Mary Kay Stein - Publications

Apply to the School of Education
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


  • Books

  • Smith, M., & Stein, M.K. (2018). Five practices for orchestrating productive mathematics discussions. (Second Edition). Thousand Oaks, CA: Corwin Press.
  • 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.
  • Journals

  • Tekkumru-Kisa, M., Schunn, C., Stein, M. K., & Reynolds, B. (2017). Change in thinking demands for students across the phases of a science task: An exploratory study. Research in Science Education, 1-27.
  • Tekkumru-Kisa, M., & Stein, M. K. (2017). A framework for planning and facilitating video-based professional development. Introduction for a Special Issue on Design and Facilitation of Video-Based Professional Development (Guest Editorial). International Journal of STEM Education.
  • Tekkumru-Kisa, M., & Stein, M. K., Co-Guest Editors (2017). Designing, facilitating, and scaling-up video-based professional development: Supporting complex forms of teaching in science and mathematics. International Journal of STEM Education (Special Issue).
  • Schuchardt, A., Tekkumru-Kisa, M., Schunn, C. D., Stein, M. K., & Reynolds, B. (2017). How much teacher professional development is needed with educative curriculum materials? It depends upon the desired student learning outcomes. Science Education, 101(6), 1015-1033.
  • Iriti, J., Bickel, B., Schunn, C., & Stein, M.K. (2016). Maximizing research and development resources: identifying and testing "load-bearing conditions" for educational technology innovations. Educational Technology Research and Development, 64(2), 245-262.
  • Kaufman, J., Stein, M.K., & Junker, B. (2016). Factors associated with alignment between teacher survey reports and classroom observation ratings of mathematics instruction. Elementary School Journal, 116(3), pp. 339-364.
  • Tekkumru Kisa, M.*, Stein, M. K., & Schunn, C. (2015). A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science. Journal of Research on Science Teaching, 52(5), 659-685.
  • Russell, J. L., Meredith, J., Childs, J., Stein, M. K., & Prine, D. W. (2015). Designing inter-organizational networks to implement education reform: An analysis of state Race to the Top applications. Educational Evaluation and Policy Analysis, 37(1), 92-112.
  • Tekkumru Kisa, M., & Stein,, M. K. (2015). Learning to see teaching in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal, 52(1), 105-136.
  • Kessler, A., Stein, M.K., & Schunn, C. (in press). Cognitive demand of model tracing tutor tasks: Conceptualizing and predicting how deeply students engage. Technology, Knowledge and Learning.
  • Munter, C., Stein, M.K., & Smith, M.S. (2015). Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate(s) surrounding them. Teachers College Record, 117(11), 1-32.
  • Munter, C., Stein, M. K., & Smith, M. S. (2015). Is there a common pedagogical core?: Examining instructional practices of competing models of mathematics teaching. NCSM Journal of Mathematics Education Leadership, 16(2), 3-13.
  • Tekkumru Kisa, M., & Stein, M.K. (2015). Teachers' learning to see STEM instruction in new ways: A foundation for maintaining cognitive demand. American Educational Research Journal, 52(1), pp. 105-136.
  • 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.
  • 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.
  • 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
  • Others

  • Boston, M., Kessler, A., & Stein, M.K. (2014). Conceptualizing teacher practices that support students' mathematical learning in computer-directed learning environments. In Proceedings of the International Conference of the Learning Sciences, Boulder, CO.
  • Book Chapters

  • Correnti, R., Stein, M.K., McKeown, M., Smith, M., Greeno, J. Scherrer, J., & Ashley, K. (2015). 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 (pp. 315-332). Washington, DC: American Educational Research Association.
  • Stein, M.K., Engle, R.A., Smith, M.S., & Hughes, E. (2015). Orchestrating productive mathematics discussions: Helping teachers learn to better incorporate student thinking (pp. 375-388). In. L. Resnick, C. Asterhan, & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue. Washington, DC: American Educational Research Association
  • 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.