Writing: Bring copies of your case for each member of your group.
Required Readings:
Drago-Severson, E. (2004). Becoming adult learners: Principles and practices for effective development. – Chapters 1 (pp. 1-16), 2 (pp. 17-36), 5 (pp. 72-102), 6 (pp. 103-128)
Kegan, R., & Lahey, L. L. (1984). Adult leadership and adult development: A constructivist view. – In B. Kellerman (Ed.), Leadership: Multidisciplinary perspectives (pp. 199-230). PLEASE SEE E-RESERVE on CLASSWEB
Berger, J. (2002). Viewing the puzzle through a new lens: Understanding the perspective of alumni. – In J. Berger, Exploring the connection between teacher education and adult development theory (pp. 99-140). Doctoral dissertation. Cambridge: Harvard Graduate School of Education. Viewing the Puzzle
Drago-Severson, E. (2004). “Good teachers understand their students”: A developmental view of learners’ expectations of their teachers. In E. Drago-Severson, Becoming adult learners: Principles and practices for effective development (pp. 103-128). –
Drago-Severson, E. (2004a). “Not I alone”: The power of the cohort and collaborative learning. In E. Drago-Severson, Becoming adult learners: Principles and practices for effective development (pp. 72-102). –
Nunes, G. R. (2005). Convening Case. – Please review this case and make notes on it before this class. We will engage in a mock convening around this case from Pre-Course #1
Drago-Severson, E., Roloff Welch, J., & Jones, A. (2007). Learning and growing from convening: A context for reflecting on teacher practice. – In R. Ackerman and S. Mackenzie (eds.), Uncovering teacher leadership: Essays and voices from the field (pp. 333-350). PLEASE SEE E-RESERVE ON CLASSWEB
Recommended Readings:
Westley, S. (2005). AT-100 Final paper. Cambridge, MA: Harvard Graduate School of Education. – Westley Final Paper
