Bibliografia

Bibliografia Autori Lingua Straniera

A

Alhadeff-Jones, M. (2008). Three generations of complexity theories: Nuances and ambiguities. Educational Philosophy and Theory, 40, 1, 66 – 82.

Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. In E. W. Taylor & P. Cranton (Eds.), The handbook of transformative learning (pp. 178–194). San Francisco, CA: Jossey-Bass.

Alhadeff-Jones, M., Kokkos, A. (Eds.), Transformative learning in time of crisis: Individual and collective challenges. Proceedings of the 9th International Transformative Learning Conference. New York and Athens, Greece: Teachers College, Columbia University and the Hellenic Open University.

B

Bayyurt, Y. & Sifakis, N. (2015). “Transforming into an ELF-aware teacher: an EFL teacher’s reflective journey”. In H. Bowles & A. Cogo (Eds.), International perspectives on Teaching English as a lingua franca: pedagogical insights. London: Palgrave MacMillan, pp. 117-135.

Baumgartner, L., (2001). An update on transformational learning. New Directions for Adult and Continuing Education, 89, 15-24.

Bitterman, J. E. (2000). Antilogical aspects of graduate study in adult education: Reflections on motivational conflicts in the AEGIS program experience. In K. Illeris (Ed.), Adult education in the perspective of the learners: 5th report from the Adult Education Research Project (pp. 81–115). Frederiksberg, Denmark: Roskilde University Press.

Boyer, N. R., Maher, P. A., & Kirkman, S. (2006). Transformative learning in online settings: The use of self-direction, metacognition, and collaborative learning. Journal of Transformative Education, 4(4), 335-361.

Brock, S. (2010). Measuring the importance of precursor steps to transformative learning. Adult Education Quarterly, 60, 122-142.

Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco, CA: Jossey- Bass.

Brookfield, S. (1990). The skillful teacher. San Francisco, CA: Jossey-Bass.

Brookfield, S. (1991). Developing Critical Thinkers: Challenging Adults to Explore Alternate Ways of Thinking and Acting. San Francisco, CA: Jossey-Bass.

Brookfield, S. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227–242.

Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2000). The concept of critically reflective practice. In A. L Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 33–49). San Francisco: Jossey-Bass.

Brookfield, S. (2000). Transformative learning as ideology critique. In J. Mezirow & R. Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 125-148). San Francisco, CA: Jossey-Bass.

Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.

Brookfield, S. (2010). Theoretical frameworks for understanding the field. In A. C. Kasworm, A. Rose, & J. Ross-Gordon (Eds.), Handbook of adult and continuing education, 2010 (pp. 71–82). Thousand Oaks, CA: SAGE.

Brookfield, S. (2010). Theoretical frameworks for understanding the field. In A. C. Kasworm, A. Rose, & J. Ross-Gordon (Eds.), Handbook of adult and continuing education, 2010 (pp. 71–82). Thousand Oaks, CA: SAGE.

Brookfield, S. (2012). Learning democratic reason: The adult education project of Jürgen Habermas. In M. Murphy & T. Fleming (Eds.), Habermas, critical theory and education (pp. 125-136). New York, NY: Routledge.

Brookfield, S. (2015). Workshop Resource Packet. Discussion as a way of Teaching, May 1st & 2nd. 2015. Teachers College, Columbia University, New York.

C

Collard, S., & Law, M. (1989). The limits of perspective transformation: A critique of Mezirow’s theory. Adult Education Quarterly, 39, 2, 99–107.

Cragg C. E. (Ed.) (2001). Perspective transformation in RN-to-BSN distance education. Journal of Nursing Education, 40(7), 317-322.

Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco, CA: Jossey-Bass.

Cranton, P. (2000). Individual differences and transformative learning. In Learning as transformation: Critical perspectives on a theory in progress (pp. 181–204). San Francisco, CA: Jossey-Bass.

Cranton, P. (2001). Teaching for transformation. New Directions for Adult and Continuing Education, 93, 63–72.

Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults (2nd ed.). San Francisco, CA: Jossey-Bass.

Cranton, P. (2010). Transformative learning in an online environment. International Journal of Adult Vocational Education and Technology, 1, 2, pp. 1-9.

Cranton, P. & Roy, M. (2003). When the bottom falls out of the bucket: Towards a holistic perspective on transformative learning. Journal of Transformative Education, 1, 2, pp. 86-98.

