Tending to the "Deep Rules" of Teacher Collaboration
by Paul Sutton & Andrew W. Shouse - June 03, 2019
In 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: