Mary Kay Stein

University of Pittsburgh — United States

Social Sciences · Social Sciences

47h-index12.6kcitations141works1.02yr avg
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Research Topics

Mathematics Education and Teaching Techniques(38), Teacher Education and Leadership Studies(26), Science Education and Pedagogy(20), Innovative Teaching and Learning Methods(16), Education and Technology Integration(16)

Publications141 total

Supporting Ambitious Teaching: The Five Practices Can Help
Mathematics Teacher Learning and Teaching PK-12·2025
Research-based design of coaching for ambitious mathematics instruction
Journal of Mathematics Teacher Education·2024· 2 cited
Cultivating and leveraging the community cultural wealth of black students in high cognitive demand elementary mathematics classrooms
Teaching and Teacher Education·2024· 1 cited
Scaffolding collective agency curriculum within food-systems education programs
Frontiers in Sustainable Food Systems·2023· 5 citedOpen Access
Mathematical Tasks: The Lasting Legacy of the QUASAR Project
Research in mathematics education·2023· 1 cited
Coaching that supports teachers’ learning to enact ambitious instruction
Instructional Science·2021· 1 cited
Coach learning to help teachers learn to enact conceptually rich, student-focused mathematics lessons
Journal of Mathematics Teacher Education·2021· 19 cited
Training of professionals in assistive technologies: pedagogic issues and strategies (Formation des professionnels aux technologies d’assistance: Enjeux et stratégies pédagogiques)
Kent Academic Repository (University of Kent)·2021
Constructing Goals for Student Learning through Conversation
Mathematics Teacher Learning and Teaching PK-12·2020· 4 cited
Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model
Educational Evaluation and Policy Analysis·2020· 54 cited
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·2020· 88 cited
Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement
ICLS·2020
Teaching Mathematics for Conceptual Understanding: Teachers’ Beliefs and Practices and the Role of Constraints
Journal for Research in Mathematics Education·2020· 33 cited
Exploring how teachers support students’ mathematical learning in computer-directed learning environments
Information and Learning Sciences·2019· 19 cited
Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project
American Educational Research Journal·2019· 50 cited
Learning from Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project.
Grantee Submission·2019
Teaching Teachers: Learning From Failure
Science and Children·2018· 2 cited
Chapter 6 Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable
2018
Chapter 7 Putting the Five Practices in a Broader Context of Lesson Planning
2018
Chapter 4 Getting Started: Anticipating Students’ Responses and Monitoring Their Work
2018
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Frequent Co-authors

Margaret S. Smith(9), Marjorie A. Henningsen(4), Cynthia E. Coburn(4), Miray Tekkumru‐Kisa(4), Randi A. Engle(3), Elizabeth K. Hughes(3), Gaea Leinhardt(3), Edward A. Silver(3), Julia H. Kaufman(3), Jennifer Lin Russell(3), Barbara W. Grover(2), Orit Zaslavsky(2), Andrew H. Miller(2), Bruce S. McEwen(2), Robert L. Spencer(2), Ellice Ann Forman(2), Catherine A. Brown(2), Lea Hubbard(2), Hugh Mehan(2), Charles R. Barman(2)