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Tending to the "Deep Rules" of Teacher Collaboration by Paul Sutton & Andrew W. Shouse - June 03, 2019In this commentary, authors argue that the “deep rules” that exist around how teachers accrue status and use that status to wield power and influence, also exist in teacher collaborative groups and can greatly impact the extent to which those groups can be productive.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Paul Sutton
Pacific Lutheran University
E-mail Author
PAUL SUTTON, PhD, is an Assistant Professor of Education at Pacific Lutheran University.
- Andrew Shouse
Washington STEM
E-mail Author
PAUL SUTTON is a Chief Program Officer at Washington STEM.
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