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The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions

Journal of educational psychology, 2016-11, Vol.108 (8), p.1098-1120

2016

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Coaching that supports teachers’ learning to enact ambitious instruction

Instructional science, 2021-12, Vol.49 (6), p.877-898

2021

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Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary

Journal of psychoeducational assessment, 2020-07, Vol.38 (4), p.475-492

2020

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Building a validity argument for an automated writing evaluation system (eRevise) as a formative assessment

Computers and education open, 2022-12, Vol.3, p.100084, Article 100084

2022

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The role of evaluative metadata in an online teacher resource exchange

Educational technology research and development, 2013-12, Vol.61 (6), p.863-883

2013

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The Concept of Academic Mobility: Normative and Methodological Considerations

American educational research journal, 2020-08, Vol.57 (4), p.1625-1664

2020

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Using Theory and Measurement to Sharpen Conceptualizations of Mathematics Teaching in the Common Core Era

AERA open, 2017-01, Vol.3 (1)

2017

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Erratum to: The role of evaluative metadata in an online teacher resource exchange

Educational technology research and development, 2014-02, Vol.62 (1), p.123-123

2014

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Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

American journal of education, 2017-02, Vol.123 (2), p.171-202

2017

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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, 2015-12, Vol.37 (4), p.437-457

2015

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Studying Reading Instruction with Teacher Logs: Lessons from the Study of Instructional Improvement

Educational researcher, 2009-03, Vol.38 (2), p.120-131

2009

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The right to argue: teaching and assessing everyday argumentation skills

Journal of further and higher education, 2019-01, Vol.43 (8), p.1133-1151

2019

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Opening up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs

American educational research journal, 2007-06, Vol.44 (2), p.298-338

2007

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Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction

English education, 2020-07, Vol.52 (4), p.335-360

2020

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STUDENT WRITING ACCEPTED AS HIGHQUALITY RESPONSES TO ANALYTIC TEXT-BASED WRITING TASKS

The Elementary school journal, 2018-03, Vol.118 (3), p.357-383

2018

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Classroom Writing Tasks and Students' Analytic Text-Based Writing

Reading research quarterly, 2015-10, Vol.50 (4), p.417-438

2015

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Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks

The Elementary school journal, 2018-03, Vol.118 (3), p.357-383

2018

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Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints

Journal for research in mathematics education, 2020-03, Vol.51 (2), p.234-247

2020

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An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs

Educational evaluation and policy analysis, 2007-12, Vol.29 (4), p.262-295

Correnti, Richard

2007

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Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing

Assessing writing, 2023-01, Vol.55, p.100689, Article 100689

2023

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Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions

Teaching and teacher education, 2020-03, Vol.89, p.103001, Article 103001

2020

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Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise

Reading research quarterly, 2021-07, Vol.56 (3), p.519-558

2021

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Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic

Science education (Salem, Mass.), 2014-03, Vol.98 (2), p.189-215

2014

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Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

Educational evaluation and policy analysis, 2020-09, Vol.42 (3), p.439-466

2020

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Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project

American educational research journal, 2020-02, Vol.57 (1), p.148-187

2020

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The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions

Coaching that supports teachers’ learning to enact ambitious instruction

Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary

Building a validity argument for an automated writing evaluation system (eRevise) as a formative assessment

The role of evaluative metadata in an online teacher resource exchange

The Concept of Academic Mobility: Normative and Methodological Considerations

Using Theory and Measurement to Sharpen Conceptualizations of Mathematics Teaching in the Common Core Era

Erratum to: The role of evaluative metadata in an online teacher resource exchange

Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice

Examining Implementation Fidelity in America's Choice Schools: A Longitudinal Analysis of Changes in Professional Development Associated With Changes in Teacher Practice

Studying Reading Instruction with Teacher Logs: Lessons from the Study of Instructional Improvement

The right to argue: teaching and assessing everyday argumentation skills

Opening up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs

Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction

STUDENT WRITING ACCEPTED AS HIGHQUALITY RESPONSES TO ANALYTIC TEXT-BASED WRITING TASKS

Classroom Writing Tasks and Students' Analytic Text-Based Writing

Student Writing Accepted as High-Quality Responses to Analytic Text-Based Writing Tasks

Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints

An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs

Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing

Video-based literacy coaching to develop teachers’ professional vision for dialogic classroom text discussions

Effects of Online Content‐Focused Coaching on Discussion Quality and Reading Achievement: Building Theory for How Coaching Develops Teachers’ Adaptive Expertise

Children's Motivation Toward Science Across Contexts, Manner of Interaction, and Topic

Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project

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