Mary Kay Stein

Department web site

Research web site

Mary Kay Stein

Professor, Learning Policy, School of Education

Director, Learning Policy Center, University of Pittsburgh

Senior Scientist, Learning Research & Development Center

Research Interests

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

Stein, M.K., Russell, J.L., Bill, V., Correnti, R., & Speranzo, L. (2021). Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons. Journal of Mathematics Teacher Education.

Russell, J.L., Correnti, R., Stein, M.K., Thomas, A., Bill, V. & Speranzo, L. (2020). Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model. Educational Evaluation and Policy Analysis.

Yurekli, B., Stein, M., Correnti, R., & Kisa, Z. (2020). Teaching Mathematics for Conceptual Understanding: Teachers' Beliefs and Practices and the Role of Constraints. Journal for Research in Mathematics Education, 51(2), 234-247.

Hunt, J. & Stein, M.K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904 - 909.

Russell, J. L., Correnti, R., Stein, J. K., Bill, V., Hannan, M., Schwartz, N., Booker, L., & Pratt, N. R. (2020). Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN Mathematics Coaching Project.American Educational Research Journal, (1).

Correnti, R.,  Matsumura, L.C., Witherspoon, E., Walsh, M., Schunn, C., & Stein, M.K. Examining coaching conversations in mathematics and literacy for evidence of teacher learning. In proceedings of the 14th International Conference of the Learning Sciences (Accepted ICLS ’20).

Tekkumru-Kisa, M., Stein, M.K. & Doyle, W. (2020). Theory and research on tasks revisited: Task as a context for students' thinking in the era of ambitious reforms in mathematics and science. Educational Researcher.

Witherspoon, E., Schunn, C., Correnti, R., Ferrer, N., & Stein, M.K. Coaching that Supports Teachers’ Learning to Enact Ambitious Instruction. In proceedings of the 14th International Conference of the Learning Sciences (Accepted ICLS ’20).

Kessler, A., Boston, M., & Stein, M.K. (2019). Exploring how teachers support students’ mathematical learning in computer-directed learning environments. Information and Learning Sciences,121(1/2).

Arial, Helvetica, sans-serif">Hunt, J.H. & Stein, M. K. (2019).  Constructing goals for student learning through conversation.  Mathematics Teacher: Learning and Teaching Pre-K–12, 1(1), 1-6.

Tekkumru-Kisa, M., Schunn, C. D., Stein, M. K., & Reynolds, B. (2019). Change in thinking demands for students across the phases of a science task: An exploratory study. Research in Science Education, 49(3), 859-883.

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

Tekkumru-Kisa, M., Stein, M. K., & Coker, R. (2018). Teachers' learning to facilitate high-level student thinking: Impact of a video-based professional development. Journal of Research in Science Teaching, 55(4), 479-502.

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.

Tekkumru-Kisa, M., & Stein, M. K. (2017). A framework for planning and facilitating video-based professional development. International Journal of STEM Education, 4(28).

Schuchardt, A. M., Tekkumru-Kisa, M., Schunn,C. D., Stein, M. K., Reynolds, B. (2017). How much professional development is needed with educative curriculum materials? It depends upon the intended student learning outcomes. Science Education.

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).

Kisa-Tekkumru, 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.

Bill, V., Booker, L., Correnti, R., Russell, J., Schwartz, N., & Stein, M.K. (2017). Tennessee scales up improved math instruction through coaching. The Journal of the National Association of State Boards of Education, 17(2), 22-27.

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.

TMC News featured an article on Mary Kay Stein and LRDC colleagues for being among the recipients of the James S. McDonnell Foundation's new program in educational research, which has awarded $24.5 million for studies of Teachers as Learners.

January 17, 2018

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The James S. McDonnell Foundation has awarded a five-year, $2.5 million grant to Principal Investigator Mary Kay Stein, LRDC Associate Director for Educational Research and Practice, and Co-Investigators Chris Schunn, Lindsay Clare Matsumura, Jennifer Russell, and Richard Correnti for their research, entitled "Teacher Learning to Enact Productive Discussions in Mathematics and Literacy."

December 15, 2017

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The International Journal of STEM Education published a special edition edited by Mary Kay Stein and her previous graduate student Miray Tekkumru-Kisa. The issue is about the design and facilitation of video-based professional development in science and mathematics.

December 1, 2017

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Richard Correnti, LRDC Research Scientist and Associate Professor, School of Education, and co-Principal Investigators Mary Kay Stein, Associate Director for Educational Research and Practice, and Jennifer Russell, LRDC Research Scientist and Associate Professor, School of Education were awarded a 2017 Spencer Foundation grant for “Improvement of Mathematics Teaching At-Scale.”

2017

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

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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

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

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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

2000, 2003

University of Pittsburgh

Semi-Finalist, Spencer Foundation Post-Doctoral Fellowship

1989