Transform

Melda N. Yildiz, Ed.D.

=Transforming Teacher Education through Transdisciplinary and Translational Research =

@http://www.globaleducationconference.com/forum/topics/transforming-teacher-education-through-transdisciplinary-and-1

media type="custom" key="26863368"

Theoretical framework, standards and research used in developing the Transformative Educator Model (TEM) are:

• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.

• The Longview Foundation. (2008). Teacher preparation for the global age: The imperative for change. Silver Spring, MD: Author.

• Love, K. A. (2011) Enacting a Transformative Education. In C. Mallot & B. Porfilio (Ed.), Critical pedagogy in the Twenty First Century: A new generation of scholars. New York, NY: Information Age.

• Global Competence Matrix- [|www.edsteps.org/ccsso/SampleWorks/matrix.pdf]

• Global Teacher Education- [|http://www.globalteachereducation.org/internationalization-framewor...]

• NJ Core Curriculum Content Standard- []

• Partnership for 21st Century Skills []

• National Center On Universal Design for Learning, at CAST- []

• The International Society for Technology in Education (ISTE) Standards (formerly the NETS) for Teachers (ISTE Standards•T) []


 * Additional Materials and Supplemental Resources **

// The resources listed below will be used in the research and creation of the online resources. //

> > ** Title: ** Investigating the role of global competencies and 21st century skills in developing transformative teacher model: Teachers leading the standards work for their curriculum not the standards limit their teaching > >
 * RTR 2014-15 Proposal **
 * ** Additional Materials and Supplemental Resources **
 * Table 1- Methodology
 * Table 2- Timeline
 * Table 3- Checklist- **Transformative Teaching**
 * Definition of Terms
 * References/ Resources


 * See attached documents**










 * Table 1- Methodology **

PST- teacher candidates (Juniors and Seniors) IST- Teacher/ In-service TE- Teacher Educator || Recent graduates, teacher candidates, distinguished in-service teachers and teacher educators ||  ||
 * TIMELINE || Data Collection/ Methods || Participants || Data Types || Purpose for Collection ||  ||
 * Fall2014 || Participatory Action Research PAR |||| R- Researcher
 * Phase 1- Deconstruction- Investigation and analysis ||
 * August-September 2014 |||||||||| * Researcher start recording, deconstructing and analyzing her lecture notes, classroom dialog focusing on “transformative educator” model.

* IRB forms and permissions for research will be requested.

* Participants will be identified.

* Literature review will be completed.

* Online Forum/ Platform for sharing and deconstructing resources will be developed. ||
 * October -2014 |||||||||| * Survey instruments and survey will be designed and piloted. (Qualtrics software will be used)

* Survey 1 will be completed

* Data Analysis from PAR Survey I

* Plan for interview * Self Study/Reflection starts || teacher candidates, distinguished in-service teachers and teacher educators will be invited for a focus group discussion. || 60-minute focus groups || *To discuss their teaching philosophies and pedagogies for transformative education
 * Phase 2- Participatory Dialogs -Co-constructing the meaning of “transformative educator model” for teacher education courses ||
 * October- November 2014 || Online meetings- 1 || R, PST, IST, TE || Discussions will be recorded and transcribed. || * Participants will be invited to join online (e.g. skype, voicethread, openclass, google hangout) meetings/ interviews ||  ||
 * || Interviews || R/ IST || 30-minute pre-observation teacher interviews || To identify teachers’ pedagogical perspectives & teaching practices ||  ||
 * || Observations (ethnographic) of online classroom teaching/ discussion of case studies || R/ PST || 2-3 online observations/ case studies || To observe relationship between pedagogical perspectives & teaching practices ||  ||
 * || Self Study || R || weekly journals- online blog entries || To reflect on teacher candidates’ self assessment ||  ||
 * November 2014 || * Focus group discussion I || All invited

*To create a criteria list from which to identify a pool of “effective” teachers from which to select teacher interview participants *To clarify and reflect on their pedagogical perspectives & teaching practices ||  || * Data Analysis from PAR Survey II ||  || question, answer and reflection || *Participants will be invited to attend online (e.g. skype) meetings.
 * December 2013 || Dialog on online forum- 2 || All invited || 60-minute || *Dialog on online forum continues ||  ||
 * || *Survey II || PST || Asking to respond to 3-5 case studies || *Survey II will be completed
 * Spring 2015 ||  ||   ||   ||   ||   ||
 * Phase 3- Planning and action: to implement “transformative educator model” ||
 * January- February 2015 || Online meetings/ Self Study online entries || PST/ R || 60 min recorded

*Self Study/Reflection and dialog on online forum continues ||  ||
 * || Content analysis of curriculum projects || PST || 10-15 curriculum projects will be studied || *Participant' portfolios and curriculum projects will be collected and analyzed. ||  ||
 * March- April 2015 || Interview || PST || 30 min dialog with two to three PST || * Participants will be interviewed on skype, phone or in-person.

* dialog on online forum continues ||  ||
 * || Self Study online entries || R ||  || Self Study/Reflection ||   ||
 * Phase 4- Evaluation and Preparation for Dissemination/ Co-constructing strategies for self reflection ||
 * April 2015 || Self Study online entries || R/ PST ||  || * Outline the role of PAR on participants’ discoveries, reactions, and reflections and sharing their updates with teacher education faculty for feedback.

