Office: 829 LRDC
Phone: (412) 624-7057
Lindsay Clare Matsumura
Interim Dean, School of Education
Associate Dean of Research and Faculty Development, School of Education
Faculty Fellow, Center for Urban Education, School of Education
Research Scientist, Learning Research & Development Center
- Reading and writing instruction
- Effects of instructional reforms on teaching and learning in urban schools
- Measuring teaching quality
- Scaling up the assessment of student writing
Zywica, J., Gomez, K., & Matsumura, L. C. (in press). Media literacies as pivots for “opening up” the figured world of English Language Arts. International Journal of Learning and Media.
Matsumura, L. C., & Correnti, R. (2018). Student writing accepted as high-quality analytic responses to analytic text-base writing tasks. The Elementary School Journal.
Wang, E., Matsumura, L. C., & Correnti, R. (2017). Written feedback to support students’ higher level thinking about texts in writing. Reading Teacher.
Rahimi, Z., Litman, D., Correnti, R., Wang, E., & Matsumura, L. C. (2017). Assessing students’ use of evidence and organization in response-to-text Writing: Using natural language processing for rubric-based automated scoring. International Journal of Artificial Intelligence in Education, 1-35.
Bickel, D. Bill, V., Matsumura, L., Petrosky, A., Russell, J., Schantz, F. & Zook-Howell, D. (2017). Content-focused coaching for continuous improvement in literacy and mathematics. Institute for Learning
Wang, E., Matsumura, L. C., & Correnti, R. (2017). Making a CASE: Improving use of text evidence in students’ writing. Reading Teacher, 70(4), 479-484.
Matsumura. L. C., Wang, E., & Correnti, R. (2016). Text-based writing assignments for college readiness. Reading Teacher.70(3), 347-351.
Wang, E., Matsumura, L. C., DiPrima-Bickel, D., Correnti, R., Zook-Howell, D., Prine, D., & Walsh, M. (2016). Web-based professional development to improve text discussions. In EAPRIL Conference Proceedings 2015. Belval, Luxembourg. European Association for Practitioner Research on Improving Learning.
Matsumura, L.C., Bickel, D., Zook-Howell, D., Correnti, R., & Walsh, M. (2016). Cloud coaching: Web-based learning holds promise, especially for districts with limited resources. Journal of Staff Development, 37(4), 30-39.
Bickel, D. D., Bernstein-Danis, T., & Matsumura, L. C. (2015). Clear goal, clear results: Content-focused routines support learning for everyone—including coaches. JSD: The Learning Forward Journal, 36(1), 34-39.
Matsumura, L.C., & Garnier, H.E. (2015). Embedding discursive teaching in the practice of a large school district. In Resnick, L.B., Asterhan, C.A. & Clarke, S.N. (Eds.) Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association.
Matsumura, L. C., Correnti, R., Wang, E. (2015). Classroom Writing Tasks and Students' Analytic Text-Based Writing. Reading Research Quarterly.
Matsumura, L. C., Wang, E. (2014). Principals' sensemaking of coaching for ambitious reading instruction in a high-stakes accountability policy environment. Educational Policy and Analysis Archives, 22(51).
Rahimi, Z., Litman, D. J., Correnti, R., Matsumura, L. C., Wang, E., & Kisa, Z. (2014). Automated scoring of an analytical response-to-text assessment. In Intelligent Tutoring Systems (pp. 601-610). Springer International Publishing.
Matsumura, L.C., Garnier, H.E., & Spybrook, J. (2013). Literacy Coaching, Reading Comprehension Instruction and Student Achievement: A Mediation Model. Learning and Instruction, 25.
Correnti, R., Matsumura, Hamilton, L.S., Wang, E. (2013). Assessing Students' Skills at Writing in Response to Texts. Elementary School Journal, 114(2), 142-177.
Matsumura, L.C., Garnier, H.E., & Spybrook, J. (2012). The effect of Content-Focused Coaching on text discussion quality: A cluster randomized trial. Journal of Teacher Education, 63(3), 214-228.