Cranton, P. & Taylor, E.W. (2012). Transformative learning theory: Seeking a more unified theory. In E.W. Taylor, P. Cranton and Associates, The handbook of transformative learning. San Francisco, CA: Jossey-Bass.

Cranton, P. & Wright, B. (2008). The transformative educator as learning companion. Journal of Transformative Education, 6, pp. 133 – 47.

Cranton, P., & Kasl, E. (2012). A response to Michael Newman’s “calling transformative learning into question: Some mutinous thoughts”. Adult Education Quarterly, 62, 4, pp. 393-398. doi:10.1177/0741713612456418

Cranton, P., King, K. P. (2003). Transformative learning as a professional development goal. In K. P. King & P. A. Lawler (Eds.), Professional development of teachers as adults (pp. 31-41). New Directions for Adult and Continuing Education, 98. San Francisco, VA: Jossey-Bass.

Cranton, P., Taylor, E. W. (2012). Transformative learning. In P. Jarvis & M. Watts (Eds.), The Routledge international handbook of learning (pp. 194-204). Oxon, UK: Routledge.

D

Dirkx, J. (1997). Nurturing soul in adult learning. New Directions for Adult and Continuing Education, 74, 79–88. Doi:10.1002/ace.7409

Dirkx, J. (1998). Transformative learning theory in practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14.

Dirkx, J. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of lifelong Learning, 7, 1-14.

Dirkx, J. (2000). Transformative learning and the journey of individuation. ERIC Digest, 223, 2.

Dirkx, J. (2001). The power of feelings: emotion, imagination, and the construction of meaning in adult learning. In S. Merriam (Ed.), The new update on adult learning theory (pp. 63–72). New Directions for Adult and Continuing Education, 89. San Francisco, CA: Jossey-Bass.

Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 15-26.

Dirkx, J. (2007). Making sense of multiplicity: Metaphors of self and self-change in transformation theory. In P. Cranton & E. W. Taylor (Eds.), Proceedings of the 7th international transformative learning conference (pp. 110–115). Albuquerque, NM: University of New Mexico College of Education, Central New Mexico Community College.

Dirkx, J. (2007). Nurturing soul in adult learning. In P. Cranton (Ed.), Transformative learning in action, (pp. 79-88), San Francisco, CA: Jossey-Bass.

Dirkx, J. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 120, 7-18.

Dirkx, J. (2009). Editor’s perspective: Seeking wholeness through differentiation. Journal ofTransformative Education, 7, 2, 111-113.

Dirkx, J. (2012). Nurturing the soul: A Jungian approach to transformative learning. In E. W. Taylor, P. Cranston, & Assoc. (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 116–130). San Francisco, CA: Jossey Bass.

Dirkx, J. (2012). Self-formation and transformative learning: A response to “calling transformative learning into question: Some mutinous thoughts” by Michael Newman. Adult Education Quarterly, 64, 2, 399-405. Doi:10.1177/0741713612456420

Dirkx, J. (2013). Leaning in and leaning back at the same time: Toward a spirituality of work-related learning. Advances in Developing Human Resources, 15, 4, 356-369. doi:10.1177/1523422313498562

Dirkx, J., Mezirow, J., Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning. Journal of Transformative Education, 4, 2, 123–139.

Dirkx, J., Smith, R. O. (2009). Facilitating transformative learning: Engaging emotions in an online context (pp. 57-66). In J. Mezirow & E. Taylor (Eds). Transformative learning in practice. San Francisco, CA: Jossey-Bass.

Donaldson, J. F. (2009). Fostering transformative learning in leadership development. In J. Mezirow, E. W. Taylor, & Associates (Eds.), Transformative learning in practice (pp. 67–77). San Francisco: Jossey-Bass.

Drago-Severson, E., & Maslin-Ostrowski, P. (2014). New mindsets. In V. C. X. Wang (Ed.), Andagogical & pedagogical methods for curriculum and program development (pp. 195—217). Hershey, PA: IGI Global.

Drago-Severson, E., Maslin-Ostrowski, P., Hoffman, A. M., & Barbaro, J. (2014). Managing adaptive challenges. Journal of Research on Education Leadership, 9, 1, 6-33.