* Self Study/ Reflection on teacher candidates’ self assessment ||  ||
 * May 2015 || Focus group discussion II || All invited ||  || * to outline/ share preliminary findings

* Outline/ co-create the action research guide for teacher candidates by teacher candidates. ||  ||
 * || Survey III || PST || * Data Analysis from PAR Survey III || To collect data on PST’s response to case studies and pedagogy of plenty activities ||  ||
 * June 2015 |||||||||| * The manuscript prepared for publication.

* Prepare presentation to share the results and apply for conferences.

* Write the final report. ||

August- September 2014 * Researcher start recording, deconstructing and analyzing her lecture notes, classroom dialog focusing on “transformative educator” model.
 * ** Table 2- Timeline ** ||
 * || Phase 1- Deconstruction- Investigation and analysis
 * || Phase 1- Deconstruction- Investigation and analysis
 * || Phase 1- Deconstruction- Investigation and analysis

* IRB forms and permissions for research will be requested.

* Participants will be identified.

* Literature review will be completed.

* Online Forum/ Platform for sharing and deconstructing resources will be developed.

October -2014 * Survey instruments and survey will be designed and piloted. (Qualtrics software will be used)

* Survey 1 will be completed

* Data Analysis from PAR Survey I

* Plan for interview * Self Study/Reflection || * Self Study/ Reflection on teacher candidates’ self assessment
 * || Phase 2- Participatory Dialogs ||
 * || October- November 2014

* Recent graduates, teacher candidates, in-service teachers and teacher educators will be invited for a focus group discussion.

* Participants will be invited to join online (e.g. skype) meetings/ interviews.

* Interviews * Discussions will be recorded and transcribed.

* Dialog on online forum starts * Observations (ethnographic) of online classroom teaching/ discussion of case studies November 2014 * Focus group discussion I

December 2014

*Dialog on online forum continues

*Survey II will be completed

* Data Analysis from PAR Survey II ||
 * || Phase 3- Planning an action ||
 * || January- February 2015

*Participants will be invited to attend online (e.g. skype) meetings.

*Self Study/Reflection and dialog on online forum continues

*Participant' portfolios and projects will be collected and analyzed. Content analysis of curriculum projects

March- April 2015

* Participants will be interviewed on skype, phone or in-person.

* Self Study/Reflection and dialog on online forum continues ||
 * || Phase 4- Evaluation and reflection ||
 * || April 2015

* Outline the role of PAR on participants’ discoveries, reactions, and reflections and sharing their updates with teacher education faculty for feedback.

* Self Study/ Reflection on teacher candidates’ self assessment

May 2015

* Focus group discussion II with the participants to share preliminary findings

* Survey III will be completed

June 2015

* Prepare presentation to share the results and apply for conferences.

* Write the final report. * The manuscript prepared for publication. ||


 * Table 3- **** Chart for – Transformative Teaching Model **

It is adopted by


 * Mezirow, J. (1997). Transformative learning: Theory to practice. //New Directions for Adult and Continuing Education//, //74,// 5-12.
 * The Longview Foundation. (2008). //Teacher preparation for the global age: The imperative for change//. Silver Spring, MD: Author.
 * Love, K. A. (2011) Enacting a Transformative Education. In C. Mallot & B. Porfilio (Ed.), Critical pedagogy in the Twenty First Century: A new generation of scholars. New York, NY: Information Age.
 * Global Competence Matrix- [|www.edsteps.org/ccsso/SampleWorks/matrix.pdf]
 * NJ Core Curriculum Content Standards- []
 * Partnership for 21st Century Skills []
 * National Center On Universal Design for Learning, at CAST- []

answers,” skills, and concepts for the students to know and internalize || facts, skills, and concepts including connections to the interests of the students || Generating “thick descriptions” of social, cultural, and ecological (including “natureculture”) relationships; “deep” historical and aesthetic explorations of community (social, cultural, and ecological as the major components of any community) with investigations of power/ knowledge relationships || directions to take in the learning experience. || Teacher has destination in mind, but students and teacher provide the directions to take in the learning experience towards that set destination. || Teacher knows that there is no end destination, only stops along a journey. Students and teacher explore community to take in the learning experience. Although no set destination is established a priori, students arrive at a variety of destinations depending on their path. This is a “true” research and/or inquiry approach that is connected to community and social identities. || Lesson plans: Essential/Central Question(s): These drive the lesson and will generally be answered by the end of the lesson to some degree of significance Objectives: They mirror the essential/central questions. They are usually written as, “Students will be able to...” indicating that there is something new that the students will be able to actually do. Assessment: These are the actions that the students can now do, which the teacher checks for to see to what extent the students can actually do them. Assessment occurs frequently, and in various forms, throughout the lesson. __ Planning for Lesson Plan: __ Step 1: Think about what you want the students to be able to do (i.e. Central/Essential Questions & Objectives) Step 2: Think about how you will assess their ability to do what you want them to be able to do (i.e. Assessment) Step 3: Think about how you would like them to learn to be able to do what you want them to do (i.e. Activity). In other words, think about assessment before you think about the activity. || Teacher-centered banking method || Student-centered banking method || Personalized Students as social theorists, sociologists, culturalists, community activists, and ecologists. “Authentic” & Thick Descriptions of Community. ||
 * Checklist for Teacher Education Models ||
 * || Traditional || Progressive || Transformative ||
 * || Learning for school || Learning for self || Learning for life and well-being of the community ||
 * Focus is on || Curriculum || Projects || Life/ Career related authentic projects ||
 * || Competitive || Collaborative within school || Collaborative with the community locally and globally ||
 * || Time-Slotted ||  || On-demand ||
 * || Giving information- Banking Model ||  || Students translate their ideas and findings into appropriate **actions** to improve conditions ||
 * Learning experiences focus on || facts, “right
 * Teacher || Director || Facilitator || Mediator, curator ||
 * || Teacher centered ||  || Student Center approach ||
 * || Teacher has destination in mind and provides the
 * Lesson Planning || Planned in advance and aligned with standards. || Planned in advance, aligned with standards, and differentiated, individualized. || Planning for transformative learning experiences is generally more complex because of the amount of research the teacher needs to do in order to understand the current global and community-based issues. Also, designing the learning experience takes more effort to find an authentic context.
 * Instruction || One size fits all
 * Assessment ||  ||   || Assessment is also more involved. Teachers can and should check to see how students understand concepts, but the “real” assessment is how they interact/perform in the community. ||
 * Assessment || Assessment for learning- focusing on summative ||  || Assessment of learning- formative and summative assessment ||
 * || Teacher assessment

