Office: 422 MURDC
Phone: (412) 624-7057
Lindsay Clare Matsumura
Co-Director, Institute for Learning
Professor, Learning Sciences and Policy Program, School of Education
Senior Scientist, Learning Research & Development Center
- Reading and writing instruction
- Effects of instructional reforms on teaching and learning in urban schools
- Measuring teaching quality
- Scaling up the assessment of student writing
Walsh, M., Matsumura, L.C., Zook-Howell, D., Correnti, R., & Bickel, D.D. (2020). Video-based literacy coaching to develop teachers' professional vision for dialogic classroom text discussions. Teaching and Teacher Education, 89.
Correnti, R., Matsumura, L.C., Walsh, M., Zook-Howell, D., Bickel, D.D. & Yu, B.
Wang, E.L., Matsumura, L.C., Correnti, R., Litman, D., Zhang, H., Howe, E., Magooda, A., & Quintana, R. (2020). eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system. Assessing Writing.
Correnti, R., Matsumura, L.C., Wang, E., Litman, D., Rahimi, Z., & Kisa, Z. (2020). Automated Scoring of Students Use of Text Evidence in Writing. Reading Research Quarterly, 55(3).
Matsumura, L.C., Wang, E., Correnti, R. & Litman, D.
Matsumura, L. C., Zook-Howell, D., Bickel, D. D., Walsh, M., & Correnti, R. (2019). Harnessing the power of video to increase classroom text discussion quality. Reading Teacher, 1-10.
Matsumura, L. C., Correnti, R., Walsh, M., Zook-Howell, D., & Bickel, D.D. (2019). Online content-focused coaching to increase classroom text discussion quality. Journal of Technology, Pedagogy and Education.
Wang, E., & Matsumura, L.C. (2018). Text-based writing in elementary classrooms: Teachers’ conceptions and practice. Reading and Writing.
Wang., E., Matsumura, L. C., & Correnti, R. (2018). Student writing accepted as high-quality responses to analytic responses to analytic text-based writing tasks. Elementary School Journal 18(3), 357-383.
Bickel, D. Bill, V., Matsumura, L., Petrosky, A., Russell, J., Schantz, F. & Zook-Howell, D. (2017). Content-focused coaching for continuous improvement in literacy and mathematics. Pittsburgh, PA: Institute for Learning, University of Pittsburgh.
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). Written feedback to support students’ higher level thinking about texts in writing. Reading Teacher.
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.
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.
Matsumura. L. C., Wang, E., & Correnti, R. (2016). Text-based writing assignments for college readiness. Reading Teacher, 70(3), 347-351.
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.
Rahimi, Z., Litman, D. J., Correnti, R., Matsumura, L. C., Wang, E., & Kisa, Z. (2015). Incorporating coherence of topics as a criterion in Automatic Response-to-Text assessment of the organization of writing. Proceedings of the 10th Workshop on Innovative Use of NLP for Building Educational Applications.
Matsumura, L. C., & Garnier, H. E. (2015). Embedding discursive teaching in the practice of a large school district. In Resnick, L. B., Asterhan, C. A. & Clarke, S. N. (Eds.) Socializing intelligence through academic talk and dialogue. Washington, D. C.: American Educational Research Association.
Matsumura, L. C., Correnti, R., & Wang, E. (2015). Classroom writing tasks and students' analytic text-based writing. Reading Research Quarterly.
Bickel, D. D., Bernstein-Danis, T., & Matsumura, L. C. (2015). Clear goal, clear results: Content-focused routines support learning for everyone—including coaches. JSD: The Learning Forward Journal, 36(1), 34-39.
Matsumura, L. C., Wang, E. (2014). Principals' sensemaking of coaching for ambitious reading instruction in a high-stakes accountability policy environment. Educational Policy and Analysis Archives, 22(51).
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.
Matsumura, L.C., Garnier, H.E., & Spybrook, J. (2013). Literacy Coaching, Reading Comprehension Instruction and Student Achievement: A Mediation Model. Learning and Instruction, 25.
The Institute for Learning (IFL) and the Center for Urban Education (CUE) in Pitt’s School of Education have received a 5-year grant from the Bill & Melinda Gates Foundation. Award has received press coverage in multiple news outlets, including Education Week (IFL mentioned bullet point 7), and the Dallas News (IFL mentioned paragraph 6).
September 5, 2018
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
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
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).
Lindsay Clare Matsumura and Donna Bickel's Work on Literacy Coaching, Published in Instruction & Learning
January 23, 2013
University of Pittsburgh
LRDC Research Scientist, Lindsay Clare Matsumura, Awarded the 2012 Council of Graduate Students in Education (CGSE) Extra Mile Award
March 27, 2012
University of Pittsburgh School of Education
LRDC's Institute for Learning Awarded $1.5 Million to Develop Prototype Student Assessments and Instructional Tasks for the Common Core Standards
December 8, 2011