Michael Jarry-Shore

Jarry-Shore, M., Delaney, V., & Borko, H. (2023). Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2022.2140553

Dyer, E. B., Jarry-Shore, M., Fong, A., Deutscher, R., Carlson, J., & Borko, H. (2023). Teachers’ engagement with student mathematical agency and authority in school-based professional learning. Teaching and Teacher Education, 121, 103881. https://doi.org/10.1016/j.tate.2022.103881

Jarry-Shore, M., & Borko, H. (2023, July 26). The role of contextual knowledge in noticing students' strategies in-the-moment. MATHEMATICAL THINKING AND LEARNING, Vol. 7. https://doi.org/10.1080/10986065.2023.2239418

Nieman, H., Jackson, K., Jarry-Shore, M., Borko, H., Kazemi, E., Chinen, S., … Haines, C. (2023). Using a Practical Measure to Support Inquiry Into Professional Development Facilitation. Mathematics Teacher Educator, 12(1), 70–83. https://doi.org/10.5951/mte.2022.0038

Anantharajan, M., & Jarry-Shore, M. (2022). Using Video to Identify What Is Not Known in Students’  Mathematical Thinking. 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Nieman, H., Jackson, K., Jarry-Shore, M., Borko, H., Kazemi, E., Chinen, S., … Yilmaz, Z. (2022). Using a Tool That Assesses Teachers' Experiences of Collaborative Professional Development to Inform and Improve Facilitation. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Retrieved from https://hal.archives-ouvertes.fr/hal-03746278/document

Borko, H., Carlson, J., Deutscher, R., Boles, K. L., Delaney, V., Fong, A., … Villa, A. M. (2021). Learning to Lead: An Approach to Mathematics Teacher Leader Development. International Journal of Science and Mathematics Education, 19(1), 121–143. https://doi.org/10.1007/s10763-021-10157-2

Jarry-Shore, M., & Anantharajan, M. (2021). Student Struggle During Collaborative Problem-Solving In  One Mathematics Classroom. 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Boles, K. L. (2020). Building Capacity Via  Facilitator Agency: Tensions in Implementing an Adaptive Model of Professional Development. 14th International Conference of the Learning Sciences (ICLS). Retrieved from https://repository.isls.org/bitstream/1/6625/1/2585-2588.pdf

Jarry-Shore, M., & Kobiela, M. (2020). What Preservice Teachers Say and Do When Deciphering Students’ Multiple Solution Strategies: Decomposing a Critical Teaching Practice. The Elementary School Journal, 120(3), 373–398. https://doi.org/10.1086/707104

Jarry-Shore, M. (2018). The In-The-Moment Noticing of the Novice Mathematics Teachers. In T. E. Hodges (Ed.), 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Retrieved from https://files.eric.ed.gov/fulltext/ED606701.pdf

Jarry-Shore, M., & McNeil, S. (2014). Teachers as Stakeholders in Mathematics Education Research. The Mathematics Enthusiast, 11(1), 135–154. https://doi.org/10.54870/1551-3440.1296