Assessed by state and national administrators ||  || Assessed by self and peer as well as teachers, state and national administrators ||
 * || Reviewing

Going over tests

Giving tests

Grading papers

Giving grades ||  || Making meaning

Authentic tasks

Rubrics used for assessment

Problem-focused learning

Challenge based projects || a) engaging in “thick description,” that is, helping students shape their thoughts with the inclusion of social justice, ecojustice, and multiculturalism, b) being rooted in some kind of community involvement. Don’t get trapped in binary thinking. This does NOT mean that skills and content are not included. Nothing could be further from the truth. || Cultural connections: Connecting with the diverse cultures of your students. Breaking out of the Eurocentric mindsets present in the curriculum. Levels of resistance: Connecting with students who are creatively maladjusting because they see schooling as hurting them. || convergent thinking || Methods as tools to explore various pathways to reach predetermined destination convergent thinking || Methods as pathways for students to explore history and aesthetics to create “thick descriptions” of community (understandings in a social, cultural, and ecological context); “deep sea cave diving” and “dialogical method” divergent thinking || assigned task (i.e. timekeeper, recorder, taskmaster, etc.). A critique is that this is very bureaucratic. || Cooperative grouping has each member with a different task (i.e. timekeeper, recorder,  taskmaster, etc.). There is less fluidity. || Transformative cooperative grouping is about connecting to each student’s strength with some aspect of the community-based issue that is at hand. || (social, cultural, and ecological), realworld issues as the context and purpose for learning Uses investigation and exploration as the learning experience. Using authentic questions exclusively to explore social, cultural, and ecological relationships embedded in the curriculum Authentic questions are grounded in asking who we are, what are our relationships, and what our are actions and decisions that support them? Authentic questions are NOT focused on getting students to generate the “right” answers. These more traditional questions may occur occasionally, but they are not the focus. If at all, they are so that the teacher can check in for understanding so that they can move on towards the relevant issues. || Working in community-based projects This is a rich form of assessment that is inherently differentiated, can be done in groups or individually, and can affect communities Think beyond having students recite facts. Think about having students describe implications and provide analysis. || Ask one question that’s open-ended and requires analytical or relational thought. The “facts” or concepts that the teacher want the students to know will be embedded. || In other words, one can teach the lesson/unit the way that she/he wants to...there’s always connections to the standards. Use standards as leverage to create the kind of education that we want. ||
 * Activities ||  ||   || Transformative activities have 2 primary goals:
 * Activities ||  ||   || Transformative activities have 2 primary goals:
 * Differentiation ||  ||   || Cognitive connections: Connecting with students’ diverse ways of learning.
 * Methods || Methods as tools to plug in or “deposit” information and reach predetermined destinations
 * Grouping || Limited group projects. Grouping gives each member with a
 * ||  ||   || Focused on authentic, community-based
 * Students Projects ||  ||   || Go beyond posters and tri-fold boards
 * Homework ||  ||   || Homework is the traditional concept here, but this can be reconceptualized to an activity that extends thinking and analysis.
 * Standards ||  ||   || Teacher makes the standards work for himself or herself, not the other way around.
 * Students || Consumers of knowledge || Create projects || Producers of knowledge ||
 * || English Language Learners (ELL) students are seen problematic ||  || ELL students are seen an **asset** not deficit ||
 * Classroom Materials || Mostly textbook ||  || Innovative and authentics instructional materials beyond textbook

(e.g. manipulatives, mobile devices, co-created textbooks by students) ||
 * Homework || Busy work || Innovative projects || Innovative and creative experiential projects ||
 * Learning takes place || Classroom ||  || Global Community

Connecting school with home, culture and community ||
 * || Settling disputes

Punishing

noncompliance ||  || Varied social configuration

Rules made by students and teachers together ||
 * || Whole classroom approach, limited opportunity for collaboration ||  || Differentiated Instruction

Individualized as well as peer, group and whole classroom instruction ||
 * || Taking notes while instructor provides instruction ||  || Collaborative work on issues of deep concern to the students ||
 * || Giving directions

Giving low level tasks

Monitoring seatwork ||  || Engagement in substantive dialogue, discussion, debate about the substance of content

Meaning-driven curriculum

Literacy-rich environment

Quality resources ||
 * || Asking right answer questions ||  || Cognitive and metacognition in the context of purposeful activities ||

This checklist will be used for analyzing the curriculum projects (lesson plans), classroom videos as well as participants’ journals and online dialogues.

