Logan Rutten is Assistant Professor in the College of Education & Human Development at the University of North Dakota, where he studies and teaches practitioner inquiry as a form of educator professional learning. A graduate of the Bismarck Public Schools and Concordia College, Rutten began his career as a teacher of Latin and music in Minnesota, Montana, and Pennsylvania. He later earned his PhD at The Pennsylvania State University and received the Robert F. Schuck Distinguished Dissertation in Teacher Education Award from the Association of Teacher Educators for his research about inquiry stance among teacher candidates in a Professional Development School. His current scholarship is rooted in sustained collaborations with educators serving K-12 students in rural and Indigenous communities. Rutten is Associate Editor of TheCambridge Handbook of School-University Partnerships and presently serves as Co-Chair of the Research Committee for the National Association for School-University Partnerships. His recent publications appear in journals such as the Journal of Teacher Education, Action in Teacher Education,Teaching and Teacher Education, Teacher Development, Journal of Curriculum Theorizing, and School-University Partnerships.
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