Search results for author:"Mary Kay Stein"
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American Educational Research Journal Vol. 52, No. 1 (February 2015) pp. 105–136
Students' opportunities to learn how to think are embedded in the instructional tasks with which they are invited to engage in the classroom. Prior research has revealed that the selection and use of cognitively demanding tasks does not...
Cognitive Demand of Model Tracing Tutor Tasks: Conceptualizing and Predicting How Deeply Students Engage
Technology, Knowledge and Learning Vol. 20, No. 3 (2015) pp. 317–337
Model tracing tutors represent a technology designed to mimic key elements of one-on-one human tutoring. We examine the situations in which such supportive computer technologies may devolve into mindless student work with little conceptual...
Maximizing Research and Development Resources: Identifying and Testing "Load-Bearing Conditions" for Educational Technology Innovations
Educational Technology Research and Development Vol. 64, No. 2 (2016) pp. 245–262
Education innovations often have a complicated set of assumptions about the contexts in which they are implemented, which may not be explicit. Education technology innovations in particular may have additional technical and cultural assumptions. As...
American Journal of Education Vol. 119, No. 1 (November 2012) pp. 137–182
Scaling up instructional improvement remains a central challenge for school systems. While existing research suggests that teachers' social networks play a crucial role, we know little about what dimensions of teachers' social networks matter for...
“You're going to want to find out which and prove it”: collective argumentation in a mathematics classroom
Learning and Instruction Vol. 8, No. 6 pp. 527–548
One of the proposals of the North American educational reform movement is that teachers should stress scientific argumentation more than the manipulation of symbols and algorithms in their mathematics instruction. The aim of this article is to apply ...