Research to Reform School Practice
LRDC has become a major source of expertise for school systems across the country as they attempt to restructure themselves to respond to the demands for higher standards in schooling for all students. The Institute for Learning (IFL), founded and directed by Lauren B. Resnick, is a primary vehicle for this work; Nancy Israel serves as executive director. Since 1995, IFL has worked in more than 50 urban districts throughout the country, bridging research and practice to improve the quality of teaching and learning for all students. IFL work focuses on building knowledge and skills in teachers—human capital for education. To do this, IFL works with districts to develop rich instructional materials and tools for teaching and learning. IFL also assists in building social capital—the networks in which teachers learn and practice high-level classroom implementation of these materials.
Core Faculty: Richard Correnti, Lauren B. Resnick, Margaret Smith, and Mary Kay Stein
Students work with faculty to conduct research in these areas and are drawn from the following academic program(s).
Academic Program:
Learning Sciences and Policy Program
Selected Projects
Assessing Instructional Content and Interactions 'At Scale'
Cases of Reasoning and Proving in Secondary Mathematics (CORP)
Documenting Students' Opportunity for Literate Engagement in an Afterschool Context
Evaluation of Algebra Professional Development in Pittsburgh Public Schools
Learning Leadership: Kernel Routines for Instructional Improvement
Roles, Tools and Practices of Teachers within Inclusive Schools
Technological-Enhanced Lesson Planning as an Organizational Routine for School Improvement
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Selected Publications
Goldman, S., Ozuru, Y., Braasch, J., Manning, F., Lawless, K., Gomez, K., & Slanovits, M. (in press). Literacies for learning: A multiple source comprehension illustration. In N. Stein (Ed.), Development Science Goes to School. Taylor Francis. PDF/Abstract
Boston, M. D., & Smith, M. S. (in press). A 'task-centric approach' to professional development: Enhancing mathematics teachers' ability to implement cognitively challenging mathematical tasks. ZDM - The International Journal on Mathematics Education. PDF/Abstract
Coburn, C. E., Russell, J., Kaufman, K., & Stein, M. K. (in press). How teacher social capital shapes instruction. Learning and Instruction. PDF/Abstract
Correnti, R. & Martinez, J.F. (Accepted pending revision). Measuring Instruction: A Review of Methods and Purposes both Past and Present. Educational Assessment, special issue guest editor(s). PDF/Abstract
Correnti, R., & Matsumura, L.C., & Hamilton, L.H., & Wang, E. (Accepted pending revision). Combining Multiple Measures of Students' Opportunities to Develop Analytic Text-Based Writing. Educational Assessment, special issue on measuring instruction. PDF/Abstract
Scherrer, J. (in press). Value-added modeling: For better or worse. Phi Delta Kappen. PDF/Abstract
Scherrer, J. (under review). Investing in early childhood development: Attending to the elephant in the SES gulf. Early Childhood Research Quarterly. PDF/Abstract
Smith, M. S., Cartier, J. L., Eskelson, S. L., & Tekkumru-Kisa, M. (in press). Building a school-university collaboration: A search for common ground. In J. Bay-Williams & B. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all. The Seventy-fourth Yearbook of the National Council of Teachers of Mathematics (2012). PDF/Abstract
Crosson, A. C., Matsumura, L. C., Correnti, R. J., & Guerrero-Arlotta, A. (2012). The quality of writing tasks and English language learners' use of academic language. [Special issue on academic language]. Elementary School Journal, 112, 469-496. PDF/Abstract
Lappan, G., Smith, M. S., & Jones, L. (Eds.) More Rich and Engaging Mathematical Tasks: Grades 5-9. Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract
Smith, M. S., Cartier, J. L., Eskelson, S. L., & Tekkumru-Kisa, M. (2012). Building a School-University Collaboration: A Search for Common Ground. In J. Bay-Williams & B. Speer (Eds.), Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All. The Seventy-fourth Yearbook of the National Council of Teachers of Mathematics. Reston, VA: NCTM. PDF/Abstract
