@article{jarry-shore_delaney_borko_2023, title={Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program}, url={https://doi.org/10.1080/19477503.2022.2140553}, DOI={10.1080/19477503.2022.2140553}, abstractNote={ABSTRACT A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program. Program sessions were originally facilitated by researchers then by the specialists. We analyzed the adaptations specialists made to the sessions over four years and the rationales underlying these adaptations. Specialists maintained the program’s overall structure, continuing to model the facilitation of core program activities that teacher leaders would then facilitate in their site-based professional development workshops. However, they modified the thematic focus of these activities to address district goals, interests, and priorities. Adaptations were informed by specialists’ intimate knowledge of what was occurring in district schools. This approach maintained activities supportive of teacher learning, but also demonstrated that the specialists took increasing ownership over the program by adapting it.}, journal={Investigations in Mathematics Learning}, author={Jarry-Shore, Michael and Delaney, Victoria and Borko, Hilda}, year={2023}, month={Jan} }
 @article{dyer_jarry-shore_fong_deutscher_carlson_borko_2023, title={Teachers’ engagement with student mathematical agency and authority in school-based professional learning}, volume={121}, url={http://dx.doi.org/10.1016/j.tate.2022.103881}, DOI={10.1016/j.tate.2022.103881}, abstractNote={Professional learning can support teachers in developing their understanding of how to position students as agentic and authoritative – a rarity in most classrooms. We analyzed teachers’ discourse during professional development focused on agency and authority in middle school mathematics classrooms. We found that teachers frequently engaged with ideas related to student agency and authority. Though less common, episodes in which teachers constructed new ideas and critiqued existing ones indicate that using activity prompts, practicing responsive facilitation, normalizing critical stances, and positioning frameworks as tentative are important for supporting deeper engagement with ideas related to student agency and authority.}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Dyer, Elizabeth B. and Jarry-Shore, Michael and Fong, Alissa and Deutscher, Rebecca and Carlson, Janet and Borko, Hilda}, year={2023}, month={Jan}, pages={103881} }
 @article{jarry-shore_borko_2023, title={The role of contextual knowledge in noticing students' strategies in-the-moment}, volume={7}, ISSN={["1532-7833"]}, url={https://doi.org/10.1080/10986065.2023.2239418}, DOI={10.1080/10986065.2023.2239418}, abstractNote={If students are to pursue the mathematical strategies they devise, teachers must be able to notice these strategies in-the-moment, attending to what a student did and interpreting what they understand. Otherwise, teachers might urge students to pursue a different approach. Novice teachers may find it particularly challenging to notice strategies in-the-moment as they have had few opportunities to develop the knowledge of children’s thinking believed necessary to do so. We conducted video stimulated-recalls with four novice teachers, in which teachers shared what they had noticed during moments from a previous lesson. In recalling these moments, teachers often attended to specific details in students’ strategies and made precise claims about students’ understandings. This noticing was supported by contextual knowledge teachers had about their students and prior lessons. We propose that teacher educators prepare teachers to notice strategies by preparing them to develop contextual knowledge in addition to knowledge of children’s thinking..}, journal={MATHEMATICAL THINKING AND LEARNING}, author={Jarry-Shore, Michael and Borko, Hilda}, year={2023}, month={Jul} }
 @article{nieman_jackson_jarry-shore_borko_kazemi_chinen_lenges_yilmaz_haines_2023, title={Using a Practical Measure to Support Inquiry Into Professional Development Facilitation}, volume={12}, url={http://dx.doi.org/10.5951/mte.2022.0038}, DOI={10.5951/mte.2022.0038}, abstractNote={Despite the complexity of facilitating professional development (PD) and growing attention to supporting facilitators, few tools exist for facilitators to engage in ongoing inquiry into their practice. In this article, we offer a practical measure, the Collaborative Professional Development Survey (CPDS), designed to provide facilitators with information about teachers’ perceptions of aspects of the PD learning environment that research indicates matter for teachers’ opportunities to learn. We illustrate how facilitators used the CPDS to support their collective inquiry into facilitation. We also illustrate the social processes that appeared to enable facilitators’ productive use of the CPDS, including a routine to analyze the resulting data, and the orientations that underpinned their analysis. We discuss implications for facilitators’ use of the CPDS.}, number={1}, journal={Mathematics Teacher Educator}, publisher={National Council of Teachers of Mathematics}, author={Nieman, Hannah and Jackson, Kara and Jarry-Shore, Michael and Borko, Hilda and Kazemi, Elham and Chinen, Starlie and Lenges, Anita and Yilmaz, Zuhal and Haines, Cara}, year={2023}, month={Sep}, pages={70–83} }
