DOCSLIB.ORG

Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education by Graeme Mitchell A Dissertation Submitted to the Faculty of Social and Applied Sciences in Partial Fulfilment of the Requirements for the Degree of DOCTOR OF SOCIAL SCIENCES Royal Roads University Victoria, British Columbia, Canada Supervisor: Dr. Richard Kool April, 2018 Graeme Mitchell, 2018 BRIDGING THE DIVIDE ii COMMITTEE APPROVAL The members of Graeme Mitchell’s Dissertation Committee certify that they have read the dissertation titled Towards Transformative Learning: Bridging the Divide Between Theory and Practice in Secondary Education and recommend that it be accepted as fulfilling the dissertation requirements for the Degree of Doctor of Social Sciences: Dr. George Veletsianos [signature on file] Dr. Keven Elder [signature on file] Mr. Moussa Magassa [signature on file] Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copy of the dissertation to Royal Roads University. The dissertation supervisor confirms to have read this dissertation and recommends that it be accepted as fulfilling the dissertation requirements: Dr. Richard Kool [signature on file] BRIDGING THE DIVIDE iii Creative Commons Statement This work is licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 2.5 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/2.5/ca/. Some material in this work is not being made available under the terms of this licence: • Third-Party material that is being used under fair dealing or with permission. • Any photographs where individuals are easily identifiable. BRIDGING THE DIVIDE iv Abstract This qualitative study explored the interaction between transformative learning, sustainability education, and the Institute for Global Solutions (IGS) program. Using narrative analysis research methods, the researcher studied the experiences of 12 IGS alumni from Claremont Secondary School in Saanich, British Columbia to determine whether participation in the program resulted in perspective transformation, and, if so, identify the distinct factors and approaches that supported this process. Data was collected through open-ended questions via video-recorded interviews and analyzed according to the guidelines of narrative analysis to explore the degree to which the participants’ self-described experiences in IGS aligned with transformative learning theory. Results indicate that seven participants experienced a shift in thinking that would align with Mezirow’s conception of perspective transformation, exhibiting adult-like capabilities of critical self-reflection, rational discourse, and reflective action. The close-knit sense of community within the program, created and sustained by various structural and pedagogical factors, helped to foster social elements such as acceptance, acknowledgment, and appreciation by peers and teachers. Participants described the cohesive nature of the community as pivotal in sparking and supporting the process of perspective change. By offering insights into how social dynamics in the classroom might impact perspective transformation this study addresses a significant gap in the literature and serves as a reference point for other secondary school practitioners seeking to introduce elements of transformative learning into their design. Keywords: sustainability education; transformative learning; Institute for Global Solutions; narrative inquiry; secondary education BRIDGING THE DIVIDE v Acknowledgements This work would not have been possible without the support of my fantastic colleagues (past and present) at Claremont Secondary School. Special thanks go out to David Gardner, Mel Paas, Joanna Linger, Chris Homan, Doug Mutch, Bruce Frith, Sally Hansen and Peter Westhaver. I am especially indebted to Mark Neufeld whose passion and leadership helped spark the IGS program and continues to sustain it. I would also like to thank my wonderful committee members, Dr Keven Elder, Dr George Veletsianos, and Professor Moussa Magassa, for their support over the past few years. It was a great privilege to be able to learn from such an accomplished group of individuals. I would like to express the deepest appreciation to my doctoral supervisor Dr Richard Kool, whose passion for education and research in unmatched. Over the past decade, as my teacher, mentor, and friend, you have taught me so much. Without your guidance I am certain this dissertation would not have been possible. In short, you are an inspiration. Nobody has been more important to me in the pursuit of this dissertation than the members of my family. I would like to thank my parents, Christine and Andy, whose love and guidance are with me in whatever I pursue. Thank you to Ruth and Al for always giving me time to hide away and write. Most importantly, I wish to thank my amazing wife and best friend, Elisa, for your unending support and patience throughout this journey – you are remarkable. Lastly, this work is dedicated to my three beautiful children, Ethan, Emma, and Madelyn. You make me better everyday and more fulfilled than I could ever have imagined. BRIDGING THE DIVIDE vi Table of Contents Creative Commons Statement........................................................................................................ iii Abstract .......................................................................................................................................... iv Acknowledgements ......................................................................................................................... v Chapter 1: Introduction ................................................................................................................... 1 The Background of the Study ..................................................................................................... 1 Problem Statement ...................................................................................................................... 5 Purpose of the Study ................................................................................................................... 5 Context ........................................................................................................................................ 6 Program Design ........................................................................................................................ 12 Community of teachers and blocks of time. ......................................................................... 13 Speaker series and community engagement. ........................................................................ 14 Going beyond the community. .............................................................................................. 15 Capstone projects. ................................................................................................................. 16 Cognitive research and solutions-oriented approach. ........................................................... 17 Significance of the Study .......................................................................................................... 21 Researcher Positionality ........................................................................................................... 22 Methodology ............................................................................................................................. 25 Summary ................................................................................................................................... 26 Chapter 2: Literature Review ........................................................................................................ 27 BRIDGING THE DIVIDE vii Learning Levels Framework ..................................................................................................... 27 Transformative Learning Theory .............................................................................................. 41 Rational/cognitive approach. ................................................................................................ 44 Extra-rational approach. ........................................................................................................ 48 Planetary approach. ............................................................................................................... 49 Theoretical divide: Unity vs. multi-perspectival. ................................................................. 52 Broadening the Scope of Transformative Learning to Include Adolescence ........................... 53 Expeditionary Learning: Combining sustainability and transformative learning. ................ 54 Transformative Experience ....................................................................................................... 57 Fostering Transformative Learning .......................................................................................... 61 My Stance on Transformative Learning Theory ....................................................................... 69 Conclusion ................................................................................................................................ 72 Chapter 3: Methodology and Methods ......................................................................................... 76 Narrative Inquiry ......................................................................................................................