E

Ettling, D. (2012). Educator as change agent: Ethics of transformative learning. In E. W. Taylor, & P. Cranton, (Eds.), The handbook of transformative learning: theory, research, and practice (pp. 536-551). San Francisco, CA: Jossey-Bass.

F

Fisher-Yoshida, B. (2009). Transformative learning in participative processes that reframe self-identity. In B. Fisher-Yoshida, K. Geller, & S. A. Schapiro (Eds.) (2009). Innovations in transformative learning: Space, culture, and the arts. New York, NY: Peter Lang.

G

Goelich, M. (2015). Notes from James Gordon Finlayson, Habermas: a very short Introduction. Class Lecture on November, 23, 2015. New York: Teachers College, Columbia University.

H

Hayes, S., Yorks L. (2007). Lessons from the Lessons Learned: Arts Change the World When… New Directions For Adult and Continuing Education, 116, 2007.

Howie, P. & Bagnall, R. (2013). A beautiful metaphor: Transformative learning theory. International Journal of Lifelong Education, 32, 6, 816 – 836.

I

Illeris, K. (2004). Transformative learning in the perspective of a comprehensive learning theory. Journal of Transformative Education, 2, 2, 79-89.

Illeris, K. (2007). How we learn. Learning and non-learning in school and beyond. London: Routledge.

Illeris, K. (2014). Transformative learning and identity. New York, NY: Routledge.

K

Kasl, E. & Yorks, L. (2012). Learning to be what we know: The pivotal role of presentational knowing in Transformative Learning. In E. Taylor & P. Cranton (Eds.), Handbook of transformative learning (pp. 503-519). San Francisco, CA: Jossey-Bass

Kasl, E., & Elias, D. (2000). Creating new habits of mind in small Groups. In J. Mezirow & Associates (Eds.), Learning as transformation (pp. 229-252). San Francisco, CA: Jossey-Bass.

Kasl, E., Marsick, V. J., & Dechant, K. (1997). Teams as learners: A research-based model of team learning. Journal of Applied Behavioral Science, 33(2), 227-247.

Kegan, R, (1982). The evolving self: Problems and process in human development. Cambridge, MA: Harvard University Press.

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

Kegan, R. (2000). What “form” transforms? A constructive-developmental approach to transformative learning. In J. Mezirow & R. Associates (Eds.), The handbook of transformative learning: Theory, research and practice (pp. 35-70). San Francisco, CA: Jossey-Bass

Kegan, R., Lahey, L. L. (2009). Immunity to change. How to overcome it and unlock potential in yourself and your organization. Boston, MA: Harvard Business Press.

King, K. (1997). Examining learning activities and transformational learning. International Journal of University Adult Education, 36, 3, 23 – 37.

King, K. (1998). A guide to perspective transformation and learning activities: The Learning Activities Survey. Philadelphi, PAa: Research for Better Schools.

King, K. (2002). Educational technology professional development as transformative learning opportunities. Computers and Education, 39, 3, 283-297.

King, K. (2004). Both sides now: Examining transformative learning and professional development of educators. Innovative Higher Education, 29, 155–174.

King, K. (2005). Bringing transformative learning to life. Malabar, FL: Krieger Publishing Company.

King, K. (2009). The handbook of the evolving research of transformative learning based on the learning activities survey. Charlotte, NC: IAP, Information Age Pub.

Kokkos, A. (2009). Transformative Learning through Aesthetic Experience: towards a comprehensive methodology. Retrieved from the Proceedings of the Eight International Transformative Learning Conference available at: http: tranformativelearning.org/

Kokkos, A. (2010). Transformative learning through aesthetic experience: Towards a comprehensive method. Journal of Transformative Education, 8,  155-177.

Koulaouzides, G. & Palios, Z. (2016). The issue of linguistic capital within the dialogical process of transformative learning environments. In Proceedings of the  2nd Conferrence of ESREA’s Network “Interrogating Transformative Processes in Learning and Education: An International Dialogue”. Athens, Greece: ESREA & Hellenic Adult Education Association, p.p.  49-57.

Koulaouzides, G. (2016).  Educational biography as a means of critical reflection: engaging adult educators in a process of recognizing their teaching frame of reference.  In Proceedings of the 7th International Conference EDU WORLD 2016 “Education facing contemporary world issues”.4-5 Noevmber 2016, Pitesti Romania, University of Pitesti – University of Bucharest.

