Office: 803 LRDC
Phone: (412) 624-8765
Associate Professor, University of Pittsburgh School of Education
Research Scientist, Learning Research & Development Center
Dr. Correnti's research interests include how educational innovations influence teacher practice and how teacher practice influences student learning. He studies how policy and educational reform initiatives can improve instruction and student learning, and how these efforts are influenced by issues of implementation and scaling-up.
Quintana, R., & Correnti, R. (2018). The right to argue: teaching and assessing everyday argumentation skills. Journal of Further and Higher Education, 1-19.
Matsumura, L. C., & Correnti, R. (2018). Student writing accepted as high-quality analytic responses to analytic text-base writing tasks. The Elementary School Journal.
Correnti, R., Thomas, A., Baeksan, Y., Russell, J., Booker, L., Schwartz, N., & Stein, M. K. (2017). Prospective Matching Methods in Education Research: Recruiting an Active Comparison Sample for Causal Inference, Proceedings of the SREE 2017 Conference.
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.
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.
Munter, C., & Correnti, R. (2017). Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice. American Journal of Education, 123(2), 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).
Bill, V., Booker, L., Correnti, R., Russell, J., Schwartz, N., & Stein, M.K. (2017). Tennessee scales up improved math instruction through coaching. The Journal of the National Association of State Boards of Education, 17 (2), 22-27.
Matsumura. L. C., Wang, E., & Correnti, R. (2016). Text-based writing assignments for college readiness. Reading Teacher.70(3), 347-351.
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.
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.
Stein, M.K., Kelly, K., Moore, D., Correnti, R., & Russell, J. (2016). Theorizing and measuring teaching for conceptual understanding. International Congress on Mathematics Education (Proceedings). Hamburg, Germany.
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.
Matsumura, L. C., Correnti, R., Wang, E. (2015). Classroom Writing Tasks and Students' Analytic Text-Based Writing. Reading Research Quarterly.
Rahimi, Z., Litman, D., Wang, E., & Correnti, R. (2015). Incorporating coherence of topics as a criterion in automatic response-to-text assessment of the organization of writing. Proceedings of the Tenth Workshop on Innovative Use of NLP for Building Educational Applications, pp. 20-30.
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 L. Resnick & C. Asterhan (Eds), Socializing Intelligence through Academic Talk and Dialogue.
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). Automated scoring of an analytical response-to-text assessment. In Intelligent Tutoring Systems (pp. 601-610). Springer International Publishing.
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.
Abramovich, S., Schunn, C., & Correnti, R. (2013). The role of evaluative metadata in an online teacher resource exchange. Educational Technology Research & Development, 61(6), 863-883.
Bathgate, M., Schunn, C., & Correnti, R. (2013). Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic. Science Education, 98(2), 189-215.
Scott, S., Kucan, L. & Correnti, R. (2013). Using video records to mediate teaching interns’ critical reflection. Journal of Technology and Teacher Education, 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, 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.
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
Richard Correnti, LRDC Research Scientist and Associate Professor, School of Education, and co-Principal Investigators Mary Kay Stein, Associate Director for Educational Research and Practice, and Jennifer Russell, LRDC Research Scientist and Associate Professor, School of Education were awarded a 2017 Spencer Foundation grant for “Improvement of Mathematics Teaching At-Scale.”
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
Meghan Bathgate, Chris Schunn, and Rip Correnti’s research on Childrens’ responses to science across settings is featured in the May 2016 Relating Research to Practice Brief, a website supported by the National Science Foundation.
May 31, 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).
Principal Investigator Jennifer Iriti and Co-PIs, William Bickel, Lindsay Page, and Rip Correnti, received a grant for "Evidence-based Tools for Right-Matching Students' Postsecondary Selections" from the Pittsburgh Promise. The research is designed to provide the Pittsburgh Public Schools (PPS), the Pittsburgh Promise, and Propel Charter Schools with a better understanding of the post-secondary patterns of their graduates, how to improve these patterns, and solution frameworks and tools customized to challenges and opportunities identified.
Mary Kay Stein, Rip Correnti, Jen Russell and colleagues, awarded grants to work with Tennessee educators implementing the Common Core Standards
October 7, 2013
The University of Pittsburgh
AERA Distinguished Dissertation Award
Charles Milne Greig Award
University of Michigan, Ann Arbor
University of Michigan, Ann Arbor
Graduated Magna Cum Laude
University of Massachusetts, Amherst
University of Massachusetts, Amherst
Psi Chi National Honor Society
Alpha Lambda Delta National Honor Society
Golden Key National Honor Society