Load more

Recommended publications
  • Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning
    Kansas State University Libraries New Prairie Press 2018 Conference Proceedings (Victoria, BC Adult Education Research Conference Canada) Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning John M. Dirkx Michigan State University, [email protected] Benjamin D. Espinoza Michigan State University, [email protected] Steven Schlegel Michigan State University, [email protected] Follow this and additional works at: https://newprairiepress.org/aerc Part of the Adult and Continuing Education Administration Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Recommended Citation Dirkx, John M.; Espinoza, Benjamin D.; and Schlegel, Steven (2018). "Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning," Adult Education Research Conference. https://newprairiepress.org/aerc/2018/papers/4 This Event is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Adult Education Research Conference 2018, University of Victoria, Canada, June 7-10 Critical Reflection and Imaginative Engagement: Towards an Integrated Theory of Transformative Learning John M. Dirkx, Benjamin D. Espinoza & Steven Schlegel Michigan State University Abstract: Based on a review of the literature, we propose an integrated approach to transformative learning grounded in a concept of multiple selves that recognizes the importance of both the rational and affective and the personal and the social dimensions in fostering self- understanding. Key words: transformative learning, affective experiences, self-understanding Introduction and Rationale Over 40 years ago, Jack Mezirow (1978) introduced the idea of transformative learning as a way to theoretically represent the relative uniqueness of learning in adulthood.
    [Show full text]
  • Exploring the Impacts of a Short-Term International Teaching Practicum in Hong Kong
    Up, up, and away: Exploring the impacts of a short-term international teaching practicum in Hong Kong by Natalie Chow Department of Integrated Studies in Education McGill University, Montréal June 2015 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Arts © Natalie Chow, 2015 ii Abstract The option of teaching abroad in some teacher education programs encourages teacher candidates to enrich pedagogical strategies and increase cross-cultural sensitivity (Maynes, Allison, & Julien-Schultz, 2013). Despite these benefits, international practica today represent one of the least well-developed types of study abroad programs (Kissock & Richardson, 2010). This qualitative study investigated the experiences of eight Quebec teacher candidates specializing in Teaching English as a Second Language (TESL) who participated in an 8-week teaching practicum in Hong Kong. Transformative learning theory (Mezirow, 1978) and situated learning perspectives (Conceição & Skibba, 2008; Cushner & Mahon, 2002; Lave & Wenger, 1991; McLellan, 1996;) were used as primary lenses to conceptualize and analyze data in order to illuminate the depth of individual experiences. Data collection methods included pre- and post-experience questionnaires, an online discussion forum, journal entries, and semi-structured interviews. Thematic analysis was used as the main form of data analysis. Students reported on various facets of teaching in Hong Kong as pivotal in their professional and personal development. The findings reveal that participating in an international practicum promotes ongoing reflection and transformative learning while boosting teacher confidence for educating learners in increasingly globalized classrooms. Recommendations for how teacher education programs might establish or further support international field experiences are provided.
    [Show full text]
  • Transformational Learning: an Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 12-18-2015 Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older Susan Lorraine Lundry University of Missouri-St. Louis Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Lundry, Susan Lorraine, "Transformational Learning: An Investigation of the Emotional Maturation Advancement in Learners Aged 50 and Older" (2015). Dissertations. 131. https://irl.umsl.edu/dissertation/131 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. TRANSFORMATIONAL LEARNING: AN INVESTIGATION OF THE EMOTIONAL MATURATION ADVANCEMENT IN LEARNERS AGED 50 AND OLDER Susan L. Lundry A.A., St. Louis Community College, 2000 B.A., University of Missouri-St. Louis, 2002 M.Ed., University of Missouri-St. Louis, 2005 M.Ed., University of Missouri-St. Louis, 2013 Ed.S., University of Missouri-Columbia, 2015 A Dissertation Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education December 2015 Advisory Committee E. Paulette Isaac-Savage, Ed.D. Chairperson Kathleen M. Haywood, Ph.D. Paul J. Wilmarth, Ph.D. John A. Henschke, Ed.D. Transformational Learning ii Abstract Human beings have spent much time and effort in trying to understand themselves, others, and their world. Mankind uses intellect when trying to understand life but the majority of people continue to encounter frustration, confusion, and a variety of obstacles when dealing with daily challenges and people.
    [Show full text]
  • Transformative Learning Through Mindfulness: Exploring the Mechanism of Change Thomas Howard Morris
    Australian Journal of Adult Learning Volume 60, Number 1, April 2020 Transformative learning through mindfulness: Exploring the mechanism of change Thomas Howard Morris School of Education, Bath Spa University Making appropriate perspective transformations as we age is necessary to meet the demands of the rapidly changing conditions within our world. Accordingly, there has been a growing interest in the role of mindfulness in enabling transformations. Still, how mindfulness may facilitate perspective transformations is not well understood. The present paper draws from empirical evidence from psychology and cognitive science to discuss the theoretical possibility that mindfulness may facilitate perspective transformations. A theoretical model is presented that depicts an incremental transformative learning process that is facilitated through mindfulness. Mindfulness affords the adult enhanced attention to their thoughts, feelings, and sensations as they arise in the present moment experience. This metacognitive awareness may moderate the expression of motivational disposition for the present moment behaviour, enabling a more objective assessment of the conditions of the situation. Nonetheless, in accordance with transformative learning theory, an adult would have to become critically aware of and analyse the assumptions that underlie the reasons why they experience as they do in order to convert behaviour change to perspective transformation. Further empirical studies are Transformative learning through mindfulness: Exploring the mechanism of change 45 necessary to test this assumption of the theoretical model presented in the present paper. Keywords: Adult learning, Jack Mezirow, transformative learning theory, mindfulness, perspective transformation, lifelong learning Introduction Understanding how to realise the potential of humans and our sustainable development consists of considering human development from diverse perspectives (Cunningham, 2019; Duke, 2018).
    [Show full text]
  • In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom
    University of San Diego Digital USD Dissertations Theses and Dissertations 2018-05-20 In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom Bo Y. Bae University of San Diego Follow this and additional works at: https://digital.sandiego.edu/dissertations Part of the Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Higher Education and Teaching Commons, and the Scholarship of Teaching and Learning Commons Digital USD Citation Bae, Bo Y., "In Pursuit of Transformative Learning: Exploring the Stimulation of Curiosity Through Critical Reflection in the College Classroom" (2018). Dissertations. 106. https://digital.sandiego.edu/dissertations/106 This Dissertation: Open Access is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital USD. For more information, please contact [email protected]. IN PURSUIT OF TRANSFORMATIVE LEARNING: EXPLORING THE STIMULATION OF CURIOSITY THROUGH CRITICAL REFLECTION IN THE COLLEGE CLASSROOM by Bo Bae A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2018 Dissertation Committee Cheryl Getz, EdD Robert Donmoyer, PhD Marcus
    [Show full text]
  • Theories of Learning
    Theories of Learning SAGE Library of Educational Thought & Practice Edited by David Scott Institute of Education Four-Volume Set In recent years, research into learning has become increasingly important as a significant academic pursuit. Bringing together a wide range of articles, written by internationally renowned scholars, this four-volume collection provides an overview of the many theories of learning, from Aristotle to Jean-Jacques Rousseau to Michel Foucault. Editor David Scott, in an extensive introduction, presents a comprehensive account of the subject, which ranges from philosophical, sociological and psychological perspectives on learning and models of learning, to those important relations between learning, curriculum, pedagogy and assessment, and finally concludes with ideas and themes related to learning dispositions, life-long learning and learning environments. The whole work consists of 80 articles (including the introduction) organized into four volumes: Volume One: Philosophical, Sociological and Psychological Theories of Learning Volume Two: Models of Learning Volume Three: Learning, Curriculum, Pedagogy and Assessment Volume Four: Learning Dispositions, Lifelong Learning and Learning Environments October 2012 • 1600 pages Cloth (978-1-4462-0907-3) Price £600.00 Special Introductory Offer • £550.00 (on print orders received before the end of month of publication) Contents VOLUME ONE: PHILOSOPHICAL, 16. Where Is the Mind? 30. Vygotsky, Tutoring SOCIOLOGICAL AND Constructivist and and Learning PSYCHOLOGICAL THEORIES Sociocultural Perspectives on David Wood and OF LEARNING Mathematical Development Heather Wood Paul Cobb 31. Aporias Webs and 1. Intellectual Evolution from 17. Multiple Intelligences Go Passages: Doubt as an Adolescence to Adulthood to School: Educational Opportunity to Learn Jean Piaget Implications of the Theory Nicholas Burbules, 2.