Koulaouzides, G., Kokkos, A. (2013). Divergence and Convergence in Transformative Learning: Insights from the “Old Continent” and the “New World”. Andragogical Studies – Journal for the Study of Adult Education and Learning. 2/2013, pp. 25 -40.

L

Lange, E. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly, 54, 2, 121-139.

Lange, E. (2009). Fostering a learning sanctuary for transformation in sustainability. In J. Mezirow, E. Taylor, & Associates (Eds.). Transformative Learning in Practice (pp. 193-204). New York, NY: Wiley Press.

M

Mälkki, K. (2010). Building on mezirow’s theory of transformative learning: Theorizing the challenges to reflection. Journal of Transformative Education, 8(1), p. 42-62.

Mälkki, K. (2012). Rethinking disorienting dilemmas within real-life crises: The role of reflection in negotiating emotionally chaotic experiences. Adult Education Quarterly, 62, 3, 207-229.

Mälkki, K. & Green, L. (2014). Navigational aids: The phenomenology of transformative learning. Journal of Transformative Education, pp. 1-20, DOI: 10.1177/1541344614541171.

Marsick, V. (2015). Transformative Learning. Key concepts. Class lecture, Fall 2015. Teachers College, Columbia University, New York.

Marsick, V.J. (1990a). Action learning and reflection in the workplace. In J. Mezirow (Ed.), Fostering critical reflection in adulthood (pp. 23-46). San Francisco: Jossey- Bass.

Marsick, V.J. (1990b). Experience-based learning: Executive learning outside the classroom. Journal of Management Development, 9,  50-60.

Marsick, V.J. (2002). Exploring the many meanings of action learning and ARL. In L. Roblin, K. Billing, A. Lindberg & M. Wickelgren (Eds.), Earning while learning in global leadership: The Volvo MiL partnership (pp. 297-314). Vasbyholm, Sweden: MiL.

Marsick, V.J., Gephart, M.A. (2003). Action research: Building the capacity for learning and change. Human Resource Planning, 26, 2, 14-24.

Marsick, V.J., Manigaulte, J.D. (2011). Supporting the development of youth development workers through action-based, critically reflective learning. Educational Reflective Practices. 2, 1, 7-36.

Marsick, V.J., O’Neil, J. (1999). The many faces of action learning. Management Learning, 30, 2,  159 – 176.

Mezirow, J. (1954). The coordinating council in community development: An evaluation. Adult Education Quarterly, 8, 231–240.

Mezirow, J. (1969). Toward a theory of practice in education with particular reference to the education of adults. Paper presented at the Adult Education Research Conference, Minneapolis, MN. February 27–28, 1970. (ERIC No. ED 036 755)

Mezirow, J. (1978a). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University.

Mezirow, J. (1978b). Perspective transformation. Adult Education Quarterly, 28, 2, 100-110.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 3.

Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self- directed learning: From theory to practice (pp. 17-30). New Directions for Continuing Education, 25. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1989). Transformation theory and social action: A response to Collard and Law. Adult Education Quarterly, 39, 3, 169–175.

Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1991a). The transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1991b). Transformation theory and cultural context: A reply to Clark and Wilson. Adult Education Quarterly, 41, 3, 188–192.

Mezirow, J. (1992). Transformation theory: Critique and confusion. Adult Education Quarterly, 42, 4.

Mezirow, J. (1994). Response to Mark Tennant and Michael Newman. Adult Education Quarterly, 44, 4, 243–244.

Mezirow, J. (1995). Transformative theory of adult learning. In M. R. Welton (Ed.), In Defense of the lifeworld: Critical perspectives on adult learning (pp. 39-70). Albany, NY: SUNY Press.

Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46, 158-173.

Mezirow, J. (1997a). Transformation theory out of context. Adult Education Quarterly, 48, 1, 60–62.

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

Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48, 3, 185-198.

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education,1, 1, 58-63.

Mezirow, J. (2005). Transformative learning and adult education. Paper presented at the Sixth International Conference on Transformative Learning, Michigan State University.

Mezirow, J. (2006). An overview of transformative learning. In P. Sutherland & J. Crowther, Lifelong learning: Concepts and contexts (pp. 24–38). New York: Routledge.

Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformation theory. In E. W. Taylor, P. Cranton & Associates (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 73-95). San Francisco, CA: Jossey-Bass.