Transformative Teaching Practices Continuum

Transformative Co-Centering traditional Transformative No Transformative Context curriculum Perspectives as Perspectives Transformative Perspectives “Add-Ons”


 * Transformative Context A transformative topic(s) is centered and traditional content supports the understanding of the transformative topic(s). Vocabulary learned in order to understand the transformative topic more deeply. Traditional vocabulary is contextualized. Focus is on engaging students in community-based action.
 * Co-centering traditional curriculum with transformative perspectives. Both the transformative topic(s) and traditional content are equally emphasized. Vocabulary may be generated from student research, but it is also at least partially driven by the established curriculum and/ or textbooks. If students engage in social action, it may be a mixture of classroom- and community-centric actions.
 * Transformative perspectives as “add-ons” Traditional content is emphasized with transformative topics added as peripheral information. If students engage in action, it is primarily classroom-centric.
 * No transformative perspectives included. The focus is primarily on the established curriculum. A teacher may include a “relevant” topic not emphasized in traditional, established curriculum, but doing so does not automatically mean that it is transformative.

Interviews(family, friends, members of organizations, leaders, veterans, artists, scientists, lawyers) Observations (the mall, school, sporting event, school dance, playground, on the internet via social network sites, environment) Case Study (focus on one person, group, location, ecology) Ethnography (cultural thick description) Participatory Research (reporting on their experiences) Demographic Research (census, state dept websites) Literature Research (local newspapers, internet) Field trips as sites for all of these Art Exhibits (Art show, public art, instillations, eco-art, murals, street art,“guerrilla art”) Poetry Slams Oral histories Raising Awareness/ Activism Connecting with elders Connecting with community leaders Connecting with artists/musicians Connecting with world community Meeting/petitioning gov’t officials Critical Performances (Plays, musicals, choir pieces that rework and recontextualize texts or existing pieces) Video Game (Social or Eco-themed) Theatre of the Oppressed (Forum theater, rainbow of desire, image theater, legislative theater) Reports & Publications (Writing to local newspaper, having a journalist present, BOE meetings, community groups, WWW) Documentary Film (Local issues, local attitudes, local projects, film festival) Habitat for Humanity House
 * Transformative Classroom Project Ideas **


 * Guiding Questions/ Checklist items for interviews and focus group discussions. **
 * Why Teach with Transformative Education Theory? **

Transformative learning gives adult learners the ability to **think autonomously**, that is, to think as individuals. It allows learners to develop their own sense of meaning in the world free from the accepted purposes, beliefs, judgments, values, and feelings that we received from our cultures, religions, family beliefs, personalities, and life experiences. Autonomous thinking is vital for full participation in a democratic society as well as for **moral decision making** (Mezirow, 1997, p. 7); thus, it is the **goal of higher education** to produce autonomous thinkers (Mezirow, 1997, p. 5). Transformative learning allows students and educators to develop **genuine relationships** in which the educator makes a difference in the students’ lives and feels a difference in his or her own life as well (Cranton, 2006, p. 8). Transformative learning allows adult learners to use the contexts of their formal learning experiences to construct and reconstruct **personal meaning** (Dirkx, 2006, p. 24). Adult learners will inevitably join the workforce after they complete their college education, or more likely, while they are completing their college education. The identified learning needs of the **workforce** implicitly recognize the importance of autonomous learning (Mezirow, 1997, p. 7). For adults to truly take ownership of social and personal roles, being able to develop this self-authorship goes a long way towards **helping our society and world to become a better place** (TLT Website). Transformative Education Theory supports the IU Southeast Strategic Objective 3.2, which states that “IU Southeast will **prepare students to function effectively** in a culturally diverse and global community by infusing principles of diversity and equity throughout the curriculum.” Transformative Education Theory supports the NJCCCS, providing high-quality educational programs and services that **promote student learning and prepare students for productive citizenship in a diverse society**, and to contribute to the intellectual, cultural, and economic development of the region.

Establish authentic, meaningful, and genuine relationships with students (Cranton, 2006) Create learning environments that promote self-directed learning, in which learners work in problem-solving groups and learn from one another by becoming aware and critical of their own and others’ assumptions (Mezirow, 1997). Help students engage emotions in the learning process (Dirkx, 2006). Create classroom norms that accept order, justice, and civility as well as respect and responsibility for helping each other learn (Mezirow, 1997, p. 11) Engage learners in classroom practices that assist in the development of critical reflection (Taylor, 2008, p. 11).
 * How Can I as a Faculty Member Foster Transformative Thinking? **


 * Definition of Key Terms **


 * Banking Education ** : In the banking concept, education is considered an act of depositing knowledge. Paulo Freire (1970) uses it in his book Pedagogy of Oppressed. Students are considered an empty containers and the role of teacher is to deposit knowledge into the students’ container. The banking model of education generates Pedagogy of Poverty in the classroom where the students are consumers of knowledge not producers.