Sztajn, P., Marrongelle, K., & Smith, P. (2012). Supporting implementation of the Common Core State Standards for Mathematics: Recommendations for professional development. Raleigh, NC: College of Education, North Carolina State University. PDF/Abstract
Scherrer, J. (2011). Measuring teaching using value-added modeling: The imperfect panacea. NASSP Bulletin, 95(2), 122-140. PDF/Abstract
Smith, M. S. (2011, April). Orchestrating productive discussions: Helping teachers move beyond "Showing and Telling". Invited keynote presentation at the annual meeting of the National Council of Supervisors of Mathematics, Indianapolis, IN. PDF/Abstract
Smith, M., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Thousand Oaks, CA: Corwin Press. PDF/Abstract
Stein, M. K., Russell, J. L., & Smith, M. (2011). The role of tools in bridging research and practice in an instructional improvement effort. In W. F. Tate, K. King, & C. R. Anderson (Eds.), Disrupting Tradition: Research and Practice Pathways in Mathematics Education. Reston, VA: NCTM. PDF/Abstract
Stein, M. K., & Smith, M. S. (2010). The role of curricular materials in elementary mathematics classrooms. In D. V. Lambdin & F. K. Lester (Eds.), Translating research to the elementary classroom. Reston, VA: NCTM. PDF/Abstract
Gomez, K., Sherer, J., Herman, P., Gomez, L., Zywica, J., & Williams, A. (2010). Supporting meaningful science learning: Reading and writing science. In A. Rodriguez (Ed.), Science education as a pathway to teaching language literacy. Rotterdam, Netherlands: SENSE Publishing. PDF/Abstract
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. PDF/Abstract
McConachie, S. M., Petrosky, A. R., & Resnick, L. B. (Foreword). (2010). Content matters: A disciplinary literacy approach to improving student learning (pp. vii-viii)[Foreword]. San Francisco, CA: Jossey-Bass, A Wiley Imprint. PDF/Abstract
Resnick, L. B. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, 39(5), 183-197. [Note: Lead paper in the journal; based on invited award address.] PDF/Abstract
Carlisle, J., Correnti, R., Phelps, G., & Zang, J. (2009). Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading. Reading and Writing, 22(4), 457-486. PDF/Abstract
Rowan, B., & Correnti, R. (2009). Measuring reading instruction with teacher logs. Educational Researcher, 38(7), 549-551. PDF/Abstract
Rowan, B., & Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from a study of instructional improvement. Educational Researcher, 38(2), 120-131. PDF/Abstract
Rowan, B., Jacob, R., & Corenti, R. (2009). Using instructional logs to identify quality in educational settings. New Directions for Youth Development, 121, 5-31. PDF/Abstract
Smith, M. S. (2009). Talking about teaching: A strategy for engaging teachers in conversations about their practice. In G. Zimmermann (Ed.), Empowering the mentor of the beginning mathematics teacher (pp.33-34) and Empowering the mentor of the experienced mathematics teacher (pp.35-36). Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (Second Edition). New York, NY: Teachers College Press. PDF/Abstract
Confrey, J., Strutchens, M. E., Battista, M. T., Smith, M. S., King, K. D., Sutton, J. T., Boest, T., & Reed, J. (2008). Situating research on curricular change. Journal for Research in Mathematics Education, 39(2), 102-112. PDF/Abstract
Goldman, S., Lawless, K., Gomez, K., Braasch, B., MacLeod, S., & Manning, F. (2008). Literacy in the digital world: Comprehending and learning from multiple sources. In Festshrift publication honoring Isabel Beck. PDF/Abstract
Kwon, S., Wardrip, P., & Gomez, L. M. (2008). Co-design of interdisciplinary projects as a mechanism for school capacity and teacher professional community growth. In Proceedings for the International Conference of the Learning Sciences, (ICLS '08), June 24 -28 Utretch, Netherlands. PDF/Abstract
Rowan, B., Camburn, E., & Correnti, R. (2008). Using time diaries to study instruction in schools. In R. Belli, F. Stafford, & D. Alwin (Eds.), Using calendar and diary methodologies in life events research. Thousand Oaks, CA: Sage Publications. PDF/Abstract
