Richard Correnti
Affiliations: | Learning Sciences and Policy | University of Pittsburgh, Pittsburgh, PA, United States |
Area:
Mathematics Education, Teacher Training EducationGoogle:
"Richard Correnti"
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Publications
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| Yurekli B, Stein MK, Correnti R, et al. (2020) Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints Journal For Research in Mathematics Education. 51: 234-247 |
| Russell JL, Correnti R, Stein MK, et al. (2020) Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model: Educational Evaluation and Policy Analysis. 42: 439-466 |
| Walsh M, Matsumura LC, Zook-Howell D, et al. (2020) Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions Teaching and Teacher Education. 89: 103001 |
| Wang EL, Matsumura LC, Correnti R, et al. (2020) eRevis(ing): Students' Revision of Text Evidence Use in an Automated Writing Evaluation System Assessing Writing. 44: 100449 |
| Correnti R, Matsumura LC, Wang EL, et al. (2020) Automated Scoring of Students’ Use of Text Evidence in Writing Reading Research Quarterly. 55: 493-520 |
| Matsumura LC, Correnti R, Walsh M, et al. (2019) Online Content-Focused Coaching to Improve Classroom Discussion Quality. Technology, Pedagogy and Education. 28: 191-215 |
| Quintana R, Correnti R. (2019) The right to argue: teaching and assessing everyday argumentation skills Journal of Further and Higher Education. 43: 1133-1151 |
| Wang EL, Matsumura LC, Correnti R. (2018) Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks Elementary School Journal. 118: 357-383 |
| Stein MK, Correnti R, Moore D, et al. (2017) Using Theory and Measurement to Sharpen Conceptualizations of Mathematics Teaching in the Common Core Era Aera Open. 3: 233285841668056 |
| Munter C, Correnti R. (2017) Examining Relations between Mathematics Teachers' Instructional Vision and Knowledge and Change in Practice. American Journal of Education. 123: 171-202 |