// Bricolage // is a term used in the construction or creation of a work from a diverse range of things which happen to be available or a work created by such a process. It is in essence building by trial and error and is often contrasted to //engineering//: theory-based construction. A person who engages in bricolage is called a //bricoleur// and usually invents his or her own strategies for using existing materials in a creative, resourceful, and original way.
 * Bricoleur **** / Bricolage **


 * Boundary crossing: ** One benefit of social interaction software is that anyone usually can be members of online learning communities that do not discriminate against students because of age, culture or level of expertise. The phrase //boundary crossing// means students are able to move beyond their geographic or social community, enter other communities, and invite others to join theirs.


 * Distributed learning: ** Distributed learning can occur anytime, anywhere, in multiple locations, using one or more technologies. Learners complete courses and programs at home or work by communicating with faculty and other students through various forms of computer-mediated communication and Web-based technologies. Learners participate in classroom activities at their own pace and at a self-selected time.


 * Gallery Walk: ** Gallery Walk is based on Museum approach to teaching. //Gallery Walk// can be collection of artifacts (i.e. maps, pictures, posters, audio and video clips) designed to present the particular topic to the audience**.**


 * Geocaching: ** Itis an outdoor activity in which the participants use a Global Positioning System (GPS) receiver or other navigational techniques to hide and seek containers (called "geocaches" or "caches") anywhere in the world ** . **


 * Global Positioning System (GPS): ** GPS is a satellite navigation system that provides the coordinates of a particular location as well as information on time, weather, altitude on the on earth surface. It is maintained by the US government with 25 satellites orbiting the earth. It is free and accessible anywhere in the world with a GPS device. It is used in military to agriculture, seismology to making maps.


 * Critical autonomy ** : Len Masterman, the author of Teaching the Media, calls critical autonomy an ability to think and choose for oneself. Without this fundamental media literacy skill, one cannot have read and deconstruct a media text for himself or herself, make autonomous judgments about elections and be a productive critical democratic citizen.


 * Culturally and linguistically responsive curriculum: ** This is a curriculum that recognizes the importance of the students' cultural, heritage and language background in education. It is a “Pedagogy of Plenty” model that has high expectations for all the students, It is based on providing student-centered instruction, connecting with families and their experiences, and reshaping the education based on the needs of the students as well as valuing the students’ culture and language as an asset not a deficit.


 * Global Competency: ** Global competency is life-time process of developing skills- critical thinking and problems skills to research, cope and communicate on global issues, knowledge- of world history, geography, culture, people, events, values and attitudes- to new ideas and way of thinking, self awareness about identity and culture, sensitivity and respect for differences and multiple perspectives, and behaviors- to seek out multiple opinions and perspectives and take informed action on global issues.


 * Heutagogy: ** Heutagogy is a life-long learning process that is self-directed and self-organized by a learner. Steward Hase of Southern Cross University in Australia coined the term. Even though heutagogy is build on andragogy that focuses on adult learners, given the times where there are massive online open education resources, students in every level, including the elementary, have access and the ability to engage in autonomous educational experiences based on heutagogy.


 * Learning Communities. ** Learning communities are informal learning environments. Emphasis is on authentic and collective learning. Learning communities are formed by groups of people who work together on projects, support one another, and engage in socio-cultural experiences.


 * Participatory Action Research (PAR): ** In participatory action research projects, research participants collaborate and co-design a research study. They are all part of the research team who seek to investigate the issues by trying to change it as they participate (life in society and democracy), take action (engage with experience and history), and research (soundness in thought and the growth of knowledge) collectively and reflectively.


 * Participatory Culture: ** Participatory culture as opposite to a consumer culture is a new term in which each person acts as a contributor or co-producer. With the advent of Web 2.0, Internet was no longer a static place, it turned into a dynamic environment each participants becomes part of the meaning making process.


 * Pedagogy of Plenty: ** As opposed to “Pedagogy of Poor or Poverty,” Pedagogy of Plenty provides a rich learning environment with high-quality resources and exposes students to an inquiry-based and critical thinking approach to instruction that emphasizes meaningful work that leads to higher academic outcomes and success in life.


 * Open Learning. ** Open or flexible learning is a type of distance education where the focus is on learning rather than teaching. It is student-centered, addresses local needs and requirements as opposed to standardized curriculum, and provides choices for students in meeting their educational goals.


 * Situated Learning. ** It is a model of learning that takes place in a specific context as a social process where knowledge is co-constructed such as developing a blog, creating a voicethread project.


 * Social Media Classroom ** (SMS) is a free and open-source web service that integrates wikis, chat, blogs, tagging, media sharing, social bookmarking, RSS, and other read/write web tools. SMS provides teachers and learners with an integrated set of social media that each course can use for its own purposes and includes curricular material: syllabi, lesson plans, resource repositories, screencasts and videos.


 * Social Reconstructivist Theory: ** It advocates change, improvement and the reforming the society through education. Social reconstructivist perspectives claim that the learning environment is active, that assessment is based on creative work, and that education is relatively autonomous and can and does lead to social change. The role of education is to enhance students' learning through the interpersonal negotiation of meaning. Knowledge is socially constructed through language and interpersonal processes.


 * 21st Century Skills: ** The term "21st century skills" generally refers to the core competencies such as reading, writing, arithmetic as well as digital literacy, critical thinking, communication, collaboration, global competencies and problem-solving skills for students to thrive in the 21st century.


 * Annotated Bibliography of Resources **

Many of the resources listed below will used in the literature review on transformative education pedagogy.