Sherer, J. Z. (2008, March). Power in distributed leadership: How teacher agency influences instructional leadership practice. Paper presented at the American Educational Research Association Meeting, New York, New York. PDF/Abstract
Sherer, J. Z., & Spillane, J.P. (under review). Constancy and change in work practice in schools: The role of organizational routines. PDF/Abstract
Sherer, J., Gomez, K., Herman, P., Gomez, L., White, J., & Williams, A. (2008). Literacy infusion in a high school environmental science curriculum. In K. Bruna & K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms. Mahwah, NJ: Lawrence Erlbaum. PDF/Abstract
Goldman, S., Ozuru, Y., Braasch, J., Manning, F., Lawless, K., Gomez, K., & Slanovits, M. (in press). Literacies for learning: A multiple source comprehension illustration. In N. Stein (Ed.), Development Science Goes to School. Taylor Francis. PDF/Abstract
Boston, M. D., & Smith, M. S. (in press). A 'task-centric approach' to professional development: Enhancing mathematics teachers' ability to implement cognitively challenging mathematical tasks. ZDM - The International Journal on Mathematics Education. PDF/Abstract
Coburn, C. E., Russell, J., Kaufman, K., & Stein, M. K. (in press). How teacher social capital shapes instruction. Learning and Instruction. PDF/Abstract
Correnti, R. & Martinez, J.F. (Accepted pending revision). Measuring Instruction: A Review of Methods and Purposes both Past and Present. Educational Assessment, special issue guest editor(s). PDF/Abstract
Correnti, R., & Matsumura, L.C., & Hamilton, L.H., & Wang, E. (Accepted pending revision). Combining Multiple Measures of Students' Opportunities to Develop Analytic Text-Based Writing. Educational Assessment, special issue on measuring instruction. PDF/Abstract
Scherrer, J. (in press). Value-added modeling: For better or worse. Phi Delta Kappen. PDF/Abstract
Scherrer, J. (under review). Investing in early childhood development: Attending to the elephant in the SES gulf. Early Childhood Research Quarterly. PDF/Abstract
Smith, M. S., Cartier, J. L., Eskelson, S. L., & Tekkumru-Kisa, M. (in press). Building a school-university collaboration: A search for common ground. In J. Bay-Williams & B. Speer (Eds.), Professional collaborations in mathematics teaching and learning: Seeking success for all. The Seventy-fourth Yearbook of the National Council of Teachers of Mathematics (2012). PDF/Abstract
Crosson, A. C., Matsumura, L. C., Correnti, R. J., & Guerrero-Arlotta, A. (2012). The quality of writing tasks and English language learners' use of academic language. [Special issue on academic language]. Elementary School Journal, 112, 469-496. PDF/Abstract
Lappan, G., Smith, M. S., & Jones, L. (Eds.) More Rich and Engaging Mathematical Tasks: Grades 5-9. Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract
Smith, M. S., Cartier, J. L., Eskelson, S. L., & Tekkumru-Kisa, M. (2012). Building a School-University Collaboration: A Search for Common Ground. In J. Bay-Williams & B. Speer (Eds.), Professional Collaborations in Mathematics Teaching and Learning: Seeking Success for All. The Seventy-fourth Yearbook of the National Council of Teachers of Mathematics. Reston, VA: NCTM. PDF/Abstract
Sztajn, P., Marrongelle, K., & Smith, P. (2012). Supporting implementation of the Common Core State Standards for Mathematics: Recommendations for professional development. Raleigh, NC: College of Education, North Carolina State University. PDF/Abstract
Scherrer, J. (2011). Measuring teaching using value-added modeling: The imperfect panacea. NASSP Bulletin, 95(2), 122-140. PDF/Abstract
Smith, M. S. (2011, April). Orchestrating productive discussions: Helping teachers move beyond "Showing and Telling". Invited keynote presentation at the annual meeting of the National Council of Supervisors of Mathematics, Indianapolis, IN. PDF/Abstract
Smith, M., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Thousand Oaks, CA: Corwin Press. PDF/Abstract
