Co-Director, Institute for Learning
Distinguished University Professor, University of Pittsburgh
Professor, Psychology and Cognitive Science, University of Pittsburgh Department of Psychology
Adjunct Faculty, University of Pittsburgh School of Education
Senior Scientist, Learning Research and Development Center
Scherrer, J., Israel, N., & Resnick, L.B. (in press). Beyond classrooms: scaling and sustaining instructional innovations. To appear in W. Penuel & B. Fishman (Eds.) Design-based implementation research. National Society for the Study of Education Yearbook, 113. Teachers College Press.
Rose, C. P., Goldman, P., Sherer, J. Z., & Resnick, L. (2015). Supportive technologies for group discussion in MOOCs. Current Issues in Emerging eLearning, 2(1).
Socializing Intelligence Through Academic Talk and Dialogue edited by Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke. (2015). Washington, DC: AERA.
Chen, G., Clarke, S., & Resnick, L. (2014). Classroom discourse analyzer (CDA): A discourse analytic tool for teachers. 12th International Conference on Intelligent Tutoring Systems.
Scherrer, J., Israel, N., & Resnick, L. (in press). Learning designs for nested communities of practice. In W.Penuel & B.Fishman (Eds.), Yearbook of the National Society for the Study of Education.
Matsumura, L. C., Garnier, H., & Resnick, L. B. (2010). Implementing literacy coaching: The role of school social resources. Educational Evaluation and Policy Analysis, 32(2), 249-272.
McConachie, S. M., Petrosky, A. R., & Resnick, L. B. (Foreword). (2010). Content matters: A disciplinary literacy approach to improving student learning (pp. vii-viii)[Foreword]. San Francisco, CA: Jossey-Bass, A Wiley Imprint.
Resnick, L. B. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, 39(5), 183-197. [Note: Lead paper in the journal; based on invited award address.]
Resnick, L. B., Michaels, S., & O'Connor, C. (2010). How (well structured) talk builds the mind. In R. Sternberg & D. Preiss (Eds.), From genes to context: New discoveries about learning from educational research and their applications. New York: Springer.
Resnick, L. B., Wiliam, D., Apodaca, R., & Rangel, E. (2009). The relationship between assessment and the organization and practice of teaching. In B. McGaw, P. Peterson, & E. Baker (Eds.), International encyclopedia of education, 3rd Edition. London: Elsevier.
Sohmer, R., Michaels, S., O'Connor, M. C., & Resnick, L. B. (2009). Guided construction of knowledge in the classroom: The Troika of well-structured talk, tasks, and tools. In B. Schwarz & T. Dreyfus (Eds.), Advances in learning and instruction (pp. 105-129). London: Elsevier.
Clark, R. M., Sherer, J. Z., Besterfield-Sacre, M., & Resnick, L. (2007). Combining Expert Directed Graphs of the K-12 Educational System. American Educational Research Association Meeting, Chicago, Illinois.
Michaels, S., O'Connor, C., & Resnick, L. B.(2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283-297.
Resnick, L. B., & Matsumura, L. C. (Winter, 2007). Academic proficiency: Bright hopes, blurry vision. Voices in education, 14.
Resnick, L. B., Besterfield-Sacre, M., Mehalik, M. M., Sherer, J. Z., & Halverson, E. R. (2007). A framework for effective management of school system performance. In P. A. Moss (Ed.), Evidence and decision making. The 106th yearbook of the National Society for the Study of Education (NSS), Part 1 (pp. 155-185). Malden, MA: Blackwell Publishers.
Sherer, J. Z., Clark, R. M., Besterfield-Sacre, M., & Resnick, L. (2007) Mapping the school system: Learning from how district leaders build a model for improving student learning. American Educational Research Association Meeting. Chicago, Illinois.
McConachie, S., Hall, M., Resnick, L., Ravi, A.K., Bill, V.L., Bintz, J., & Taylor, J.A. (2006). Task, Text, and Talk: Literacy for All Subjects. Educational Leadership, 64(2), 8-14.