Mezirow, J. & Taylor, E.W. (Eds.), (2009). Transformative Learning in Practice: Insights fromCommunity, Workplace, and Higher Education. San Francisco, CA: Jossey-Bass.

Mezirow, J., & Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

Mezirow, J., & Epley, D. (1965). Adult education in developing countries: A bibliography. Pittsburg, PA: Pittsburg University. (ERIC Document Reproduction No. ED022086)

Mezirow, J., & Santopolo, F. A. (1960). Community development in Pakistan: The first five years. International Social Science Journal, 12, 3, 433–439.

Morgan, A.D. (2010). Journeys into transformation: Travel to an ‘other’ place as vehicle for transformative learning. Journal of Transformative Education, 8, 4, 246-268.

N

Newman, M. (1994). Response to Understanding transformation theory. Adult Education Quarterly, 44, 4, 236–242.

Newman, M. (2007). Maeler’s regard: Images of adult learning. Retrieved from http://www.michaelnewman.info (Original work published 1999).

Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. Adult Education Quarterly, 62, 1, 36-55.

Newman, M. (2012). Michael Newman’s final comments in the forum on his article “calling transformative learning into question: Some mutinous thoughts”. Adult Education Quarterly, 62(4), 406-411. doi:10.1177/0741713612456421

Nicolaides, A., & McCallum, D. (2014). Inquiry in action for learning in turbulent times: exploring the connections between transformative learning and adaptive leadership. Journal of Transformative Education, 11(4), 246-260.

O

O’Neil, J., Marsick, V. J. (2007). Understanding action learning. New York, NY: AMACOM.

O’Neil, J., Marsick, V. J. (2014). Action learning coaching. Advances in Developing Human Resources, 16, 2, 202-221. Doi:10.1177/1523422313520202.

O’Sullivan, E. (2002) (Ed.). Expanding the boundaries of transformative learning. New York: Palgrave.

O’Sullivan, E., Taylor, M. (Eds.). (2004). Learning toward an ecological consciousness: Selected transformative practices. New York: Palgrave Press.

R

Raikou, N., & Karalis, T. (2016). Adult Education and Higher Education – A focus on Transformative Learning in Universities. International Education and Research Journal, 2/4, pp. 19-22.

Raikou, N. (2016). Development of critical thinking through aesthetic experience: the case of students of an educational department. Journal of Transformative Education, 14/1, pp. 53-70.

S

Sifakis, N. C. (2014). “ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education.” Journal of English as a Lingua Franca, 3/2: 317-335.

Smith, R. (2012). Fostering transformative learning online. In E. W. Taylor, P. Cranton & Associates (Eds.), The handbook of transformative learning: Theory, research, and practice (pp. 408-422). San Francisco, CA: Jossey-Bass.

Snyder, C. (2008). Grabbing hold of a moving target: Identifying and measuring the transformative learning process. Journal of Transformative Education, 6, 3, 159-181.

T

Taylor, E. W. (1994). A learning model for intercultural competency. International Journal of Intercultural Relations, 18, 3, 398–408.

Taylor, E. W. (1997). Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48, 1, 34–59.

Taylor, E. W. (2000a) Fostering Mezirow’s Transformative Learning Theory in the adult education classroom: A critical review. The Canadian Journal of the Study of Adult Education, 14, 1-28.

Taylor, E. W. (2000b). Analyzing research on transformation learning theory. In Mezirow & Associates (Eds.) Learning as transformation: Critical perspectives on a theory in progress (pp. 284-328). San Francisco, CA: Jossey-Bass.

Taylor, E. W. (2001). Adult Education Quarterly from 1989 to 1999: A content analysis of all submissions. Adult Education Quarterly, 51, 4, 322–340.

Taylor, E. W. (2006). Teaching for change: Fostering transformative learning in the classroom. San Fransisco, CA: Jossey-Bass.

Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26, 2, 173–191.

Taylor, E. W. (2008). Transformative Learning Theory. New Directions for Adult and Continuing Education, 119, 5-15.

Taylor, E. W. (2009). Fostering transformative learning. In J. Mezirow, E. W. Taylor, & Associates (Eds.), Transformative learning in practice (pp. 3–17). San Francisco: Jossey-Bass.