Stein, M. K., Russell, J. L., & Smith, M. (2011). The role of tools in bridging research and practice in an instructional improvement effort. In W. F. Tate, K. King, & C. R. Anderson (Eds.), Disrupting Tradition: Research and Practice Pathways in Mathematics Education. Reston, VA: NCTM. PDF/Abstract
Stein, M. K., & Smith, M. S. (2010). The role of curricular materials in elementary mathematics classrooms. In D. V. Lambdin & F. K. Lester (Eds.), Translating research to the elementary classroom. Reston, VA: NCTM. PDF/Abstract
Gomez, K., Sherer, J., Herman, P., Gomez, L., Zywica, J., & Williams, A. (2010). Supporting meaningful science learning: Reading and writing science. In A. Rodriguez (Ed.), Science education as a pathway to teaching language literacy. Rotterdam, Netherlands: SENSE Publishing. PDF/Abstract
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. PDF/Abstract
McConachie, S. M., Petrosky, A. R., & Resnick, L. B. (Foreword). (2010). Content matters: A disciplinary literacy approach to improving student learning (pp. vii-viii)[Foreword]. San Francisco, CA: Jossey-Bass, A Wiley Imprint. PDF/Abstract
Resnick, L. B. (2010). Nested learning systems for the thinking curriculum. Educational Researcher, 39(5), 183-197. [Note: Lead paper in the journal; based on invited award address.] PDF/Abstract
Carlisle, J., Correnti, R., Phelps, G., & Zang, J. (2009). Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading. Reading and Writing, 22(4), 457-486. PDF/Abstract
Rowan, B., & Correnti, R. (2009). Measuring reading instruction with teacher logs. Educational Researcher, 38(7), 549-551. PDF/Abstract
Rowan, B., & Correnti, R. (2009). Studying reading instruction with teacher logs: Lessons from a study of instructional improvement. Educational Researcher, 38(2), 120-131. PDF/Abstract
Rowan, B., Jacob, R., & Corenti, R. (2009). Using instructional logs to identify quality in educational settings. New Directions for Youth Development, 121, 5-31. PDF/Abstract
Smith, M. S. (2009). Talking about teaching: A strategy for engaging teachers in conversations about their practice. In G. Zimmermann (Ed.), Empowering the mentor of the beginning mathematics teacher (pp.33-34) and Empowering the mentor of the experienced mathematics teacher (pp.35-36). Reston, VA: National Council of Teachers of Mathematics. PDF/Abstract
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based mathematics instruction: A casebook for professional development (Second Edition). New York, NY: Teachers College Press. PDF/Abstract
Confrey, J., Strutchens, M. E., Battista, M. T., Smith, M. S., King, K. D., Sutton, J. T., Boest, T., & Reed, J. (2008). Situating research on curricular change. Journal for Research in Mathematics Education, 39(2), 102-112. PDF/Abstract
Goldman, S., Lawless, K., Gomez, K., Braasch, B., MacLeod, S., & Manning, F. (2008). Literacy in the digital world: Comprehending and learning from multiple sources. In Festshrift publication honoring Isabel Beck. PDF/Abstract
Kwon, S., Wardrip, P., & Gomez, L. M. (2008). Co-design of interdisciplinary projects as a mechanism for school capacity and teacher professional community growth. In Proceedings for the International Conference of the Learning Sciences, (ICLS '08), June 24 -28 Utretch, Netherlands. PDF/Abstract
Rowan, B., Camburn, E., & Correnti, R. (2008). Using time diaries to study instruction in schools. In R. Belli, F. Stafford, & D. Alwin (Eds.), Using calendar and diary methodologies in life events research. Thousand Oaks, CA: Sage Publications. PDF/Abstract
Sherer, J. Z. (2008, March). Power in distributed leadership: How teacher agency influences instructional leadership practice. Paper presented at the American Educational Research Association Meeting, New York, New York. PDF/Abstract
Sherer, J. Z., & Spillane, J.P. (under review). Constancy and change in work practice in schools: The role of organizational routines. PDF/Abstract
Sherer, J., Gomez, K., Herman, P., Gomez, L., White, J., & Williams, A. (2008). Literacy infusion in a high school environmental science curriculum. In K. Bruna & K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms. Mahwah, NJ: Lawrence Erlbaum. PDF/Abstract