 @inproceedings{anantharajan_jarry-shore_2022, title={Using Video to Identify What Is Not Known in Students’  Mathematical Thinking}, booktitle={44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Anantharajan, M. and Jarry-Shore, M.}, year={2022}, month={Nov} }
 @inproceedings{nieman_jackson_jarry-shore_borko_kazemi_chinen_lenges_yilmaz_2022, title={Using a Tool That Assesses Teachers' Experiences of Collaborative Professional Development to Inform and Improve Facilitation}, url={https://hal.archives-ouvertes.fr/hal-03746278/document}, booktitle={Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}, author={Nieman, H. and Jackson, K. and Jarry-Shore, M. and Borko, H. and Kazemi, E. and Chinen, S. and Lenges, A. and Yilmaz, Z.}, year={2022}, month={Feb} }
 @article{borko_carlson_deutscher_boles_delaney_fong_jarry-shore_malamut_million_mozenter_et al._2021, title={Learning to Lead: An Approach to Mathematics Teacher Leader Development}, volume={19}, url={http://dx.doi.org/10.1007/s10763-021-10157-2}, DOI={10.1007/s10763-021-10157-2}, number={1}, journal={International Journal of Science and Mathematics Education}, author={Borko, H. and Carlson, J. and Deutscher, R. and Boles, K.L. and Delaney, V. and Fong, A. and Jarry-Shore, M. and Malamut, J. and Million, S. and Mozenter, S. and et al.}, year={2021}, month={May}, pages={121–143} }
 @inproceedings{jarry-shore_anantharajan_2021, title={Student Struggle During Collaborative Problem-Solving In  One Mathematics Classroom}, booktitle={43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Jarry-Shore, M. and Anantharajan, M.}, year={2021}, month={Nov} }
 @inproceedings{boles_2020, title={Building Capacity Via  Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development}, url={https://repository.isls.org/bitstream/1/6625/1/2585-2588.pdf}, booktitle={14th International Conference of the Learning Sciences (ICLS)}, author={Boles, K. L.}, year={2020}, month={Jun} }
 @article{jarry-shore_kobiela_2020, title={What Preservice Teachers Say and Do When Deciphering Students’ Multiple Solution Strategies: Decomposing a Critical Teaching Practice}, volume={120}, url={http://dx.doi.org/10.1086/707104}, DOI={10.1086/707104}, abstractNote={In this study, we decomposed the broad practice of deciphering multiple solution strategies. We conducted interviews with 11 preservice elementary teachers, in which we asked teachers to decipher students’ standard and nonstandard strategies to multiplication and division problems. We examined what teachers said and did—what we refer to as “subpractices”—as they engaged in the broad practice of deciphering multiple strategies. Inductive analysis revealed the presence of 10 subpractices. The subpractice of comparing and contrasting nonstandard methods was associated with success in deciphering students’ strategies, whereas two other subpractices—identifying number decompositions and relating nonstandard methods to the standard algorithm—were at times associated with success but at other times with a lack thereof. This study adds to a growing body of work seeking to support preservice teachers in learning the complex practices of reform-oriented mathematics teaching by decomposing these practices into their component parts.}, number={3}, journal={The Elementary School Journal}, author={Jarry-Shore, M. and Kobiela, M.}, year={2020}, month={Mar}, pages={373–398} }
 @inproceedings{jarry-shore_2018, title={The In-The-Moment Noticing of the Novice Mathematics Teachers}, url={https://files.eric.ed.gov/fulltext/ED606701.pdf}, booktitle={40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, author={Jarry-Shore, M.}, editor={Hodges, T.E.Editor}, year={2018}, month={Nov} }
 @article{jarry-shore_mcneil_2014, title={Teachers as Stakeholders in Mathematics Education Research}, volume={11}, url={http://dx.doi.org/10.54870/1551-3440.1296}, DOI={10.54870/1551-3440.1296}, abstractNote={In this paper, we report on our experiences with professional development at the Calgary Girls School in Alberta, Canada. In particular we reflect on factors such as mentoring and teacher coaching that contribute to higher student achievement as well as a culture of co- operation and collaboration in the context of the Alberta Initiative for School Improvement (AISI).}, number={1}, journal={The Mathematics Enthusiast}, author={Jarry-Shore, M. and McNeil, S.}, year={2014}, month={Feb}, pages={135–154} }