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MARY KAY STEIN, University of Pittsburgh, Pittsburgh, PA 15260, studies the professional develop- for example, a task in which students are ment of teachers and teaching and learning as they occur in class-room settings. "Reflections on Practice" is a look back at the end result of putting theory into practice.
Mary Stein
11,112 Citations Introduction Skills and Expertise Teaching and Learning Professional Development Teaching Reflection Learning Mathematics Education Publications Publications (81) Coaching that.
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Mary Kay Stein Teachers College Press, 2000 - Education - 146 pages Teachers and teacher educators interested in synthesizing their current practice with new mathematics standards will welcome.
Margret S. Smith, Mary Kay Stein 5 Undervisningspraktiker I Matematik
Mary Kay Stein University of Pittsburgh, Correspondence [email protected], Randi A. Engle University of California, Berkeley, USA Correspondence [email protected], Margaret S. Smith University of Pittsburgh, & Elizabeth K. Hughes University of Northern Iowa, Pages 313-340 | Published online: 21 Oct 2008.
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Mary Kay Stein Professor. Teaching, Learning, and Leading. Back to Top. Contact. University of Pittsburgh 828 Learning Research and Development Center 3939 O'Hara Street Pittsburgh, PA 15260. Phone: 412-624-6971 . Email: [email protected] . Download CV. School of Education . We ignite learning.
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MARY KAY STEIN holds a joint appointment at the University of Pittsburgh as professor of Learning Sciences and Policy, and senior scientist at the Learning Research and Development Center. Her research focuses on mathematics teaching and learning in classrooms, teacher learning, and the ways in which policy and organizational conditions shape.
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Mary Kay Stein Studies the professional development of teachers, instruction, and learning as it occurs in the classroom. Search for other papers by Mary Kay Stein in Current site Google Scholar PubMed Close. and . Margaret Schwan Smith. Margaret Schwan Smith Teaches at Pennsylvania State University.
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Mary Kay Stein. Mary Kay Stein University of Pittsburgh, Pittsburgh, PA 15260 Search for other papers by Mary Kay Stein in Current site Google Scholar PubMed Close. View More View Less. Volume/Issue: Volume 3: Issue 5. Page(s): 344-350 DOI:.
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Mary Kay Stein is an American mathematics educator who works as a professor of learning sciences and policy and as the associate director and former director of the Learning Research and Development Center at the University of Pittsburgh.
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Mary Kay Stein. Professor school of education university of Pittsburgh. Verified email at pitt.edu. mathematics education education policy. Articles Cited by Public access Co-authors.. EA Forman, J Larreamendy-Joerns, MK Stein, CA Brown. Learning and instruction 8 (6), 527-548, 1998. 428: 1998:
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Henningsen M, Stein M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning.. Mary Kay Stein. The Learning Policy Center, University of Pittsburgh. View all articles by this author. Julia H. Kaufman.
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Karen Hebert Obituary. Karen Rome Hebert, age 66, is now at eternal rest with Our Lord Jesus Christ. She left this world peacefully at home on January 8, 2024 after months of fighting cancer. Karen was born on December 22, 1957 to Rose Bode Rome and Andre Marcel Rome Sr of Metairie. She married Blake Hebert on August 20, 1977 and shared 46.
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MARY KAY STEIN is a Research Associate at the Learning Research and Develop-ment Center, University of Pittsburgh, Room 708, 3939 O'Hara St., Pittsburgh, PA 15260. Her specializations are classroom-based teaching and learning in mathematics and teacher development. BARBARA W. GROVER is an Associate Professor at Ohio University, 554 Morton
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5 Practices for Orchestrating Productive Mathematics Discussions, by Margaret Schwan Smith and Mary Kay Stein. 1, is the foundational reference for this tool. It involves five stages for highlighting and sequencing student thinking:. (Smith & Stein Book) 2. Understand the Content Priority Standards by Grade Level a. Achieve the Core Priority.
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Conclusions: This paper provides elaborated descriptions of the five practices for planning and facilitating video-based PD and the ways in which they were enacted in a video-based PD program in science. In so doing, it proposes five practices as a guiding framework to support teachers' learning from videos. Overall, the study's results endorse.
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Mary Kay Stein Professor, Learning Policy, School of Education Director, Learning Policy Center, University of Pittsburgh Senior Scientist, Learning Research & Development Center Education and Training PhD, University of Pittsburgh Research Interests Policy Leadership and learning Teachers as learners