    [Show full text]
  • Narrative Theories and Learning in Contemporary Art Museums: a Theoretical Exploration
    Narrative Theories and Learning in Contemporary Art Museums: A Theoretical Exploration Dr. Emilie Sitzia Stories are an integral part of our experience as human beings. As Roland Barthes put forward, narrative “is present at all times, in all places, in all societies; indeed narrative starts with the very history of mankind; there is not, there has never been anywhere, any people without narratives; all classes, all human groups have their stories….”1 Narrative theories (in literature, media studies, psychology, or neurology) have explored the impacts of narratives on our ways of being, thinking, dreaming, and remembering. This article will explore the implications of narrative theories for learning in a contemporary art museum context. The different discourses of the museum, the way narratives are constructed in museum spaces, and how museum spaces can be considered syntactical have been explored by scholars such as Mieke Bal, Bruce W. Ferguson, and Tony Bennett.2 This article proposes to build on this existing literature as well as other areas of narrative theory to investigate beyond the discursive system of the museum display and its narrative qualities, in order to focus on the impact of these narratives on learning processes.3 The art museum, and the contemporary art museum in particular, implies a certain frame for the visitor and a certain set of expectations: an openness of interpretation, a type of experience, a kind of authorial voice, etc. As Ferguson argues, in art exhibitions “the idea that meanings are impossibly unstable is embraceable because inevitable. With works of art, meanings are only produced in context and that is a collective, negotiated, debated and shifting consensual process of determination.
    [Show full text]
  • Transformative Education: a Philosophical Inquiry
    Transformative Education: A Philosophical Inquiry Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Douglas W. Yacek Graduate Program in Educational Studies The Ohio State University 2017 Dissertation Committee: Dr. Bryan Warnick, Advisor Dr. Bruce Kimball Dr. Jackie Blount Copyrighted by Douglas W. Yacek 2017 Abstract It has become commonplace within the educational research community to invoke the transformative power of education. Calls to adopt a “transformative” approach to teach- ing, learning, pedagogy, assessment, and professional education can be heard across the disciplines of educational research today—in fields as different as adult education and school leadership, and as estranged as social justice education and educational psychology. Parallel to this discussion is the increasing usage of the language of transformation by ad- ministrators, informational brochures, official websites, and student affairs personnel in higher education. Beyond the English-speaking world, the German fields of educational theory and qualitative educational research have recently seen a flurry of activity on the topic of transformatorische Bildungsprozesse (transformative educational processes). The first aim of this dissertation is to examine some of the common philosophical assumptions that lie behind these various invocations of transformation. What does it mean to undergo a transformative experience? What pedagogical methods are required to bring them about? Where has the idea of a transformative education come from, and what anthropological premises does it assume? These questions are addressed in the first two chapters, which conclude that the various usages of the idea of transformation in education today fall into four different “paradigms” of transformative experience: conversion, overcoming, discov- ii ery and initiation.