Baumgartner, L. M. (2001). An update on transformational learning theory. //New Directions for Adult and Continuing Education//, //2001//(89), 15-24.This article provides a brief history of transformational learning through 4 lenses: consciousness-raising, cognitive-rational, developmental, and spiritual. Baumgartner describes how a traditional view of transformational learning, that which was developed by Jack Mezirow, has been expanded and includes practical suggestions for fostering transformational learning for groups. It is an easy read and may be useful to any faculty member wishing to incorporate group strategies to foster transformative learning in their classroom.

Cranton, P.A. (2002). Teaching for transformation. //New Directions for Adult and Continuing Education, 93,// 63-71.It provides an overview of transformative learning theory and offers suggestions for faculty members to set up a classroom that is conducive to transformation. Cranton describes how transformative learning theory has evolved from a linear process to a more spiral-like process and outlines 7 facets with associated teaching strategies that can be used to set up a learning environment that promotes transformation. Cranton describes each teaching strategy in simple terms and offers examples of how each has the potential to be transformative but cautions that no teaching method guarantees transformation. An expert on authenticity in teaching, Cranton’s article is succinct and informative, offering practical suggestions and teaching strategies for faculty members in any discipline.

Cranton, P.A. & Roy, M. (2003). When the bottom falls out of the bucket: A holistic perspective on transformative learning. //Journal of Transformative Education//, //1//(2), 86-98. T his article aims to review the various perspectives of transformative learning and integrate them with individuation and authenticity, arriving at a holistic perspective of transformative education. Cranton and Roy describe how transformative education is rooted in the cognitive-rational approach of Jack Mezirow but has been expanded to include approaches such as affective (emotional), extra rational (imaginative), and experiential (response to life experience). Cranton and Roy’s article is worthwhile for faculty members wishing to engage more fully in the varying perspectives of transformative learning; however, the article is theoretical in nature, offering limited suggestions of practical teaching strategies.

Cranton, P.A. (2006). Fostering authentic relationships in the transformative classroom. //New Directions for Adult and Continuing Education//, //2006//(109), 5-13. This article is based on research that suggests that establishing authentic relationships with students is an effective way to foster transformative learning in the classroom. Cranton’s perspective on transformation is based on the cognitive-rational approach of Jack Mezirow but has been expanded to include alternative perspectives to create a holistic view of transformative learning. Dr. Cranton offers practical strategies, including various exercises and activities, for fostering authentic and transformative relationships in the classroom. Cranton’s article is useful for faculty members in any discipline but may be particularly useful for faculty members that teach in discussion-based courses.

Dirkx, J.M. (1998). Transformative learning theory in the practice of adult education: An overview. //PAACE Journal of Lifelong Learning, 7,// 1-14. This article aims to discuss the implications of transformative learning theory in higher education. Dirkx succinctly summarizes 4 major strands of transformative education articulated by these notable scholars: Paulo Freire (consciousness-raising), Jack Mezirow (critical reflection), Larry Daloz (developmental), and Robert Boyd (individuation). The summaries provide the reader with the main points of each strand, compare and contrast the strands with one another, and describe how and where each strand has been successfully used in practice. Dirkx indicates that transformative education is a stance that educators take toward relationships with learners rather than a strategy used on them; consequently, he offers minimal suggestions for implementing strategies that foster transformative learning. []

Dirkx, J.M. (2000). Transformative learning and the journey of individuation. //ERIC Digests//, //223//. It focuses on the emotional and spiritual dimensions of transformative learning theory. Dirkx briefly describes Robert Boyd’s view of transformative education, which is grounded in the field of depth psychology, and offers examples of numerous scholars that have added to the research in this area of transformative education. Dirkx describes a perspective of transformative learning, known as the “mytho-poetic” view, which works with unconscious images to deepen a learner’s sense of wholeness. In addition to theoretical content, Dirkx offers a 4-step process that educators can use to work with images in educational contexts. []

Dirkx, J. M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. //New Directions for Adult and Continuing Education//, //2006//(109), 15-26. This article explores how educators can use the idea of emotion-laden images to foster transformation in adult learners. Dirkx’ theory of transformative learning is grounded in depth psychology and Jungian theory and involves the process of individuation, whereby individuals come to a deeper understanding, realization, and appreciation of who they are. The emotional aspects of Dirkx’ transformative learning theory are connected to parts of Mezirow’s cognitive-rational approach to transformative learning, demonstrating that the two can and should co-exist. Dirkx offers suggestions and strategies for educators that wish to foster transformative learning through work with images; therefore, this article may be particularly useful for those that wish to incorporate affect into their classroom learning environment.

McGonigal, K. (2005). Teaching for transformation: From learning theory to teaching strategies. //Speaking of Teaching: The Center for Teaching and Learning//, //14//(2). It describes transformative learning, from the view of Jack Mezirow, and outlines the purpose of transformative learning in many different disciplines. McGonigal offers examples of the importance of transformative learning in the areas of science, mathematics, humanities, and social sciences, explaining in each area how educators may be expected to change students’ perspectives. In addition, McGonigal outlines several strategies, currently being utilized by Stanford faculty members, to enhance transformative learning in the classroom. This article is a useful resource for faculty members in any discipline that wish develop transformative thinking in their courses; however, content specific examples in science related courses may make this article more appealing to faculty members in the hard sciences. []

Mezirow, J. (1997). Transformative learning: Theory to practice. //New Directions for Adult and Continuing Education//, //74,// 5-12.This article provides a detailed description of the cognitive-rational approach to transformative learning, which involves transforming frames of reference through critical reflection and discourse. Mezirow, thought by many to be the father of transformative learning, identifies what he considers to be the goal of adult education, which is to develop autonomous thinking. Mezirow offers practical and useful classroom methods associated with different aspects of his cognitive-rational approach, making his article a valuable resource for educators interested in improving the potential for transformation in their classroom.

