Lauren Resnick

Department web site

Lauren Resnick

Co-Director, Institute for Learning

Distinguished University Professor, University of Pittsburgh

Professor, Psychology and Cognitive Science, University of Pittsburgh Department of Psychology

Adjunct Faculty, University of Pittsburgh School of Education

Senior Scientist, Professor Emerita, Learning Research & Development Center

Research Interests

  • Learning and development
  • Scientific understanding in children
  • Socially shared cognition

Chen, G., Zhang, J., Chan, C.K., Michaels, S., Resnick, L.B., & Huang, X. (2020). The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom. British Educational Research Journal.

Clarke, S. N., Resnick, L. B., & Rosé, C. P. (2018). Discourse analytics for classroom learning. Learning Analytics in Education, 139-153.

Heyd-Metzuyanim, E., Smith, M., Bill, V., & Resnick, L. B. (2018). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 99, 1-17.

Stein, M.K., Crowley, K., & Resnick, L.B. (2016). Education policy and the learning sciences: The case for a new alliance. In M. Evans, M. Packer, & K. Sawyer (Eds.), Reflections on the Learning Sciences. Cambridge: Cambridge University Press.

Clarke, S. N., Resnick, L.B., & Rosé, C.P. (2016). Dialogic instruction: A new frontier. In L. Corno and E. Anderman (Eds.), Third Handbook of Educational Psychology. New York, NY: Routledge.

Clarke, S. N., Howley, I., Resnick, L. B., & Rosé, C.P. (2016). Student agency to participate in dialogic science discussions. Learning, Culture and Social Interaction.

Scherrer, J., Israel, N., & Resnick, L. (2015). Learning designs for nested communities of practice. In W. Penuel & B. Fishman (Eds.), Yearbook of the National Society for the Study of Education.

Rose, C. P., Goldman, P., Sherer, J. Z., & Resnick, L. (2015). Supportive technologies for group discussion in MOOCs. Current Issues in Emerging eLearning, 2(1).

Resnick, L., & F.E. Schantz (2015). Re-thinking intelligence: Schools that build the mind. European Journal of Education, 50(3).

Clarke, S. N., Chen, G., Bickel, D. D., Sherer, J. Z. & Resnick, L. B. (2015). Through the looking glass: Using a classroom discourse visualizer to support teacher reflection on practice. In Lindwall, O., Ha¨kkinen, P., Koschman, T. Tchounikine, P. & Ludvigsen, S. (Eds.) Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015 (Vol. 2, pp. 828-830). Gothenburg, Sweden: The International Society of the Learning Sciences.

Resnick, L. B., Asterhan, C. A. & Clarke, S. N. (2015). Dialogue, learning and teaching. In L. B. Resnick, C. A. Asterhan & S. N. Clarke (Eds.) Socializing Intelligence through Academic Talk and Dialogue. Washington, D.C.: American Educational Research Association, pp. 1-12.

Socializing Intelligence Through Academic Talk and Dialogue edited by Lauren B. Resnick, Christa S. C. Asterhan, and Sherice N. Clarke. (2015). Washington, DC: AERA.

Resnick, L.B., with Schantz, F. E. (2014). Talking to learn…and learn…and learn: A conversation. In T. Zittoun & Iannaccone, Activities of thinking in social spaces. Nova Publishers.

Chen, G., Clarke, S., & Resnick, L. (2014). Classroom discourse analyzer (CDA): A discourse analytic tool for teachers. 12th International Conference on Intelligent Tutoring Systems.

Rosé, C. P., Carlson, R., Yang, D., Wen, M., Resnick, L., Goldman, P., & Sherer, J. (2014). Social factors that contribute to attrition in MOOCs. In Proceedings of the first ACM conference on learning @ scale, March 4-5, 2014, Atlanta, Georgia, USA.

Scherrer, J., Israel, N., & Resnick, L.B. (2013). Beyond classrooms: scaling and sustaining instructional innovations. To appear in W. Penuel & B. Fishman (Eds.) Design-based implementation research. National Society for the Study of Education Yearbook, 113. Teachers College Press.

Resnick, L. B., Michaels, S., & O'Connor, C. (2010). How (well structured) talk builds the mind. In R. Sternberg & D. Preiss (Eds.), From genes to context: New discoveries about learning from educational research and their applications. New York: Springer.

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.

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.]

Matsumura, L. C., Garnier, H., & Resnick, L. B. (2010). Implementing literacy coaching: The role of school social resources. Educational Evaluation and Policy Analysis, 32(2), 249-272.

Sohmer, R., Michaels, S., O'Connor, M. C., & Resnick, L. B. (2009). Guided construction of knowledge in the classroom: The Troika of well-structured talk, tasks, and tools. In B. Schwarz & T. Dreyfus (Eds.), Advances in learning and instruction (pp. 105-129). London: Elsevier.

Resnick, L. B., Wiliam, D., Apodaca, R., & Rangel, E. (2009). The relationship between assessment and the organization and practice of teaching. In B. McGaw, P. Peterson, & E. Baker (Eds.), International encyclopedia of education, 3rd Edition. London: Elsevier.

Resnick, L. B., & Matsumura, L. C. (Winter, 2007). Academic proficiency: Bright hopes, blurry vision. Voices in education, 14.

Resnick, L. B., Besterfield-Sacre, M., Mehalik, M. M., Sherer, J. Z., & Halverson, E. R. (2007). A framework for effective management of school system performance. In P. A. Moss (Ed.), Evidence and decision making. The 106th yearbook of the National Society for the Study of Education (NSS), Part 1 (pp. 155-185). Malden, MA: Blackwell Publishers.

Michaels, S., O'Connor, C., & Resnick, L. B.(2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283-297.

Lauren Resnick Elected to the National Academy of Arts and Sciences

April 25, 2013

The University of Pittsburgh


Founding Editor: Research Points, American Educational Research Association, 2002-present

Editorial Boards (varying periods, 1966-present)

Editor, Education White Papers of the National Academy of Education


Wallace Foundation Distinguished Lecture Award


American Educational Research Association

Distinguished Contributions of Applications of Psychology to Education and Training Award


American Psychological Association

Doctor of Education, honoris causa, The University of Gothenburg, Sweden, 2007

Lifetime National Associate of the National Academies of Science, Engineering and Medicine

Visiting Scholar, The College Board, 2001-2002

Oeuvre Award for Outstanding Contributions to the Science of Learning and Instruction, European Association for Research on Learning and Instruction, 1999

Edward L. Thorndike Award for Distinguished Psychological Contributions to Education, American Psychological Association, 1998

Distinguished Daughters of Pennsylvania, 1994

Phi Beta Kappa Visiting Scholar


Founding Editor: Cognition and Instruction, 1982-1993

Chancellor's Distinguished Public Service Award


University of Pittsburgh

Fulbright Commission Research Scholar, The University of Gothenburg, Sweden, 1991-1992

Docteur es sciences de l'education honoris causa, Universite de Geneve, Switzerland, June 1991

Award for Distinguished Contributions to Research in Education, American Educational Research Association, 1990

Alumni Council Award for the Distinguished Contribution to the Field of Education


Harvard Graduate School of Education

Award for best research article in the Journal for Research in Mathematics Education, National Council of Teachers of Mathematics, 1989