Ed.D. Teachers College Columbia University
Randi, J. (Ed.). (2007). Research in the service of practice. Theory into Practice, 46 (4).
Randi. J. & Corno, L. (2007). Theory into practice: A matter of transfer. Theory into Practice, 46 (4), 334 -342.
Corno, L. & Randi, J. (forthcoming 2008). Volition. In E. Anderman & L. Anderman (Eds.), Psychology of Classroom Learning. Farmington Hills, MI: Gale Group
Newman, T., Randi, J., Jarvin, L., & Grigorenko, E. (2007). Meeting the needs of children with special education profiles within a TSI (Teaching for Successful Intelligence) educational curriculum. In G.D. & T.A. Citro (Eds.). Best practices in learning disabilities: Bridging the gap between research and practice. Boston, MA: LDW.
Jarvin, L., Newman, T., Randi, J., Sternberg, R.J., & Grigorenko, E. (in press). Matching instruction and assessment in the education of gifted children: An illustration with Teaching for Successful Intelligence. In J.A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education. Prufrock Press.
Randi, J. & Jarvin, L. (2006). An A for creativity: Assessing creativity in language arts. The Thinking Classroom, 7(4), 26-32.
Randi, J. & Corno, L. (2005). Teaching and learner variation. British Journal of Educational Psychology, 3, 47-70.
Randi, J., Grigorenko, E., & Sternberg, R.J. (2005). Revisiting definitions of reading comprehension: Just what is reading comprehension anyway? In S. Israel, C. Collins Block, K. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp.19-40). Mahwah, NJ: Erlbaum.
Randi, J. (2005). Teachers as self-regulated learners. Teachers College Record, 10, 1825-1853.
Randi, J. & Zeichner, K. (2004). New visions of teacher professional development. In M.Smylie & D. Miretszky (Eds.). Developing the teacher workforce. The 103rd yearbook of the National Society for the Study of Education, Part I (pp. 180-227). Chicago: University of Chicago Press
Randi, J. & Corno, L. (2000). Teacher innovations in self-regulated learning. In M. Boekaerts (Ed.), Self-regulation: Theory, research, applications. Academic Press.
Corno, L. & Randi, J. (1999). A design theory for classroom instruction in self-regulated learning? In C.M. Reigeluth (Ed.) Instructional design theories and models. New York: Erlbaum.
Corno, L. & Randi, J. (1997). Motivation, volition, and collaborative innovation in classroom literacy. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction. (pp. 51-67). Newark, DE: International Reading Association
Randi, J. & Corno, L. (1997). Teachers as innovators. In B. Biddle, T. Good, & I. Goodson (Eds.), The international handbook of teachers and teaching. NY: Kluwer.
Spanish Translation:
[Randi, J. & Corno, L. (2000). Los profesores como innovadores. In B. Biddle, T. Good, & I. Goodson (Eds.), La ensenanza y los profesores II. Barcelona: Paidos ]
ED 601 Introduction to Education
ED 604 Educational Psychology
ED 612 Curriculum Design (online)
ED 626 Strategies for Teaching Reading and Language Arts in the Elementary School
ED 627 Reading and Writing Across the Content Areas
ED 630 Children’s Literature
ED 636 Early Literacy
ED 685 Research in the Schools
ED 689 Research Design
ED 690 Research Project
Dr. Randi’s research program focuses on the research-practice connection and teacher innovation. She is interested in working with currently practicing teachers to document “collaborative innovations” – teachers’ original curriculum designed to reflect contemporary psychological learning theories, such as self-regulated learning and adaptive teaching.
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