    [Show full text]
  • Transformative Learning and the Power of Experience Contextualized in Tertiary-Level Study Abroad
    Old Dominion University ODU Digital Commons Educational Foundations & Leadership Master’s Level Projects/Papers Educational Foundations & Leadership Fall 2020 Transformative Learning and the Power of Experience Contextualized in Tertiary-Level Study Abroad Colleen M. Kolb Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/efl_masters_projects Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, and the Higher Education Commons Recommended Citation Kolb, Colleen M.. "Transformative Learning and the Power of Experience Contextualized in Tertiary-Level Study Abroad" (2020). Master of Science in Education (MSEd), Master's Project, Educational Foundations & Leadership, Old Dominion University, https://digitalcommons.odu.edu/efl_masters_projects/1 This Master's Project is brought to you for free and open access by the Educational Foundations & Leadership at ODU Digital Commons. It has been accepted for inclusion in Educational Foundations & Leadership Master’s Level Projects/Papers by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. TRANSFORMATIVE LEARNING AND THE POWER OF EXPERIENCE CONTEXTUALIZED IN TERTIARY-LEVEL STUDY ABROAD by Colleen Michaela Kolb B.A. May 2017, Gettysburg College A Thesis Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE IN EDUCATION EDUCATIONAL LEADERSHIP – HIGHER EDUCATION OLD DOMINION UNIVERSITY December 2020 Approved by: Dr. Chris R. Glass (Director) Dr. Laura Smithers ABSTRACT TRANSFORMATIVE LEARNING AND THE POWER OF EXPERIENCE CONTEXTUALIZED IN TERTIARY-LEVEL STUDY ABROAD Colleen Michaela Kolb Old Dominion University, 2020 Director: Dr. Chris R. Glass The study abroad experience for many students is ineffable by nature.
    [Show full text]
  • Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-C
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2011 Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Introductory Science Courses Ioana Alexandra Badara [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Higher Education and Teaching Commons Recommended Citation Badara, Ioana Alexandra, "Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Introductory Science Courses. " PhD diss., University of Tennessee, 2011. https://trace.tennessee.edu/utk_graddiss/945 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Ioana Alexandra Badara entitled "Using Transformative Learning Theory to Investigate Ways to Enrich University Teaching: Focus on the Implementation of Student-Centered Teaching in Large Introductory Science Courses." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Rita A. Hagevik, Major Professor We have read this dissertation and recommend its acceptance: Ralph Brockett, Gary Skolits, Gina Barclay-MacLaughlin Accepted for the Council: Carolyn R.
    [Show full text]
  • Applying Transformative Learning Theory to Understand Preservice Teachers’ Learning Experiences About Formative Assessment Strategies
    1 APPLYING TRANSFORMATIVE LEARNING THEORY TO UNDERSTAND PRESERVICE TEACHERS’ LEARNING EXPERIENCES ABOUT FORMATIVE ASSESSMENT STRATEGIES A doctoral thesis presented by Jamie M. Lee Korns to the College of Professional Studies – Graduate School of Education in partial fulfillment of the requirements for the degree of Doctor of Education in the field of Education Curriculum, Teaching, Learning, and Leadership Northeastern University Boston, Massachusetts February 2018 Committee Members: Kristal Moore Clemons, Ph.D. Lynda Beltz, Ph.D. Elizabeth Farley-Ripple, Ph.D. 2 Abstract Despite widespread awareness regarding the value of training educators to use formative assessment strategies (FAS), an overreliance on summative assessment data in K-12 education has caused a deficit in the depth and breadth of preservice teacher training in this area. The purpose of this study was to examine how learning experiences in a course about educational assessment impacted the professional dispositions of elementary preservice teachers regarding FAS. The central research question and two subquestions explored whether preservice educators experienced a perspective transformation related to the effective use of FAS; the questions also sought to reveal how specific learning experiences contributed to these changes. Mezirow’s transformative learning theory (TLT) was applied as a theoretical framework to structure this study, and research instruments, including a survey, semi-structured interviews, and document analysis, were aligned to TLT to measure transformative learning in response to learning activities. Utilizing mixed method research strategies and employing case study methodology, this research gathered Learning Activities Survey (LAS) data from thirty-two (32) participants and engaged five (5) participants in semi-structured interviews and document analysis.
    [Show full text]
  • Pedagogies That Foster Transformative Learning in a Multicultural Education Course: a Reflection
    Journal of Praxis in Multicultural Education Volume 4 Number 1 Article 4 Fall 2009 Pedagogies that foster transformative learning in a multicultural education course: A Reflection Omiunota Nelly Ukpokodu University of Missouri-Kansas City Follow this and additional works at: https://digitalscholarship.unlv.edu/jpme Repository Citation Ukpokodu, Omiunota Nelly (2009) "Pedagogies that foster transformative learning in a multicultural education course: A Reflection," Journal of Praxis in Multicultural Education: Vol. 4 : No. 1 , Article 4. DOI: 10.9741/2161-2978.1003 Available at: https://digitalscholarship.unlv.edu/jpme/vol4/iss1/4 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Article in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Article has been accepted for inclusion in Journal of Praxis in Multicultural Education by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. Ukpokodu: Pedagogies that foster transformative learning in a multicultural Pedagogies that Foster Transformative Learning in a Multicultural Education Course: A Reflection Omiunota Nelly Ukpokodu This paper reports
    [Show full text]