Learning Research and Development Center
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Mary Kay Stein

Professor, Learning Policy, University of Pittsburgh School of Education
Associate Director for Educational Research and Practice
Director, Learning Policy Center, University of Pittsburgh
Senior Scientist, Learning Research and Development Center

                   
828 LRDC
(412) 624-6971
mkstein@pitt.edu
Department Web Site

View CV

Research Interests

  • Policy
  • Leadership and learning
  • Teachers as learners
  • Teaching and learning inside the mathematics classroom

Publications

Coburn, C. E., Russell, J., Kaufman, K., & Stein, M. K. (in press).  How teacher social capital shapes instruction.  Learning and Instruction.

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.

Stein, M.K., Engle, R.A., Smith, M.S., & Hughes, E.K. (in press). Orchestrating Productive Mathematical Discussions: Helping Teachers Learn to Better Incorporate Student Thinking. In L.B. Resnick & C. A. Asterhan, & S. N. Clarke (Eds.) Socializing Intelligence through Academic Talk and Dialogue. Washington, D.C.: American Education Research Association.

Cartier, J.L., Smith, M.S., Stein, M.K., & Ross, D. (2013). Five Practices for Orchestrating Task-Based Discussions in Science. Reston, VA: National Council of Teachers of Mathematics.

Correnti, R., with Stein, M.K., & Smith, M., & Scherrer, J., & McKeown, M., & Greeno, J., & Ashley, K. (2013).  Improving Teaching at Scale: Design for the Scientific Measurement and Development of Discourse Practice.  In L. Resnick & C. Asterhan  (Eds),  Socializing Intelligence through Academic Talk and Dialogue.

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, K., & Stein, M.K. (2012). Supporting sustainability: Teachers’ advice networks and ambitious instructional reform. American Journal of Education, 119(1), 137-182.

Smith, M., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Thousand Oaks, CA: Corwin Press.

Smith, M.S., Cartier, J., Stein, M.K., & Ross, D. (2011). Five Practices for Orchestrating Task-Based Discussions in Science. Thousand Oaks, CA: Corwin Press.

Stein, M. K., Kaufman, J., & Tekkumru-Kisa, M. (2011). Curriculum as a lever for teacher improvement. In Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1. Ankara, Turkey, PME.

Stein, M. K., Russell, J. L., & Smith, M. (2011). The role of tools in bridging research and practice in an instructional improvement effort. In W. F. Tate, K. King, & C. R. Anderson (Eds.), Disrupting Tradition: Research and Practice Pathways in Mathematics Education. Reston, VA: NCTM.

Stein, M.K., Kaufman, J., Sherman, M., & Hillen, A. (2011). Algebra:  A challenge at the crossroads of policy and practice. Review of Educational Research, 81(4), 453-492.

Stein, M. K., & Smith, M. S. (2010). The role of curricular materials in elementary mathematics classrooms. In D. V. Lambdin & F. K. Lester (Eds.), Translating research to the elementary classroom. Reston, VA: NCTM.

Smith, M. S., & Stein, M. K. (2010). Learning from curriculum in high school. In D. V. Lambdin & F. K. Lester (Eds.), Translating research to the high school classroom. Reston, VA: NCTM.

Coburn, C. E., & Stein, M. K. (Eds.). (2010). Research and practice in education: Building alliances, bridging the divide. Lanham, MD: Rowman & Littlefield.

Coburn, C. E.,& Stein, M. K. (2010). Key lessons about the relationship between research and practice. In C. E. Coburn & M. K. Stein (Eds.), Research and practice in education: Building alliances, bridging the divide (pp. 201-226). Lanham, MD: Rowman & Littlefield.

Kaufman, J. H., & Stein, M. K. (2010). Teacher learning opportunities in a shifting policy environment for instruction. Educational Policy, 24(4), 563-601.

Stein, M. K. (2010). Research to inform assessment and curriculum policy in the CCSS era. In Proceedings: Research in mathematics education: Where do we go from here? East Lansing, MI: Institute for Research on Mathematics and Science Education.

Stein, M. K., & Coburn, C. E. (2010). Reframing the problem of research and practice. In C. E. Coburn & M. K. Stein (Eds.), Research and practice in education: Building alliances, bridging the divide (pp. 1-13). Lanham, MD: Rowman & Littlefield.

Stein, M. K., & Kaufman, J. (2010). Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal, 47(3), 663-693.

News and Awards

News

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).
July 2014

Mary Kay Stein is featured in the March 20, 2014, University Times for her nomination as an American Educational Research Association (AERA) fellow.
March 20, 2014
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Associate Director Mary Kay Stein has been named a Fellow of the American Education Research Association (AERA).
February 20, 2014

Mary Kay Stein, Rip Correnti, Jen Russell and colleagues, awarded grants to work with Tennessee educators implementing the Common Core Standards
October 7, 2013
The University of Pittsburgh
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Mary Kay Stein Chairs National Academy State-Focus Reform Efforts Conference
March 7, 2011
The National Academies

Awards

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).
July 2014

Nominee and National Semi-Finalist, Carnegie Corporation of New York Fellowship Program
2000, 2003
University of Pittsburgh

Semi-Finalist, Spencer Foundation Post-Doctoral Fellowship
1989