Jarry-Shore is a doctoral student in curriculum studies and teacher education at Stanford Graduate School of Education (GSE). His dissertation research focuses on the concept of productive struggle, which is present when students must exert notable effort in solving challenging math problems.
“Every student should have opportunities to struggle productively in their learning,” said Jarry-Shore, a former middle-school math teacher, who noted that little research has examined the teacher’s role in ensuring that students have opportunities to do so. For his dissertation, Jarry-Shore is studying the evidence of struggle that teachers notice and how this informs their assessment of it. He is also developing a framework alongside teachers to guide the work of noticing struggle.
Jarry-Shore, advised by GSE professor Hilda Borko, currently works as a research assistant on two projects with the Center to Support Excellence in Teaching at Stanford: one involving a district-wide initiative to prepare teacher leaders to lead site-based professional learning, and another to examine the use of surveys that offer math teachers immediate and actionable feedback on their students’ learning experiences. He also works with elementary pre-service teacher candidates in the Stanford Teacher Education Program (STEP). He earned a bachelor’s degree in education from the University of Calgary, and a BS and MA from McGill University.