Resnick, L. B. (2006). Giving psychology away: From individual learning to learning organizations. In Q. Jing, M. R. Rosenzweig, G. d'Ydewalle, H. Zhang, H. Chen, & K. Zhang (Eds.), Progress in psychological science around the world. Volume 2: Social and applied issues. Proceedings of the 28th International Congress of Psychology. London: Taylor & Francis Group, Psychology Press.
Resnick, L.B. (2006) Making Accountability Really Count. Educational Measurement: Issues and Practice, 25(1), 33-37.
Resnick, L.B., & Spillane, J. P. (2006). "From Individual Learning to Organizational Designs for Learning." In Verschaffel, L., Dochy, F., Boekaerts, M., & Vosniadou, S. (Eds). Instructional psychology: Past, present and future trends. Sixteen essays in honor of Erik De Corte (Advances in Learning and Instruction Series). Oxford: Pergamon.
Crosson, A.C., Boston, M. Levison, A., Matsumura, L.C., Resnick, L.B., Wolf, M.K. & Junker, B.W. (2006). Beyond summative evaluation: The Instructional Quality Assessment as a professional development tool. Los Angeles: National Center for Research on Evaluation, Standards and Student Testing (CRESST), CSE Report 691.
Junker, B.W., Wiesberg, Y., Matsumura, L.C., Crosson, A., Wolf, M.K., Levison, A., & Resnick, L.B. (2006). Overview of the Instructional Quality Assessment. Los Angeles: CRESST, CSE Technical Report 671.
Matsumura, L.C., Slater, S.C., Wolf, M.K., Crosson, A.C., Levison, A., Peterson, M., Resnick, L.B. & Junker, B.W. (2006). Using the Instructional Quality Assessment Toolkit to Investigate the Quality of Reading Comprehension Assignments and Student Work. Los Angeles: CRESST, CSE Technical Report 669.
Wolf, M.K., Crosson, A.C. & Resnick, L. (2005). Accountable Talk in Reading Comprehension Instruction. Los Angeles: CRESST, CSE Technical Report 670.
Lauren Resnick Elected to the National Academy of Arts and Sciences
April 25, 2013
The University of Pittsburgh
Founding Editor: Research Points, American Educational Research Association, 2002-present
Editorial Boards (varying periods, 1966-present)
Editor, Education White Papers of the National Academy of Education
Wallace Foundation Distinguished Lecture Award
American Educational Research Association
Distinguished Contributions of Applications of Psychology to Education and Training Award
American Psychological Association
Doctor of Education, honoris causa, The University of Gothenburg, Sweden, 2007
Lifetime National Associate of the National Academies of Science, Engineering and Medicine
Visiting Scholar, The College Board, 2001-2002
Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction, European Association for Research on Learning and Instruction, 1999
Edward L. Thorndike Award for Distinguished Psychological Contributions to Education, American Psychological Association, 1998
Distinguished Daughters of Pennsylvania, 1994
Phi Beta Kappa Visiting Scholar
Founding Editor: Cognition and Instruction, 1982-1993
Chancellor's Distinguished Public Service Award
University of Pittsburgh
Fulbright Commission Research Scholar, The University of Gothenburg, Sweden, 1991-1992
Docteur es sciences de l'education honoris causa, Universite de Geneve, Switzerland, June 1991
Award for Distinguished Contributions to Research in Education, American Educational Research Association, 1990
Alumni Council Award for the Distinguished Contribution to the Field of Education
Harvard Graduate School of Education
Award for best research article in the Journal for Research in Mathematics Education, National Council of Teachers of Mathematics, 1989
Medal for Distinguished Service, Teachers College, Columbia University, 1988
Jerome S. Bruner Award from the Please Touch Museum for Children, 1984
Fellow, Center for Advanced Study in the Behavioral Sciences
Palo Alto, CA
Visiting Fellow, National Institute of Education, Washington, DC, 1974-1975