Mezirow, J. (2003a). Transformative learning as discourse. //Journal of Transformative Education, 1//(1), 58-63. It offers a detailed explanation of critical-dialectical discourse, a critical aspect of his cognitive-rational approach to transformative learning. Mezirow defines discourse as a dialogue involving the assessment of beliefs, feelings, and values. Consequently, it involves perspective taking in an attempt to assess and choose among beliefs.

Meier, D. (2014). //The power of their ideas: Lessons for America from a small school in harlem//. Boston, Mass: Beacon Press. Amazing book to read about fueling the needs of the students who are wired and born to think and learn. http://educatorsthinkspace.wikispaces.com/Meier,+Deborah+The+Power+of+Their+Ideas

Mezirow, J. (2003b). Epistemology of transformative learning. In C. Weissner, S. Meyer, N. Pfhal, and P. Neaman (Eds.), //Transformative learning in action: Building bridges across contexts and disciplines// (326-330). Proceedings of the Fifth International Conference on Transformative Learning, Teachers College, Columbia University. This article provides the reader with a brief examination of the main points in the cognitive-rational approach to transformative learning. Mezirow provides a listing of common characteristics of how adults learn and provides connections to his theory of transformative learning. Dr. Mezirow’s article is an easy read and is recommended for educators that wish to learn more about his cognitive-rational approach to transformative learning.

Taylor, E.W. (2001). Transformative learning theory: A neurobiological perspective of the role of emotions and unconscious ways of knowing. //International Journal of Lifelong Education//, //20//(3), 218-236. It outlines the relationship between emotions and reason and the role that implicit memory plays in transformative learning theory. Dr. Taylor identifies that Mezirow’s cognitive-rational theory of transformative learning is much too dependent on rationality and argues that one cannot reason without emotions or feelings. His approach is grounded in research in the fields of neurobiology and psychology which provide an explanation of how transformation could occur outside the focal awareness of the individual (implicit memory).

Taylor, E.W. (2008). Transformative learning theory. //New Directions for Adult and Continuing Education, 119//, 5-15.Provides the reader with an update on the various perspectives of transformative learning theory. Taylor outlines transformative education from the perspective of Jack Mezirow but expands on Mezirow’s cognitive-rational (psychocritical) theory to include summaries of the following approaches: psychoanalytic, psychodevelopmental, social emancipatory, neurobiological, cultural-spiritual, race-centric, and planetary.

Wyandotte, A. & Huh, S. (2012). Of toads, gardens, and possibilities: A phenomenological approach to transformative education. Introduces the phenomenological perspective of transformative learning theory. Phenomenological approach views transformation through intellectual, psychological, and moral dimensions that foster personal and social change and posits that an authentic learning landscape, as described by educational philosopher Maxine Greene, is necessary for transformation to occur. It provides educators with strategies and techniques that foster the intellectual, psychological, and moral dimensions of transformation and describe how these dimensions overlap to form the phenomenological approach to transformative learning theory.

The **Center for World Indigenous Studies**' Fourth World Documentation Project. This project provides access to documentation on the “social, political, strategic, economic and human rights situations being faced by Fourth World nations [indigenous peoples].” **Global Teacher Education** @http://www.globalteachereducation.org/
 * __ Leadership Organizations related to transformative teaching __**
 * Association for Supervision and Curriculum Development ** http://www.ascd.org
 * Action Without Borders ** . A listing of links to organizations, guides and directories, and publications concerned with diversity issues in the United States.
 * AET Book Club ** . Children and adult books, videos, and CD Roms about Arab-Americans and people living in the Middle East.
 * American Arab Anti-Discrimination Committee ** . Material for supporting Arab American children and families and for teaching about Arab Americans with all children.
 * AskERIC InfoGuides ** . Useful InfoGuides include: American Indians and Alaska Natives, African_History, Gay and Lesbian Parents, Gender and Ethnic Bias in Curriculum, Holocaust Studies, Indigenous Peoples, Mexican Americans, Migrant Education and Women's Literature.
 * Association for White Anti-Racist Education ** (AWARE) - directed by Tim Wise. Wise lectures across the country about the need to combat institutional racism, gender bias, and the growing gap between rich and poor in the U.S. Wise has been called a "leftist extremist" by David Duke, "deceptively Aryan-looking" by a member of the Ku Klux Klan, and "the Uncle Tom of the white race," by right-wing author, Dinesh D' Souza. Whatever else can be said about him, his ability to make the right kind of enemies seems unquestioned.
 * Center for Innovation in Engineering and Science Education ** (CIESE) http://ciese.org/
 * Center for New Community ** . Education and community organizing for immigrants rights, anti-racism, and other social-justice issues in rural areas and small cities.
 * Center for the Study of White American Culture ** . A multiracial center that examines European American Culture, with a special focus on how the prejudice of white Americans toward other ethnic and cultural groups can be confronted through anti-racist dialogue and action.
 * Center for the Study of Biracial Children ** . Offer educational resources and workshops committed to multiethnic issues. A resource for researching and exploring the complexities of biracial and multiethnic children.
 * Chicano/Latino Net ** . Maintained jointly by the Chicano Studies Research Center at UCLA and the Linguistic Minority Research Institute at the University of California at Santa Barbara, this webpage “brings together Chicano/Latino research as well as linguistic minority and educational research efforts being carried out at the University of California.”
 * Classroom 2.0 ** http://www.classroom20.com/
 * Civil Rights Coalition for the 21st Century ** . Web site of the Leadership Conference on Civil Rights and links to several other national organizations working on a range of civil rights issues.
 * Crossroads Ministry ** . Crossroads works to dismantle systemic racism and promote multicultural diversity within institutions and communities.
 * The Council of Chief State School Officers ** http://www.ccsso.org/
 * Donnelly Colt **, Social-justice posters, bumper stickers, buttons, T-shirts.
 * EdSteps ** http://www.edsteps.org
 * ePals ** http://www.epals.com
 * Facing History and Ourselves National Foundation **, Inc. Based in Brookline, Massachusetts and with branches in six U.S. cities, Facing History and Ourselves provides a range of resources (printed, network-based, speakers’ bureaus, videotapes) to confront racism, prejudice and anti-Semitism in schools and the wider society.
 * Facing the Future ** http://www.facingthefuture.org/
 * Global Competency Matrix ** http://asiasociety.org/node/20791
 * Global Education Collaborative ** http://www.globaleducationconference.com/
 * Global Nomads ** http:// **www.gng.org**
 * Global SchoolNet Foundation ** http://www.globalschoolnet.org/
 * The Globe Program ** @http://www.globe.gov

