Kathleen Lynch
Kathleen Lynch
University of Connecticut
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Using video to improve mathematics' teachers' abilities to attend to classroom features: A replication study
JR Star, KH Lynch, N Perova
Mathematics teachers' noticing: Seeing through teachers' eyes, 2011
Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis
K Lynch, HC Hill, KE Gonzalez, C Pollard
Educational Evaluation and Policy Analysis 41 (3), 260-293, 2019
Learning from comparison in algebra
JR Star, C Pollack, K Durkin, B Rittle-Johnson, K Lynch, K Newton, ...
Contemporary Educational Psychology 40, 41-54, 2015
Resources for teaching: Examining personal and institutional predictors of high-quality instruction
HC Hill, D Blazar, K Lynch
Aera open 1 (4), 2332858415617703, 2015
Validating arguments for observational instruments: Attending to multiple sources of variation
HC Hill, CY Charalambous, D Blazar, D McGinn, MA Kraft, M Beisiegel, ...
Educational Assessment 17 (2-3), 88-106, 2012
Understanding the development of flexibility in struggling algebra students
KJ Newton, JR Star, K Lynch
Mathematical Thinking and Learning 12 (4), 282-305, 2010
The role of prior knowledge in the development of strategy flexibility: The case of computational estimation
JR Star, B Rittle-Johnson, K Lynch, N Perova
ZDM 41, 569-579, 2009
Teachers’ views about multiple strategies in middle and high school mathematics
K Lynch, JR Star
Mathematical Thinking and Learning 16 (2), 85-108, 2014
Effects of a summer mathematics intervention for low-income children: A randomized experiment
K Lynch, JS Kim
Educational Evaluation and Policy Analysis 39 (1), 31-53, 2017
Relationships between observations of elementary mathematics instruction and student achievement: Exploring variability across districts
K Lynch, M Chin, D Blazar
American Journal of Education 123 (4), 615-646, 2017
Professional development that improves STEM outcomes
H Hill, K Lynch, K Gonzalez, C Pollard
Phi Delta Kappan 101 (5), 50-56, 2020
Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study
K Lynch, JR Star
Journal for Research in Mathematics Education 45 (1), 6-18, 2014
The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis
Z Lynch, K., An, L., Mancenido
Review of Educational Research, 2022
Learning Lessons from Instruction: Descriptive Results from an Observational Study of Urban Elementary Classrooms
HC Hill, E Litke, K Lynch
Teachers College Record 120 (12), 1-46, 2018
A meta-analysis of the experimental evidence linking stem classroom interventions to teacher knowledge, classroom instruction, and student achievement
K Gonzalez, K Lynch, HC Hill
EdWorkingPaper, 2022
An Investigation of Head Start Preschool Children’s Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic
K Lynch, M Lee, S Loeb
Exploring teachers’ implementation of comparison in Algebra I
K Lynch, JR Star
The Journal of Mathematical Behavior 35, 144-163, 2014
Replicating the Moderating Role of Income Status on Summer School Effects across Subject Areas: A Meta-Analysis.
DM Quinn, K Lynch, JS Kim
Society for Research on Educational Effectiveness, 2014
Strengthening STEM Instruction in Schools: Learning From Research
K Lynch, H Hill, C Gonzalez, C Pollard
Policy Insights from the Behavioral and Brain Sciences, 2019
Navigating virtual delivery of assessments for head start children during the COVID-19 pandemic
LJG Thomas, MG Lee, CS Todd, K Lynch, S Loeb, S McConnell, L Carlis
Journal of Early Intervention 44 (2), 151-167, 2022
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