Richard Correnti
Richard Correnti
Associate Professor and Research Scientist, University of Pittsburgh and Learning Research and Development Center
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What large-scale, survey research tells us about teacher effects on student achievement: Insights from the Prospects study of elementary schools
B Rowan, R Correnti, RJ Miller
Teachers college record 104 (8), 1525-1567, 2002
Opening up the black box: Literacy instruction in schools participating in three comprehensive school reform programs
R Correnti, B Rowan
American educational research journal 44 (2), 298-339, 2007
School improvement by design: Lessons from a study of comprehensive school reform programs.
B Rowan, R Correnti, RJ Miller, EM Camburn
Consortium for Policy Research in Education, 2009
Studying reading instruction with teacher logs: Lessons from the study of instructional improvement
B Rowan, R Correnti
Educational Researcher 38 (2), 120-131, 2009
Investigating the effectiveness of a comprehensive literacy coaching program in schools with high teacher mobility
LC Matsumura, HE Garnier, R Correnti, B Junker, D DiPrima Bickel
The Elementary School Journal 111 (1), 35-62, 2010
Using teacher logs to measure the enacted curriculum: A study of literacy teaching in third-grade classrooms
B Rowan, E Camburn, R Correnti
The Elementary School Journal 105 (1), 75-101, 2004
The nature of feedback: How peer feedback features affect students’ implementation rate and quality of revisions.
MM Patchan, CD Schunn, RJ Correnti
Journal of Educational Psychology 108 (8), 1098, 2016
Children's motivation toward science across contexts, manner of interaction, and topic
ME Bathgate, CD Schunn, R Correnti
Science Education 98 (2), 189-215, 2014
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading
JF Carlisle, R Correnti, G Phelps, J Zeng
Reading and Writing 22, 457-486, 2009
An empirical investigation of professional development effects on literacy instruction using daily logs
R Correnti
Educational evaluation and policy analysis 29 (4), 262-295, 2007
Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice
C Munter, R Correnti
American Journal of Education 123 (2), 000-000, 2017
Examining implementation fidelity in America’s choice schools: A longitudinal analysis of changes in professional development associated with changes in teacher practice
Z Kisa, R Correnti
Educational Evaluation and Policy Analysis 37 (4), 437-457, 2015
Mathematics coaching for conceptual understanding: Promising evidence regarding the Tennessee math coaching model
JL Russell, R Correnti, MK Stein, A Thomas, V Bill, L Speranzo
Educational Evaluation and Policy Analysis 42 (3), 439-466, 2020
Using theory and measurement to sharpen conceptualizations of mathematics teaching in the common core era
MK Stein, R Correnti, D Moore, JL Russell, K Kelly
AERA Open 3 (1), 2332858416680566, 2017
Teaching mathematics for conceptual understanding: Teachers’ beliefs and practices and the role of constraints
B Yurekli, MK Stein, R Correnti, Z Kisa
Journal for Research in Mathematics Education 51 (2), 234-247, 2020
Classroom writing tasks and students' analytic text‐based writing
LC Matsumura, R Correnti, E Wang
Reading Research Quarterly 50 (4), 417-438, 2015
eRevis (ing): Students’ revision of text evidence use in an automated writing evaluation system
EL Wang, LC Matsumura, R Correnti, D Litman, H Zhang, E Howe, ...
Assessing Writing 44, 100449, 2020
Assessing students’ use of evidence and organization in response-to-text writing: Using natural language processing for rubric-based automated scoring
Z Rahimi, D Litman, R Correnti, E Wang, LC Matsumura
International Journal of Artificial Intelligence in Education 27 (4), 694-728, 2017
Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN Mathematics Coaching Project
JL Russell, R Correnti, MK Stein, V Bill, M Hannan, N Schwartz, ...
American Educational Research Journal 57 (1), 148-187, 2020
The quality of writing tasks and students’ use of academic language in Spanish
AC Crosson, LC Matsumura, R Correnti, A Arlotta-Guerrero
The Elementary School Journal 112 (3), 469-496, 2012
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