![[Person photo]](https://www.lrdc.pitt.edu/people/images/stein_mk.jpg)
Office: 824 LRDC
Phone: (412) 624-6971
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
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.
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).
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.
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.
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).
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
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
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
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
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
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