Mary Kay Stein - Publications

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Mary Kay Stein

Mary Kay Stein

University of Pittsburgh
828 Learning Research and Development Center
3939 O'Hara Street
Pittsburgh, PA 15260
Phone: 412-624-6971
Email: mkstein@pitt.edu

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Publications

Journals

  • Teachers' learning to see STEM instruction in new ways: A foundation for maintaining cognitive demand.

    2014
    Tekkumru Kisa, M., & Stein, M.K. (in press). Teachers' learning to see STEM instruction in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal.
  • How district context influences the accuracy of teachers' survey reports about their mathematics instruction.

    2014
    Kaufman, J., Stein, M.K., & Junker, B. (in press). How district context influences the accuracy of teachers' survey reports about their mathematics instruction. Elementary School Journal.
  • Implementing education policy through organizational networks: An analysis of state Race to the Top Applications.

    2014
    Russell, J.L., Meredith, J., Childs, J., Stein, M.K., & Prine, D.W. (in press). Implementing education policy through organizational networks: An analysis of state Race to the Top Applications. Educational Evaluation and Policy Analysis.
  • Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate(s) surrounding them.

    2014
    Munter, C., Stein, M.K., & Smith, M.S. (in press). Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate(s) surrounding them. Teachers College Press.
  • Effects of a coding intervention on what teachers learn to notice during whole-group discussion

    2013
    Scherrer, J.,* & Stein, M.K. (2013). Effects of a coding intervention on what teachers learn to notice during whole-group discussion. Journal of Mathematics Teacher Education. 16(2), 105-124.
  • Supporting sustainability: Teachers' advice networks and ambitious instructional reform

    2012
    Coburn, C.E., Russell, J., Kaufman, J., & Stein, M.K. (2012). Supporting sustainability: Teachers' advice networks and ambitious instructional reform. American Journal of Education, 119(1), 137-182

Book Chapters

  • Orchestrating productive mathematics discussions: What can novice teachers learn?

    2013
    Smith, M.S., & Stein, M.K. (in press). Orchestrating productive mathematics discussions: What can novice teachers learn? In. L. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association
  • Mathematics teacher development in the context of district managed curriculum

    2013
    Stein, M.K., Kaufman, J., & Tekkumru-Kisa, M. (in press). Mathematics teacher development in the context of district managed curriculum. In Y.Li & G. Lappan (Eds.), Mathematics curriculum in school education.
  • Improving teaching at scale: Design for the scientific measurement and development of discourse practice

    2013
    Correnti, R., Stein, M.K., McKeown, M., Smith, M., Greeno, J. Scherrer, J., & Ashley, K. (in press). Improving teaching at scale: Design for the scientific measurement and development of discourse practice. In L.B. Resnick, C.S.C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence through Academic Talk and Dialogue. Washington, DC: American Educational Research Association.

Books

  • Five practices for orchestrating task-based discussions in science

    2013
    Cartier, J., Smith, M.S., Stein, M.K., & Ross, D. (2013). Five practices for orchestrating task-based discussions in science. Thousand Oaks, CA: Corwin Press.