Logan Rutten
Biographic Data
| ID | 1606632 |
|---|---|
| NAME | Logan Rutten |
| GIVEN NAMES | Logan |
| FAMILY NAME | Rutten |
| SIGNATURE | RUTTEN L |
| AFFILIATIONS | University of North Dakota |
| ORCID | 0000-0001-7508-2889 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
What do we know about teacher education for difficult topics? A systematic review
Understanding Professional Development Schools as P–20 Partnerships
In literature about P–20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P–12 education. Claims about PDSs’ impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs’ effectiveness. In response, the authors of this revi…
Noticing, interpreting, deciding
Embracing Epistemological Collisions as Sites of Critical Indigenous Pedagogy
ARTICLE, are three educators united by a shared commitment to supporting the self-determined educational goals of the Navajo Nation.In particular, we are committed to the education of Din (Navajo) youth.As one way of living out these shared commitments, we have been collaborating for three years.The principal aim of our current work is to build, implement, and assess a curriculum for which the overarching purpose is to promote positive character …
Leaning Into Difficult Topics
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of se…
Enhancing the Motivation to Teach in the Context of Teacher Shortages
As teacher shortages persist in parts of the United States, clinically based teacher educators could play a role in addressing the problem by utilizing practices that enhance (rather than diminish) teacher candidates' motivation to teach. Using self-determination theory as a lens for looking at clinical experiences, this study asked how 12 teacher candidates in a Professional Development School (PDS) perceived clinical educators enhancing their m…
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Leaning Into Difficult Topics
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of se…
Enhancing the Motivation to Teach in the Context of Teacher Shortages
As teacher shortages persist in parts of the United States, clinically based teacher educators could play a role in addressing the problem by utilizing practices that enhance (rather than diminish) teacher candidates' motivation to teach. Using self-determination theory as a lens for looking at clinical experiences, this study asked how 12 teacher candidates in a Professional Development School (PDS) perceived clinical educators enhancing their m…
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice
Enhancing the Motivation to Teach in the Context of Teacher Shortages
As teacher shortages persist in parts of the United States, clinically based teacher educators could play a role in addressing the problem by utilizing practices that enhance (rather than diminish) teacher candidates' motivation to teach. Using self-determination theory as a lens for looking at clinical experiences, this study asked how 12 teacher candidates in a Professional Development School (PDS) perceived clinical educators enhancing their m…
Embracing Epistemological Collisions as Sites of Critical Indigenous Pedagogy
ARTICLE, are three educators united by a shared commitment to supporting the self-determined educational goals of the Navajo Nation.In particular, we are committed to the education of Din (Navajo) youth.As one way of living out these shared commitments, we have been collaborating for three years.The principal aim of our current work is to build, implement, and assess a curriculum for which the overarching purpose is to promote positive character …
Leaning Into Difficult Topics
Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of se…
Noticing, interpreting, deciding
What do we know about teacher education for difficult topics? A systematic review
Understanding Professional Development Schools as P–20 Partnerships
In literature about P–20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P–12 education. Claims about PDSs’ impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs’ effectiveness. In response, the authors of this revi…
Pedagogy (6 works) · Mathematics education (5 works) · Psychology (5 works) · Faculty Development (4 works) · Professional development (4 works) · Teacher Education and Leadership Studies (4 works) · Educator Training and Historical Pedagogy (3 works) · Sociology (3 works) · Teacher education (3 works) · Collaborative Teaching and Inclusion (2 works)