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, special issue on measuring instruction.
Crosson, A., Matsumura, L.C., Correnti, R., & Arlotta-Guerrero, A. (2012). Writing tasks and students’ use of academic language. Elementary School Journal. 112(3), 469-496.
Matsumura, L.C., & Garnier, H.E., & Correnti, R., & Junker, B., & Bickel, D.D. (2010). Investigating the effectiveness of a comprehensive literacy-coaching program in schools with high teacher mobility. Elementary School Journal, 111(1) 35-62.
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.
Stein, M. K., & Clare-Matsumura, L. (2009). Measuring instruction for teacher learning. In D. Gitomer (Ed.), Measurement issues and the assessment of teacher quality (pp. 179-205). New York: Sage.
Matsumura, L.C., Sartoris, M., Bickel, D., & Garnier, H. (2009). Leadership for literacy coaching: The principal’s role in launching a new coaching program. Educational Administration Quarterly, 45(5), 655-93.
Matsumura, L.C., Slater, S.C., & Crosson, A. (2008). Classroom climate, rigorous instruction and curricula, and students’ interactions in urban middle school classrooms. Elementary School Journal, 108 (4), 293-312.
Matsumura, L.C., Garnier, H., Slater, S.C., & Boston, M.B. (2008). Measuring instructional interactions ‘at-scale’, Educational Assessment, 13(4), 267-300.
The James S. McDonnell Foundation has awarded a five-year, $2.5 million grant to Principal Investigator Mary Kay Stein, LRDC Associate Director for Educational Research and Practice, and Co-Investigators Chris Schunn, Lindsay Clare Matsumura, Jennifer Russell, and Richard Correnti for their research, entitled "Teacher Learning to Enact Productive Discussions in Mathematics and Literacy."
December 15, 2017
Diane Litman, Richard Correnti, and Lindsay Clare Matsumura, LRDC Research Scientists have been awarded an IES grant for their project, "Response-to-Text Tasks to Assess Students' Use of Evidence and Organization in Writing: Using Natural Language Processing for Scoring Writing and Providing Feedback At-Scale."
July 1, 2016
An IES grant has been awarded for the project For Argument’s Sake: Applying Questioning the Author Techniques to Support Comprehension and Composition of Written Argument (PI: Amy Crosson; Co-PI’s: Moddy McKeown, Lindsay Matsumura, Rip Correnti)
The Pittsburgh Business Times reported on Jennifer Russell and co-investigators Mary Kay Stein, Victoria Bill, Richard Correnti and Lindsay Clare Matsumura and Tennessee Department of Education co-investigators Emily Barton and Nate Schwartz. “Coaching to Improve Common Core Aligned Mathematics Instruction in Tennessee” was awarded a Continuous Improvement Research in Education Grant from the Institute for Education Sciences (IES).
Congratulations to Lindsay Clare Matsumura, Richard Correnti, and Donna DiPrima Bickel. “Web-Mediated Professional Development for High-Quality Reading Comprehension Instruction,” received an Institute for Education Sciences (IES) grant.
Congratulations to Jennifer Russell and co-investigators Mary Kay Stein, Victoria Bill, Richard Correnti and Lindsay Clare Matsumura and my co-investigators at the Tennessee Department of Education co-investigators Emily Barton and Nate Schwartz. “Coaching to Improve Common Core Aligned Mathematics Instruction in Tennessee” was awarded a Continuous Improvement Research in Education Grant from the Institute for Education Sciences (IES).
Lindsay Clare Matsumura and Donna Bickel's Work on Literacy Coaching, Published in Instruction & Learning
January 23, 2013
University of Pittsburgh
LRDC Research Scientist, Lindsay Clare Matsumura, Awarded the 2012 Council of Graduate Students in Education (CGSE) Extra Mile Award
March 27, 2012
University of Pittsburgh School of Education
LRDC's Institute for Learning Awarded $1.5 Million to Develop Prototype Student Assessments and Instructional Tasks for the Common Core Standards
December 8, 2011