Taylor, E. W. (2011). Transformative learning theory: Review of research 2006-2011. Paper presented at the 9th International Conference on Transformative Learning, Transformative Learning in Time of Crisis: Individual and Collective Challenges, Athens, Greece.

Taylor, E. W. Cranton, P. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4, 1, 33-47.

Taylor, E. W., Cranton, P. (2012). The handbook of transformative learning : Theory, research, and practice (1st ed.). San Francisco, CA: Jossey-Bass.

Tisdell, E. J. (2012). Themes and variations of transformational learning: Interdisciplinary perspectives on forms that transform. In Taylor, E. W. & Cranton, P. (Eds.), Handbook of transformative learning theory (pp. 21-36). San Francisco, CA: Jossey-Bass.

W

Wang, M., Yorks, L. (2012). Behind the Resume: A Holistic Approach to Deepen Self-Awareness. Journal of Transformative Education, 10, 3, 157 – 176.

Y

Yorks, L. & Kasl E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Learning, 4, 43. DOI: 10.1177/1541344605283151

Yorks, L. & Marsick, V. J. (2000). Organizational learning and transformation. In J. D. Mezirow (Ed.), Learning as Transformation. San Francisco, CA: Jossey-Bass.

Yorks, L. & Nicolaidas, A. (2013) Toward an Integral Approach for Evolving Mindsets for Generative Learning and Timely Action in the Midst of Ambiguity. Teachers College Record, 115, 8, pp 1-26.

Yorks, L., & Kasl, E. (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4, 1, 43-64.

Yorks, L., & Kasl, E. (2009). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52, 3, 176-192.

Yorks, L., O’Neil, J., & Marsick, V. (1999). Action learning: Theoretical bases and varieties of practice. Advances in Developing Human Resources, 2, 1-18.

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B

Bracci, F., De Natale, M.L., Fabbri, L., Melacarne, C., Rossi, B. (2011). Situated condition for transformative learning. Developing critical thinking in families and workplace. IX Conference on Transformative Learning in Time of Crisis: Individual and Collective Challenges. Athens, 28-29 June 2011.

C

Coryell, J. E., Fedeli, M., Tyner, J., & Frison, D. (2015). Faculty development and teaching international students: A cross-national study of faculty perspectives in a global era. Proceedings of the Commission of International Adult Education Pre Conference of the American Association for Adult and Continuing Education, (pp. 15-26). Oklahoma City, OK, U.S.A.

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Fabbri, L, Scaratti, G, Striano, M. (2006). Costruire Comunita’ Di Pratiche Riflessive. In: Dare Voce Al Cambiamento. In Formenti L. (A cura di), La Ricerca Interroga La Vita Adulta. Anghiari, Marzo 2005, Milano: Unicopli.

Fabbri L. (2011). Traiettorie Di Trasformazione Delle Culture Professionali. Promuovere Storie Di Apprendimento Attraverso Dialoghi Riflessivi. Educational Reflective Practices, Vol. 1, P. 39-57, Issn: 2240-7758, Doi: 10.3280/Erp2011-001003

Fabbri, L. (2007). Comunità di pratiche e apprendimento riflessivo. Roma: Carocci Editore.

Fabbri, L. (2016). Contesti e territori per l’apprendimento lifewide. In: Liliana Dozza e Simonetta Ulivieri. (a cura di): Liliana Dozza e Simonetta Ulivieri, L’educazione permanente a partire dalle prime età della vita. vol. 1, p. 782-787, Milano: FrancoAngeli, ISBN: 978-88-917-3419-8.

Fabbri, L., Melacarne, C. (2016). The Student as a Researcher. Fostering and Evaluating Students’ Meaning Perspectives in a Collaborative Action- Research. XII International Transformative Learning Conference 2016, Engaging in the Intersections, pp. 342- 349.  

 

Fabbri, L. (2016). The student as a researcher. Fostering and evaluating students’ meaning perspectives in a collaborative action-research. Educational Reflective Practices, vol. 5, p. 21-29, ISSN: 2240-7758.

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Fabbri, L., Melacarne, C. (2016). Didattica dell’innovazione e innovazione didattica. L’apprendimento come condizione per il cambiamento. In: Fedeli M. Grion V. Frison D.. Coinvolgere per apprendere. Metodi e tecniche partecipative per la formazione. p. 319-339, ISBN: 978-88-6760-328-2.

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