@article {509406,
	title = {Gauging goodness of fit: Teachers{\textquoteright} expectations for their instructional teams in high-poverty schools},
	journal = {American Journal of Education},
	volume = {123},
	number = {4},
	year = {2017},
	pages = {553-584},
	abstract = {Teacher teams are increasingly common in urban schools. Here we analyze teachers{\textquoteright}responses to teams in six high-poverty schools. Teachers used two criteria to assessteams{\textquoteright} "goodness of fit" in meeting the demands of their work{\textemdash}whether their teamhelped them teach better and whether it contributed to a better school. Their responsesdiffered notably by school, depending largely on the principal{\textquoteright}s approach toimplementation. In the three schools where teachers assessed teams favorably,principals set a meaningful purpose for teachers{\textquoteright} collaborative work, contributedstructural and professional expertise for their deliberations, and established a safeenvironment for teachers{\textquoteright} on-the-job growth.},
	url = {http://www.journals.uchicago.edu/doi/abs/10.1086/692663},
	author = {Charner-Laird, M. and Ng, M. and Johnson, S.M and Kraft, M.A and Papay, J.P and Reinhorn S.K}
}
