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Richard Correnti
Researcher at University of Pittsburgh
Publications - 68
Citations - 2537
Richard Correnti is an academic researcher from University of Pittsburgh. The author has contributed to research in topics: Literacy & Coaching. The author has an hindex of 19, co-authored 66 publications receiving 2219 citations. Previous affiliations of Richard Correnti include University of Michigan.
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Journal ArticleDOI
What large-scale survey research tells us about teacher effects on student achievement: insights from the prospects study of elementary schools
TL;DR: In this paper, the authors report on a series of analyses conducted using data from Prospects: The Congressionally-Mandated Study of Educational Opportunity, which gathered a rich store of data on instructional processes and student achievement in a large sample of U.S. elementary schools during the early 1990s.
Journal ArticleDOI
Using Teacher Logs to Measure the Enacted Curriculum: A Study of Literacy Teaching in Third‐Grade Classrooms
TL;DR: In this article, the authors examine methodological and conceptual issues that emerge when researchers measure the enacted curriculum in schools and outline key theoretical considerations that guide measurement of this construct and alternative strategies for collecting and analyzing data on it.
Journal ArticleDOI
Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs:
Richard Correnti,Brian Rowan +1 more
TL;DR: The authors examined patterns of literacy instruction in schools adopting three of America's most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America's Choice, and Success for All).
Journal ArticleDOI
Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement:
Brian Rowan,Richard Correnti +1 more
TL;DR: In this article, the authors describe some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction, and discuss why teacher logs were chosen as the data collection strategy, various psychometric issues associated with their use, and some substantive findings that emerged as part of the study.
Book ChapterDOI
School Improvement by Design: Lessons from a Study of Comprehensive School Reform Programs
TL;DR: A study of Instructional Improvement as mentioned in this paper was conducted under the auspices of the Consortium for Policy Research in Education and directed by Brian Rowan, David K. Cohen, and Deborah Loewenberg Ball (all at the University of Michigan).