Research
Recent Publications
Lynch, K., Hill, H., Gonzalez, K., & Pollard, C. (2019). Strengthening the research base that informs STEM professional development and curriculum improvement efforts: A meta-analysis. Educational Evaluation & Policy Analysis, 41(3), 260–293. Full Text
Lynch, K., Hill, H., Gonzalez, K., & Pollard, C. (2019). Strengthening the research base that informs STEM professional development and curriculum improvement efforts: A meta-analysis. Educational Evaluation & Policy Analysis, 41(3), 260–293. Full Text
Lynch, K., Hill, H., Gonzalez, K., & Pollard, C. (2019). Strengthening STEM instruction in schools: Learning from research. Policy Insights from the Behavioral and Brain Sciences, 6(2), 236–242. Full Text
Lynch, K., Hill, H., Gonzalez, K., & Pollard, C. (2019). Strengthening STEM instruction in schools: Learning from research. Policy Insights from the Behavioral and Brain Sciences, 6(2), 236–242. Full Text
Hill, H., Litke, E., & Lynch, K. (2018). Learning lessons from instruction: Descriptive results from an observational study of urban elementary mathematics classrooms. Teachers College Record. Full Text
Hill, H., Litke, E., & Lynch, K. (2018). Learning lessons from instruction: Descriptive results from an observational study of urban elementary mathematics classrooms. Teachers College Record. Full Text
Lynch, K., & Kim, J. S. (2017). Effects of a summer mathematics intervention for low-income children: A randomized experiment. Educational Evaluation and Policy Analysis, 39(1), 31-53. Full Text
Lynch, K., & Kim, J. S. (2017). Effects of a summer mathematics intervention for low-income children: A randomized experiment. Educational Evaluation and Policy Analysis, 39(1), 31-53. Full Text
Lynch, K., Chin, M., & Blazar, D. (2017). Relationships between observations of elementary mathematics instruction and student achievement: Exploring variability across districts. American Journal of Education, 123, 615-646. Full Text
Lynch, K., Chin, M., & Blazar, D. (2017). Relationships between observations of elementary mathematics instruction and student achievement: Exploring variability across districts. American Journal of Education, 123, 615-646. Full Text
Hill, H., Blazar, D., & Lynch, K. (2015). Resources for teaching: Examining personal and institutional predictors of high-quality instruction. AERA Open. Full Text
Hill, H., Blazar, D., & Lynch, K. (2015). Resources for teaching: Examining personal and institutional predictors of high-quality instruction. AERA Open. Full Text
Star, J. R., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, 41-54. Full Text
Star, J. R., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, 41-54. Full Text
Lynch, K., & Star, J. R. (2014). Views of struggling students on instruction incorporating multiple strategies in Algebra I. Journal for Research in Mathematics Education, 45(1), 6-18. Full Text
Lynch, K., & Star, J. R. (2014). Views of struggling students on instruction incorporating multiple strategies in Algebra I. Journal for Research in Mathematics Education, 45(1), 6-18. Full Text
Lynch, K., & Star, J. R. (2014). Teachers’ views about multiple strategies in middle and high school mathematics. Mathematical Thinking and Learning, 16(2), 85-108. Full Text
Lynch, K., & Star, J. R. (2014). Teachers’ views about multiple strategies in middle and high school mathematics. Mathematical Thinking and Learning, 16(2), 85-108. Full Text
Lynch, K., & Star, J. R. (2014). Exploring teachers' implementation of comparison in Algebra I. Journal of Mathematical Behavior, 35, 144-163.
Lynch, K., & Star, J. R. (2014). Exploring teachers' implementation of comparison in Algebra I. Journal of Mathematical Behavior, 35, 144-163.
Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Beisiegel, M., Humez, A., Kraft, M., Litke, E. & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Educational Assessment, 17(2-3), 88-106. Full Text
Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Beisiegel, M., Humez, A., Kraft, M., Litke, E. & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Educational Assessment, 17(2-3), 88-106. Full Text
Newton, K., Star, J. R., & Lynch, K. (2010). Understanding the development of flexibility in struggling algebra students. Mathematical Thinking and Learning, 12(4), 282-305. Full Text
Newton, K., Star, J. R., & Lynch, K. (2010). Understanding the development of flexibility in struggling algebra students. Mathematical Thinking and Learning, 12(4), 282-305. Full Text
Star, J. R., Rittle-Johnson, B., Lynch, K., & Perova, N. (2009). The role of prior knowledge and comparison in the development of strategy flexibility: The case of computational estimation. ZDM - The International Journal on Mathematics Education, 41, 569-579. Full Text
Star, J. R., Rittle-Johnson, B., Lynch, K., & Perova, N. (2009). The role of prior knowledge and comparison in the development of strategy flexibility: The case of computational estimation. ZDM - The International Journal on Mathematics Education, 41, 569-579. Full Text
Hill, H., Lynch, K., Gonzalez, K., & Pollard, C. (forthcoming). STEM instructional improvement programs improve student outcomes. Phi Delta Kappan. Full Text
Hill, H., Lynch, K., Gonzalez, K., & Pollard, C. (forthcoming). STEM instructional improvement programs improve student outcomes. Phi Delta Kappan. Full Text
Star, J. R., Lynch, K., & Perova, N. (2010). Using video to improve mathematics teachers' abilities to attend to classroom features: A replication study. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teachers' noticing: Seeing through teachers' eyes. Routledge. Full Text
Star, J. R., Lynch, K., & Perova, N. (2010). Using video to improve mathematics teachers' abilities to attend to classroom features: A replication study. In M. Sherin, V. Jacobs, & R. Philipp (Eds.), Mathematics teachers' noticing: Seeing through teachers' eyes. Routledge. Full Text