conceptualizations of Mathematics Teaching in the Common Core Era. AERA Open, 3(1), pp.1-20.
Patchan, M., Schunn, C., and Correnti, R. (2016). The nature of feedback revisited: How feedback features affect students' willingness and ability to revise. Journal of Educational Psychology.
Matsumura, L.C., Correnti, R., and *Wang, E. (In Press). Classroom Writing Tasks and Students' Analytic Text-Based Writing Skills. Reading Research Quarterly.
Matsumura, L. C., Correnti, R., & *Wang, E. (2015). Classroom Writing Tasks and Students' Analytic Text‐Based Writing. Reading Research Quarterly,50(4), 417-438.
*Kisa, Z. & Correnti, R. (2014) Examining implementation fidelity in America's Choice schools: A longitudinal analysis of changes in professional development associated with changes in teacher practice. Educational Evaluation and Policy Analysis, (Online first, December 9, 2014).
Rahimi, Z., Litman, D. J., Correnti, R., Matsumura, L. C., *Wang, E., & *Kisa, Z. (2014). Automatic Scoring of an Analytical Response-To-Text Assessment. In Intelligent Tutoring Systems (pp. 601-610). Springer International Publishing.
Bathgate, M., Schunn, C., & Correnti, R. (2014). Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic. Science Education, v.98(2), 189-215.
Correnti, R., Matsumura, L.C., Hamilton, L.H., & Wang, E. (2013). Assessing students' skills at writing in response to texts. Elementary School Journal, v.114(2).
Abramovich, S., Schunn, C., & Correnti, R. (2013). The role of evaluative metadata in an online teacher resource exchange. Educational Technology Research and Development, 61(6), 863-883.
Scott, S., Kucan, L. & Correnti, R. (2013). Using video records to mediate teaching interns' critical reflection. Journal of Technology and Teacher Education v. 21(1), 119-145.
Correnti, R., Matsumura, L.C., Hamilton, L.H., & *Wang, E. (2012). Combining multiple measures of students' opportunities to develop analytic text-based writing. Educational Assessment, v. 17 (2-3 special issue on measuring instruction), 132-161.
Correnti, R. & Martinez, J.F. (2012). Conceptual, methodological, and policy issues in the study of teaching: Implications for improving instructional practice at scale. Educational Assessment, v. 17 (2-3 special issue on measuring instruction), 51-61.
Crosson, A.C., Matsumura, L.C., Correnti, R., & Arlotto-Guerero, A. (2012). The quality of writing tasks and students' use of academic language in Spanish. Elementary School Journal, 112(3) 469-496.

Book Chapters

Correnti, R., with Stein, M.K., & Smith, M., & Scherrer, J., & McKeown, M., & Greeno, J., & Ashley, K. (2015). Improving teaching at-scale: Design for the scientific measurement and development of discourse practice. In Resnick, L. & Asterhan, C. (Ed.s). Socializing Intelligence through Academic Talk and Dialogue.


Scott, A. & Correnti, R. (2013). Pittsburgh's New Teacher Improvement System: Helping teachers help students to learn. A+ Schools: Pittsburgh, PA.
Richard Correnti


University of Pittsburgh
803 Learning Research and Development Center
3939 O'Hara Street
Pittsburgh, PA 15260