Putting the "development" in professional development: Understanding and overturning educational leaders' immunities to change

Harvard Educational Review

Volumn 78, Issue 3, 2008, Pages 437-465

  Helsing, Deborah ^a   Howell, Annie ^a   Kegan, Robert ^a,b   Lahey, Lisa ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b HGSE Change Leadership Group

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54349115425     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.78.3.888l759g1qm54660     Document Type: Review

References (46)

1. Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Ablex
2. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing: The development of self, mind, and voice. New York: Basic Books.
3. Borko, H., & Putnam, R. T. (1995). Expanding a teacher's knowledge base: A cognitive psychological perspective on professional development. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 35-65). New York: Teachers College Press.
4. Carnevale, A. P., & Desrochers, D. M. (2003). Standards for what? The economic roots of K-16 reform. Princeton, NJ: Educational Testing Service.
5. Cranton, P. (1994). Understanding and promoting transformative learning: A guide for educators of adults. San Francisco: Jossey-Bass.
6. Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals (Review of Research). Stanford, CA: Stanford University, Stanford Educational Leadership Institute.
7. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
8. Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
9. Friedman, E. H. (1991). Bowen theory and therapy. In A. S. Gurman & D. P. Kniskern (Eds.), Handbook of family therapy (pp. 134-170). New York: Brunner/Mazel.
10. Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books.
11. Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.
12. Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey-Bass.
13. Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
14. Heifetz, R. A. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press.
15. Heifetz, R. A. (2002). Bringing the spirit of invention to leadership. Journal of Staff Development, 23(2), 44-46.
16. Heifetz, R. A., & Laurie, D. L. (1997). The work of leadership. Harvard Business Review, 75(1), 124-134.
17. Heifetz, R. A., & Linsky, M. (2004). When leadership spells danger. Educational Leadership, 61 (7), 33-37.
18. Hirsh, S. (2005). Professional development and closing the achievement gap. Theory into Practice, 44(1), 38-44.
19. Howell, A. (2006). Transformational learning and professional development: Aspiring school leaders and their experience with the four column exercise. Cambridge, MA: Harvard Graduate School of Education.
20. Joyner, E. T. (2000). No more "drive-by" staff development. In P. Senge, N. Cambron-McCabe, T. Lucas, B. Smith, J. Dutton, & A. Kleiner (Eds.), Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education (pp. 385-394). New York: Doubleday.
21. Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.
22. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
23. Kegan, R. (2000). What "form" transforms? A constructive-developmental approach to transformative learning. In J. Mezirow (Ed.), Learning as transformation (pp. 35-69). San Francisco: Jossey-Bass.
24. Kegan, R. (2001). Competencies as working epistemologies: Ways we want adults to know. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 192-204). Kirkland, WA: Hogrefe & Huber.
25. Kegan, R. (2003). Hidden curriculum of adult life: An adult developmental perspective. In Stockholm lectures in educology (pp. 21-48). Stockholm: Stockholm University Department of Education.
26. Kegan, R., & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven lan guages for transformation. San Francisco: Jossey-Bass.
27. Kegan, R., & Lahey, L. L. (in press). Immunity to change: How to overcome it and unlock the potential in yourself and your organization. Boston: Harvard Business School Press.
28. Kelly, G. A. (1955). The Psychology of Personal Constructs. New York: Norton.
29. Kennedy, M. (1998). Form and substance in teacher inservice education. In Research monograph no. 13. Madison, WI: National Institute for Science Education, University of Wisconsin-Madison.
30. Kohlberg, L. (1984). Stage and sequence the cognitive developmental approach to socialization: The psychology of moral development. San Francisco: Harper & Row.
31. Lahey, L. L., Souvaine, E., Kegan, R., Goodman, R., & Felix, S. (1988). A guide to the subject-object interview. Cambridge, MA: The Subject-Object Research Group.
32. Levine, S. L. (1989). Promoting adult growth in schools: The promise of professional development. Boston: Allyn & Bacon.
33. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
34. McEwan, E. (2005). How to deal with teachers who are angry, troubled, exhausted, or just plain confused. Thousand Oaks, CA: Corwin Press.
35. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
36. Miles, M. B. (1995). Foreword. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. vii-ix). New York: Teachers College Press.
37. Murnane, R. J., & Levy, F. (1996). Teaching the new basic skills: Principles for educational change to thrive in a changing economy. New York: Free Press.
38. Murnane, R. J., & Levy, F. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.
39. Osterman, K. F., & Kottkamp, R. B. (2004). Reflective practice for educators: Professional development to improve student learning (2nd ed.). Thousand Oaks, CA: Corwin Press.
40. Roberts, C. (2000). Leading without control: Moving beyond the "principal do-right" model of educational leadership. In P. Senge, N. Cambron-McCabe, T. Lucas, B. Smith, J. Dutton, & A. Kleiner (Eds.), Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education (pp. 411-418). New York: Doubleday.
41. Sparks, D. (2005). Leading for results: Transforming teaching, learning, and relationships in schools. Thousand Oaks, CA: Corwin Press.
42. Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
43. Thomas, I. K. (2004). Professional development for school leaders. Washington, DC: American Association of Colleges for Teacher Education.
44. Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341-375). San Francisco: Jossey-Bass.
45. Wagner, T., Kegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., et al. (2006). Change leadership: A practical guide to transforming our schools. San Francisco: Jossey-Bass.
46. Wang, Y. L., Frechtling, J. A., & Sanders, W. L. (1999, April). Exploring linkages between professional development and student learning: A pilot study. Paper presented at the annual meeting of the American Educational Research Association, Montreal.