Research indicates that it is common for elementary teachers to possess limited mathematics content knowledge, high levels of math anxiety, and low levels of mathematics teacher efficacy. Assuming action research as the chosen methodology, this research study was developed with the ultimate goal of improving how elementary teachers in my district…

Mentorship has been identified in the adult and higher education literature as a transformational tool for mainstreaming disadvantaged people by providing direction, networks, and opportunities for empowerment to break barriers (Harlley, 2001). Current global interests in mentorship principles and practices are also supported by evidence of the…

This qualitative research study examined the "lived experiences" of learning identity during work transitions among three women (ages 35 to 55) who were not previously married. The research question was how do particular mid-life women who engage in a work transition re-construct the meaning of (or make sense of) their identity? Primary research…

This dissertation examines the academic and social goals that three second-grade English language learners in a U.S. urban school bring to their blog-mediated academic writing practices, and the interrelated nature of those goals. This study aims to bridge the dichotomy between approaches to studying computer-mediated language and literacy…

It is not a question of whether conflict within a school will occur, but rather when it will manifest and by whom. Often times, conflict occurring between key stakeholders such as teachers, parents, and students is looked upon as tainting school culture or sabotaging change strategies. However, conflict may also serve as a catalyst for larger…

To develop adult learning groups in formal educational settings, the educator must understand the nature of learning in groups. Three types of group learning are instrumental, communicative, and emancipatory. The type of learning that occurs in groups varies according to the learning tasks and goals. Group learning that has as its goal the…

This volume brings together the expert and timely writings of educational practitioners and researchers struggling to reform their classrooms to reach and teach diverse student populations. The contributors describe the importance of bringing one's own identity, culture, and history to discussions with disenfranchised communities. This book brings…

Oral history effectively deals with economic disadvantage and cultural inhibition by valuing and validating personal experience. Older adults particularly experience transformative learning. (SK)

Summarizes the transformation theory of adult learning and explains the relationship of transformative learning to autonomous thinking. (SK)

Because language represents self and culture, a holistic approach to second-language learning goes beyond skill acquisition. The goal is a reintegrated sense of self achieved through transformative learning. (SK)

Adult educators are encouraged to promote transformative learning through facilitative relationships, but they are not adequately prepared or supported to manage the dynamics of such relationships. Solutions include adopting an existential systems perspective, researching effective facilitation, revising preparatory curricula, developing a code of…

Transformation theory states that people learn through frames of reference that may be transformed by critical reflection. If literacy involves meaning making, literacy learning is a transformative process and communicative competence is the goal of literacy education. (SK)

Assumptions underlying teaching for transformation and cultural relevance include (1) how is spirituality defined; (2) transformative learning involves cognitive, affective and symbolic/spiritual aspects; (3) transformative learning must attend to sociocultural dimensions (personal, cultural, structural, political, sacred); and (4) instructors…

Observation of 12 outstanding service-sector leaders showed how they use theories of employee learning to guide collection of information that they use to achieve the intellectual transformation of the work force. Notes that their success also depends on their ability to motivate and raise employee self-confidence. (SK)

In response to Cunningham's review of his book "Transformative Dimensions of Adult Learning" in the Spring 1992 issue of "Adult Education Quarterly," Mezirow clarifies his transformation theory of how adults learn and points out how his meaning has been misrepresented. (SK)