Office: 824 LRDC
Phone: (412) 624-6971
Mary Kay Stein
Professor, Learning Policy, University of Pittsburgh School of Education
Director, Learning Policy Center, University of Pittsburgh
Associate Director for Educational Research and Practice
Senior Scientist, Learning Research & Development Center
- Leadership and learning
- Teachers as learners
- Teaching and learning inside the mathematics classroom
Correnti, R., Thomas, A., Baeksan, Y., Russell, J., Booker, L., Schwartz, N., & Stein, M. K. (2017). Prospective Matching Methods in Education Research: Recruiting an Active Comparison Sample for Causal Inference, Proceedings of the SREE 2017 Conference.
Stein, M. K., Correnti, R., Moore, D., Russell, J. L., Kelly, K. (2017). Using theory and measurement to sharpen conceptualizations of mathematics teaching in the Common Core era. AERA Open, 3(1).
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.
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), 339-364.
Iriti, J., Bickel, W., Schunn, C., & Stein, M. K. (2016). Maximizing research and development resources: Identifying and testing “load-bearing conditions” for educational technology innovations. Educational Technology Research & Development, 64, 245-262.
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., & Schunn, C. (2015). A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science. Journal of Research in Science Teaching, 52(5), 659-685.
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.
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), 105-136.
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.
Russell, J. L., Meredith, J., Childs, J., Stein, M. K., & Prine, D. W. (2015). Implementing education policy through organizational networks: An analysis of state Race to the Top applications. Educational Evaluation and Policy Analysis, 37(1), 92-112.
Iriti, J., Bickel, B., Schunn, C., & Stein, M.K. (2015). Load-bearing conditions for educational technology innovations. Educational Technology Research and Development, 63(5).
Correnti, R., with Stein, M.K., & Smith, M., & Scherrer, J., & McKeown, M., & Greeno, J., & Ashley, K. (2015). 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.
Kessler, A. M., Stein, M. K., & Schunn, C. D. (2015). Cognitive Demand of Model Tracing Tutor Tasks: Conceptualizing and Predicting How Deeply Students Engage. Technology, Knowledge and Learning.
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.
Coburn, C. E., Russell, J., Kaufman, K., & Stein, M. K. (2013). How teacher social capital shapes instruction. Learning and Instruction.
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.
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., 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., 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.
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., & 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.
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).
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).
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
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
Mary Kay Stein Chairs National Academy State-Focus Reform Efforts Conference
March 7, 2011
The National Academies
Nominee and National Semi-Finalist, Carnegie Corporation of New York Fellowship Program
University of Pittsburgh
Semi-Finalist, Spencer Foundation Post-Doctoral Fellowship