NMCI, **The National MultiCultural Institute**: Its mission is to work with individuals, organizations, and communities in creating a society that is empowered by its diversity. The **U.S. Holocaust Memorial Museum**, Both an overview of the museum in Washington, D.C. and a site where teaching ideas may be found for integrating Holocaust studies into the curriculum.
 * Gustavus Myers Centers for the Study of Bigotry and Human Rights ** . Reviews of new books and videos for adults and children.
 * Hmong Homepage ** . Provides educators, parents and researchers with resources on Hmong culture and language learning.
 * Holistic Education Network ** .Provides an overview of Transformative Learning Theory and lists additional resources including books and websites for those interested in learning more about transformative education. []
 * Human Rights Web Resources Page ** . An extensive listing of links for both international and regional human rights resources on the Internet, this site is useful for activists, researchers, parents, teachers and students. The webpage of links for resources on diversity is especially interesting.
 * Inclusion Network ** . Inclusion.Com is a collection of resources for building multicultural communities.
 * Index of Native American Resources on the Internet ** . A compendium of links for artistic, cultural, music, educational, historical and video resources for Native Americans, with links to other First People's nations.
 * InterLinks **, Nova University sponsers this thorough listing of resources for multicultural education, including African Studies Web, American Sign Language, Chicano-LatinoNet, Disability Information, Feminism Resources, Gay/Lesbian Resources and the Inter-Tribal Network for Native Americans.
 * iEARN ** (International Education and Resource Network http://us.iearn.org/
 * International Society for Technology in Education ** https://www.iste.org/
 * Journey North ** : A Global Study of Wildlife Migration and Seasonal Change http://www.learner.org/jnorth/mclass/
 * Links to Aboriginal Resources **, A complete listing of connections to resources on indigenous peoples on every continent, with a useful rating system of Web pages devoted to Native/First Peoples. Also includes subscription information on dozens of electronic discussion groups and USENET newsgroups on topics pertinent to native peoples.
 * Multiracial families **, iPride's mission is to cultivate positive identity formation in children who are of more than one racial or ethnic heritage and/or who have been transracially adopted. We strive to create a more inclusive and equitable society by educating ourselves, our children, and our communities, about multiethnic families, mixed heritage identity and transracial adoptee experiences.
 * MultiRacial.com **, Essays, forums, blogs and commentaries covering all aspects of the multiracial population. This is an information filled website for the perusal of the casual learner or deep intentioned interaction with a live cyber-based community.
 * Multicultural Pavilion of the University of Virginia ** (MCPavilion). A well-organized “one-stop shopping” site with links to many multicultural resources around the world. MCPavilion has a well-stocked “Teacher’s Corner.” A related project is the MCPavilion discussion group which has also organized the MCPavilion International Project, a listing of member-contributed URLs and book reviews.
 * National Center On Universal Design for Learning **, at CAST- http://www.udlcenter.org/
 * New York Latino Research Clearinghouse **, Disseminates research on Latinos in New York State and elsewhere. It gathers and organizes the most recent research reports, academic papers and policy news relating to the Latino populations of the United States.
 * Partnership for 21st Century Skills ** http://www.p21.org/
 * Society for Information Technology and Teacher Education ** http://site.aace.org/
 * PH International ** http://www.ph-int.org/
 * TakingITGlobal ** http://www.tigweb.org/
 * Teaching for Change **, resource that provides tools to transform schools into centers of justice where students learn to read, write and change the world.
 * Teaching Tolerance **, Founded in 1991 by the Southern Poverty Law Center, Teaching Tolerance provides educators with free educational materials that promote respect for differences and appreciation of diversity in the classroom and beyond.
 * Traces **, The largest single networked information resource on Mexico, including a resource section for Mexicans living outside the nation.
 * Transformative Learning Theory Website. ** []