# Kathleen Lynch

Kathleen Lynch studies education policy and strategies to reduce educational inequality, particularly in mathematics. Kathleen is a doctoral candidate at the Harvard Graduate School of Education, and a Doctoral Fellow in Inequality & Social Policy at the Harvard Kennedy School of Government. She holds an Ed.M. from the Harvard Graduate School of Education, where she was a FLAS and Pforzheimer Fellow. Kathleen graduated with high honors from Harvard College.

**PUBLICATIONS **

Lynch, K., & Star, J. R. (in press). Views of struggling students on instruction incorporating multiple strategies in Algebra I: An exploratory study. *Journal for Research in Mathematics Education*.

Lynch, K., & Star, J. R. (in press). Teachersâ€™ use of multiple strategies in middle and high school mathematics. *Mathematical Thinking and Learning*.

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.

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.

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. Â

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.

**PRESENTATIONS**

Grossman, P., Cohen, J., Ronfeldt, M., Brown, L., Lynch, K., & Chin, M. (2013, November). How well do teacher observations predict value-added? Exploring variability across districts. Paper accepted for presentation at the Association for Public Policy Analysis and Management (APPAM) Conference, Washington, DC.

Lynch, K. (2013, April). Civic discourse and citizenship development in the mathematics classroom. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. (Also Session Chair)

Star, J., Rittle-Johnson, B., Durkin, K., Newton, K., Pollack, C., Lynch, K., & Gogolen, C. (2013, March). The impact of a comparison curriculum in Algebra I: A randomized experiment. Paper presented at the conference of the Society for Research on Educational Effectiveness (SREE), Washington, DC.

Lynch, K. (2013, April). Civic discourse and peer group collaboration in mathematics classrooms in the US, Hong Kong SAR, and Japan. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, WA.

Lynch, K. (2012, October). Mathematics instruction and civic engagement: Theoretical frameworks. Paper presented at the biennial meeting of the Equity and Quality in Education Conference, Beijing, China.

Lynch, K., and Star, J. R. (2012, October). Views of less-prepared students on instruction incorporating the comparison of multiple strategies in Algebra I. Poster presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Kalamazoo, MI.

Lynch, K., & Star, J. R. (2011, April). Exploring relationships between mathematical knowledge for teaching (MKT) and teachers' implementation of curricula. Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, LA.

Lynch, K., & Star, J.R. (2010, October). Teaching mathematics with multiple strategies in middle and high school. Paper presented at the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), Columbus, Ohio.

Newton, K., Star, J.R., & Lynch, K. (2009, September). Exploring procedural flexibility in struggling algebra students. Paper presented at the thirty-first annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Atlanta, Georgia.