reviewed by John M. Dirkx November 08, 2006 |  |
by Victoria Marsick & Jack Mezirow January 25, 2002An introduction to a series of articles on transformative learning |
by Elizabeth Kasl & Lyle Yorks January 27, 2002An extension of transformative learning theory and consideration of collaborative inquiry as a strategy for facilitating transformative learning. |
by Susan R. Meyer February 05, 2003The document describes using structured journaling or personal transformative learning. Life history and focused journaling serve as the basis for a life planning workshop for women. Utilizing structured life history and framing a reflective process through journaling exercises and analysis, the workshop leaders encourage an examination of assumptions that may lead to personal transformation. |
by Dorothy Ettling January 31, 2002A report on the use of transformative learning in collaboration with women in transition from situations of domestic violence. |
by Eleanor Drago-Severson 2007This qualitative study investigated how 25 principals from public, Catholic, and independent schools with varying financial resources understand the practices they use to support teacher learning. This research illuminates how these leaders understand the challenges (e.g., financial, human) they face in supporting teacher learning and highlights their creative responses to challenges across schools. This paper offers insight into another way to accomplish important national goals and points toward a qualitatively different way of leadership in support of teacher learning and development. |
by Ted Fleming January 27, 2002A discussion of key ideas from Habermas that are important for delineating the social dimension in transformation theory. |
by The European-American Collaborative Challenging Whiten January 28, 2002This case narrative describes how Cooperative Inquiry helped participants understand the dynamics of racism, transform personal consciousness about cultural imperialism, and change behavior. |
by Elaine Manglitz, Juanita Johnson-Bailey & Ronald M. Cervero 2005The purpose of this study was to understand how White antiracist adult educators challenge racism. Seven participants from 5 different antiracist educational organizations were included. Data were collected over a 5-month period using interviews, documents, and participant observations and were analyzed using the constant comparative method. Results addressed the understandings of racism and White privilege that adult educators bring to their work and how these understandings guide them to challenge racism. |
by Chrystalla Mouza 2009This qualitative case study investigates the longitudinal impact of research-based professional development on teacher learning and practice with respect to technology. It also examines the conditions that facilitate or hinder teachers capacity for change and the process by which changes in knowledge, practices, and beliefs occur over time. |
